TY  - JOUR
PY  - 2020//
TI  - School-based bullying experiences as reflected by adults with visual impairments
JO  - Psychology in the schools
A1  - Haegele, Justin A.
A1  - Zhu, Xihe
A1  - Holland, Steven K.
SP  - 296
EP  - 309
VL  - 57
IS  - 2
N2  - 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.<p />  <p>Language: en</p>
LA  - en
SN  - 0033-3085
UR  - http://dx.doi.org/10.1002/pits.22314
ID  - ref1
ER  -