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|a LB3013.32.G76 2013_GrotSamuel |2 BU-Local |
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|a Academically at-risk high school students : bullying, a phenomenological perspective |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2013. |
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|a xi, 138 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2013. |
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|a Includes bibliographical references (leaves 112-127). |
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|a Copyright Samuel Bradley Grot. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This investigation queried the phenomenological perspective of the school counselor within the at-risk high school setting. The counselors' perspective was sought in this qualitative investigation to determine the impact of bullying on the academically at-risk population. Previously, quantitative inquiries have investigated the correlates of bullying including age, culture, disability, ethnicity, gender, race, sexual orientation, and socio-emotive factors. The literature at present has neglected a significant population of high school students. The omitted student population is the academically at-risk population. Researchers have identified many sub-populations within the "at risk" school category, which have traditionally included: culture, ethnicity, gender, race, religion, and sexual orientation. The academically at-risk student is another category, and is inclusive of the aforementioned traditional "at risk" students: This group of students experiences (I) a grade point average below 2.0 on a 4.0 scale, (2) absenteeism in excess of 15 days in a 90 semester, and/or (3) behavioral issues that impact successful matriculation. Thus, the gap that exists at present is that no research has been conducted in reference to the academically at-risk high school student, and how bullying, within these exclusive at-risk high school environments, impacts students, and how their counselors understand and perceive bullying. The results of the school counselors' exploratory phenomenological lived experience was comprehended by individual verbatim textural structural description of the school counselor experience and how the individual counselors made meaning out of experiencing the phenomena of bullying. Themes that emerged included: electronic devices/media, exposure to violence/bullying, family involvement, peer/social environment, school climate and teacher involvement. The themes were representative of the five major themes that represented the domains of bullying most often cited by the participants as relevant to their personal experiences. Bullying in the context of the social environment was not recognized as an isolated event, but rather, a pandemic without prejudice that has impacted every facet of students' lives including, but not limited to their social milieu. The findings emphasize the significance of the inter-related themes that have the power to either promote or arrest bullying with the at-risk student. The awareness of the social, interactional, and interdependent nature of bullying and victimization has practical implications for educators, parents, and students with regard to bullying problems. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Bullying in schools |x United States. |
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|a Problem youth |x Education. |
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|a Counseling in secondary education. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001896/00001 |y Click here for full text |
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|a Theses and Dissertations |
