Premium
School‐based bullying experiences as reflected by adults with visual impairments
Author(s) -
Haegele Justin A.,
Zhu Xihe,
Holland Steven K.
Publication year - 2020
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22314
Subject(s) - psychology , thematic analysis , feeling , interpretative phenomenological analysis , meaning (existential) , developmental psychology , qualitative research , social psychology , psychotherapist , social science , sociology
The purpose of this study was to describe the reflections of adults with visual impairments regarding bullying experiences during their school‐based education. An interpretative phenomenological analysis research approach was used and 11 participants (aged 20–35 years; seven women, four men) participated in this study. The sources of data were semi‐structured audiotaped telephone interviews and reflective field notes. Thematic development was undertaken utilizing a three‐step analytical process guided by the research approach. Based on the data analysis, three interrelated themes were constructed: (a) “It would be when they knew there weren't teachers watching”: bullying experiences in unowned and unstructured spaces; (b) “Going through the motions”: feelings about verbal, social, and physical victimization; and (c) “They had their own insecurities”: understanding the bullies and bystanders. The emerged themes provide a unique insight into the way in which those with visual impairments experienced bullying in schools and the meaning they ascribed to those experiences.