@article{ref1,
title="School-based bullying experiences as reflected by adults with visual impairments",
journal="Psychology in the schools",
year="2020",
author="Haegele, Justin A. and Zhu, Xihe and Holland, Steven K.",
volume="57",
number="2",
pages="296-309",
abstract="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) &quot;It would be when they knew there weren't teachers watching&quot;: bullying experiences in unowned and unstructured spaces; (b) &quot;Going through the motions&quot;: feelings about verbal, social, and physical victimization; and (c) &quot;They had their own insecurities&quot;: 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.<p /> <p>Language: en</p>",
language="en",
issn="0033-3085",
doi="10.1002/pits.22314",
url="http://dx.doi.org/10.1002/pits.22314"
}