Perceptions of Parents in Response to School Bullying against Their Children with Special Needs in Macau

Autor/in	Wu, Nikki Un Leng
Titel	Perceptions of Parents in Response to School Bullying against Their Children with Special Needs in Macau
Quelle	(2023), (104 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Alliant International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2135-9
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Bullying; Intervention; Special Needs Students; Parent Attitudes; Parent Child Relationship; Emotional Response; Parent School Relationship; Prevention + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Mobbing; Sonderpädagogischer Förderbedarf; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Emotionales Verhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Prävention; Vorbeugung
Abstract	Students with special education needs (SEN) are more vulnerable to school bullying, which is a prominent concern in Macau. Parents play a significant role in addressing and intervening in the bullying events. This study was an exploration of the experiences and perceptions of parents in Macau regarding their children with SEN being targeted for school bullying. The parents' experiences and perceptions of the interventions provided by the schools were also explored. Semistructured interviews were conducted with eight Macanese mothers of children with SEN. An analysis showed themes including the parents' responses toward their children's bullying experiences, their perceptions of the interventions provided by the schools, their emotional reactions toward the school intervention, and other experiences of children with SEN. The findings showed that parents experienced negative emotions when they first learned about their children being targeted for bullying and took different proactive strategies in response to the incidents. Additionally, the parents did not feel satisfied with the interventions provided by the schools, and both the parents and the children with SEN were greatly impacted by the bullying incidents. Clinical implications included providing support for parents to process the bullying incidents, increasing communication between the schools and the parents to help provide protective measures for the students and enhance school-parent relations, and conducting outreach services to provide education on bullying prevention and SEN. Further research is needed to study the influence of parents' different demographic backgrounds on their perspectives, the ages and grades of the students with SEN, and perceptions of other individuals involved in bullying incidents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01