Graduate Studies

 

First Advisor

Susan Swearer

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Educational Psychology

Date of this Version

5-24-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Psychology

Under the supervision of Professor Susan M. Swearer

Lincoln, Nebraska, May 24, 2024

Comments

Copyright 2024, Miriam Patricia Brenda Crinion. Used by permission

Abstract

The purpose of the dissertation study was to increase understanding of the social experiences of students with disabilities. Students with disabilities are at increased risk of being involved in the bullying dynamic and experiencing greater social difficulties relative to their typically developing peers. Consequently, students with disabilities are more likely to report adverse mental health outcomes due to bullying involvement. The current literature suggests the effectiveness of traditional bullying intervention programming for students with disabilities is limited. Students with disabilities may also perceive traditional coping strategies to be inadequate and may have their own unique coping strategies to help them navigate their social relationships. This qualitative phenomenological dissertation study involved an in-depth exploration of the social experiences of students with disabilities who have participated in a Tier-III bullying intervention program. Data were collected via semi-structured interviews. Phenomenological qualitative data analytic strategies of coding, horizonalization, and bracketing were applied to generate themes related to the social experiences of students with disabilities. The aim of this study was to elucidate themes that could be incorporated into designing effective bullying intervention programming for students with disabilities.

Advisor: Susan M. Swearer

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