An Exploration of peer social dynamics as setting events for the bullying involvement of students with high incidence disabilities.
Open Access
Author:
Moohr, Michele
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
February 17, 2016
Committee Members:
David Lee, Dissertation Advisor/Co-Advisor David Lee, Committee Chair/Co-Chair Kathy L Ruhl, Committee Member Jonte Charez Taylor, Committee Member Marianne Messersmith Hillemeier, Committee Member Thomas W Farmer, Special Member
Keywords:
bullying disabilities peer social dynamics setting event
Abstract:
Bullying is a complex, social-relational problem that has become a significant issue in schools and classrooms across the United States. While decades of research have been devoted to identifying a cause and cure, prevalence rates remain high. This is of particular concern for students with disabilities (SWD) who are significantly more likely than their non-disabled peers to be involved in bullying, particularly as victims and bully-victims. While these students tend to have patterns of social interactions that increase their risk for involvement in bullying, these have not been connected to specific social contexts that may serve to elicit and maintain bullying interactions. The purpose of this study was to identify differences in peer social processes of SWD involved in bullying that might indicate differentiated social roles that may set the occasion for bullying interactions. Results indicated significant heterogeneity within groups of SWD identified as bullies, victims, and bully-victims. Results are discussed in terms of theoretical, practical, and policy implications.
