Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665286
Title: A qualitative exploration of how people with learning disabilities understand and respond to bullying
Author: Byrne, Frederick T.
ISNI:       0000 0004 5348 0861
Awarding Body: University of Surrey
Current Institution: University of Surrey
Date of Award: 2015
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Abstract:
Despite reports that people with learning disabilities (PWLD) are more vulnerable to being bullied than the non-LD population, there is a paucity of research into bullying of PWLD. Semi-structured interviews were conducted with 20 adults with LD, using bullying vignettes, to explore how PWLD understand bullying; their knowledge of coping strategies for dealing with bullying; and what PWLD understand the consequences of bullying to be. Interview data was analysed using thematic analysis and categorised into four super-ordinate themes; Bullying is a bad thing; Reasons for the bullying; Coping strategies; and Consequences of own bullying experiences. The findings are discussed in relation to attribution theory (Heider, 1958) and socio-moral reasoning theory (Gibbs, 1979; 2003). Recommendations for clinicians working with PWLD involved in bullying are made; including considering the application of the concept of the “provocative-victim” (Sheard, Clegg, Standen, & Cromby, 2001); exploring how individual’s understanding of bullying experiences in terms of attributions made and socio-moral reasoning; exploring coping strategies and addressing aggressive or avoidance-based strategies, and consequences of bullying such as social and psychological problems. Recommendations are made for future research with larger, more representative samples.
Supervisor: Not available Sponsor: Universiy of Surrey ; Surrey and Borders Partnership Trust
Qualification Name: Thesis (D.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.665286  DOI: Not available
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