Experiências de bullying escolar de estudantes com transtorno do espectro autista
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/24101 |
Resumo: | The term bullying has been described as aggressive behavior that involves three fundamental criteria: repetition (aggressions are systematic), intentionality and imbalance/unequal power between aggressor and victim, who cannot defend themselves, as defined by Olweus & Smith. According to Smith, the psychosocial characteristics of individuals with autism spectrum disorder, such as lack of social skills and difficulties in expressing non-verbal forms of communication, can increase their vulnerability to bullying. Studies show that bullying generates some harmful consequences in victims, such as psychosomatic problems, depression, poor academic performance, impaired mental development and increased probability of psychosis. It ends up becoming a public health problem that requires scientific and political investments. Considering the scientific weaknesses and the impact on the health of children and adolescents, it is necessary to propose studies in order to understand the elements that contribute to the spread of the phenomenon and to propose possibilities for intervention, as pointed out by Marcolino. In this context, this study addresses the theme "School bullying experiences of People with Autistic Spectrum Disorder" and aimed to understand a social complex that are experiences of school bullying experienced by people diagnosed with ASD. It is based on qualitative, exploratory research, using multiple case studies, such as the Yin project. Each case was analyzed through data triangulation, adopting the Convergence of Multiple Data Sources model. As tools for this collection, semi-structured interviews were carried out with students diagnosed with autism spectrum disorder, parents, siblings and teachers and to find out about the understanding of bullying of students with ASD, the cartoon test developed by Smith was used. The sample collection technique used was a snowball sampling, to access the target audience of Virtual Social Networks (VSN). The results of this call attention to the importance of the research students' account, for the choice of people who hinder the inclusion and social process of people with research. It was possible that the difficulties in the minds of people who may be able to face school bullying, that coping strategies are developed in the minds of people with autism in order to improve their social relationships and their better understanding of social histories, the best would help to face the situations and minimize the damage to victims' stories. |
id |
UFSM_052ea8101b21faca18d345e522aadda9 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/24101 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
Experiências de bullying escolar de estudantes com transtorno do espectro autistaSchool bullying experiences of students with autistic spectrum disorderBullying escolarTranstorno do espectro autistaExperiênciasSchool bullyingAutism spectrum disorderExperiencesCNPQ::CIENCIAS HUMANAS::EDUCACAOThe term bullying has been described as aggressive behavior that involves three fundamental criteria: repetition (aggressions are systematic), intentionality and imbalance/unequal power between aggressor and victim, who cannot defend themselves, as defined by Olweus & Smith. According to Smith, the psychosocial characteristics of individuals with autism spectrum disorder, such as lack of social skills and difficulties in expressing non-verbal forms of communication, can increase their vulnerability to bullying. Studies show that bullying generates some harmful consequences in victims, such as psychosomatic problems, depression, poor academic performance, impaired mental development and increased probability of psychosis. It ends up becoming a public health problem that requires scientific and political investments. Considering the scientific weaknesses and the impact on the health of children and adolescents, it is necessary to propose studies in order to understand the elements that contribute to the spread of the phenomenon and to propose possibilities for intervention, as pointed out by Marcolino. In this context, this study addresses the theme "School bullying experiences of People with Autistic Spectrum Disorder" and aimed to understand a social complex that are experiences of school bullying experienced by people diagnosed with ASD. It is based on qualitative, exploratory research, using multiple case studies, such as the Yin project. Each case was analyzed through data triangulation, adopting the Convergence of Multiple Data Sources model. As tools for this collection, semi-structured interviews were carried out with students diagnosed with autism spectrum disorder, parents, siblings and teachers and to find out about the understanding of bullying of students with ASD, the cartoon test developed by Smith was used. The sample collection technique used was a snowball sampling, to access the target audience of Virtual Social Networks (VSN). The results of this call attention to the importance of the research students' account, for the choice of people who hinder the inclusion and social process of people with research. It was possible that the difficulties in the minds of people who may be able to face school bullying, that coping strategies are developed in the minds of people with autism in order to improve their social relationships and their better understanding of social histories, the best would help to face the situations and minimize the damage to victims' stories.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO termo bullying tem sido descrito como comportamento agressivo que envolve três critérios fundamentais: repetição (as agressões são sistemáticas), intencionalidade e desequilíbrio/desigualdade de poder entre agressor e vítima, a qual não consegue se defender, conforme definição de Olweus & Smith. Segundo Smith as características psicossociais de indivíduos com Transtorno do Espectro Autista, como a falta de habilidades sociais e dificuldades para expressar formas não verbais de comunicação, podem aumentar sua vulnerabilidade ao bullying. Estudos apontam que o bullying gera algumas consequências nocivas nas vítimas, tais como problemas psicossomáticos, depressão, baixo desempenho acadêmico, comprometimento do desenvolvimento mental e aumento da probabilidade de psicose. Acaba por tornar-se um problema de saúde pública, que requer investimentos científicos e políticos. Considerando as fragilidades científicas e o impacto na saúde de crianças e adolescentes, faz-se necessário propor estudos a fim de conhecer os elementos que contribuem para a propagação do fenômeno e propor possibilidades de intervenção, como nos aponta Marcolino. Neste contexto, este estudo abordou a temática “Experiências de bullying escolar de Pessoas com Transtorno do Espectro Autista” e teve por objetivo compreender um fenômeno social complexo que são as experiências de bullying escolar vivenciadas por pessoas com diagnóstico de TEA. Está fundamentado numa pesquisa de abordagem qualitativa, do tipo exploratória, utilizando-se de estudos de casos múltiplos, como propõe Yin. Cada caso foi analisado individualmente através da triangulação dos dados, adotando o modelo de Convergência de Várias Fontes de Dados. As ferramentas utilizadas para esta coleta foram entrevistas semiestruturadas realizadas através de videochamadas com estudantes com diagnóstico de Transtorno do Espectro Autista, pais, irmãos e professores e para saber sobre a compreensão de bullying dos estudantes com TEA utilizou-se o cartoon test desenvolvido por Smith. A técnica de coleta de amostras utilizada foi a snowball sampling, para acessar o público-alvo através de Redes Sociais Virtuais (RSV). Os resultados desta pesquisa chamam a atenção para a importância da temática por conta dos prejuízos das agressões para as vítimas, que dificultam o processo de inclusão escolar e social das pessoas com TEA. Foi possível verificar também que as dificuldades na Teoria da Mente das pessoas com TEA aumentam a probabilidade destes indivíduos de sofrer bullying escolar, portanto, se faz necessário que sejam elaboradas estratégias de enfrentamento que foquem em desenvolver a teoria da mente das pessoas com autismo a fim de melhorar suas relações sociais e seu entendimento acerca das histórias sociais, o que os ajudaria a enfrentar melhor as situações e minimizariam os danos às vítimas.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoSchmidt, Carlohttp://lattes.cnpq.br/7185372980306847Bosa, Cleonice AlvesCostas, Fabiane Adela TonettoMenezes, Regiane Silva de2022-04-19T18:14:28Z2022-04-19T18:14:28Z2021-12-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/24101porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-04-19T18:14:28Zoai:repositorio.ufsm.br:1/24101Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-04-19T18:14:28Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Experiências de bullying escolar de estudantes com transtorno do espectro autista School bullying experiences of students with autistic spectrum disorder |
title |
Experiências de bullying escolar de estudantes com transtorno do espectro autista |
spellingShingle |
Experiências de bullying escolar de estudantes com transtorno do espectro autista Menezes, Regiane Silva de Bullying escolar Transtorno do espectro autista Experiências School bullying Autism spectrum disorder Experiences CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Experiências de bullying escolar de estudantes com transtorno do espectro autista |
title_full |
Experiências de bullying escolar de estudantes com transtorno do espectro autista |
title_fullStr |
Experiências de bullying escolar de estudantes com transtorno do espectro autista |
title_full_unstemmed |
Experiências de bullying escolar de estudantes com transtorno do espectro autista |
title_sort |
Experiências de bullying escolar de estudantes com transtorno do espectro autista |
author |
Menezes, Regiane Silva de |
author_facet |
Menezes, Regiane Silva de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Schmidt, Carlo http://lattes.cnpq.br/7185372980306847 Bosa, Cleonice Alves Costas, Fabiane Adela Tonetto |
dc.contributor.author.fl_str_mv |
Menezes, Regiane Silva de |
dc.subject.por.fl_str_mv |
Bullying escolar Transtorno do espectro autista Experiências School bullying Autism spectrum disorder Experiences CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Bullying escolar Transtorno do espectro autista Experiências School bullying Autism spectrum disorder Experiences CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The term bullying has been described as aggressive behavior that involves three fundamental criteria: repetition (aggressions are systematic), intentionality and imbalance/unequal power between aggressor and victim, who cannot defend themselves, as defined by Olweus & Smith. According to Smith, the psychosocial characteristics of individuals with autism spectrum disorder, such as lack of social skills and difficulties in expressing non-verbal forms of communication, can increase their vulnerability to bullying. Studies show that bullying generates some harmful consequences in victims, such as psychosomatic problems, depression, poor academic performance, impaired mental development and increased probability of psychosis. It ends up becoming a public health problem that requires scientific and political investments. Considering the scientific weaknesses and the impact on the health of children and adolescents, it is necessary to propose studies in order to understand the elements that contribute to the spread of the phenomenon and to propose possibilities for intervention, as pointed out by Marcolino. In this context, this study addresses the theme "School bullying experiences of People with Autistic Spectrum Disorder" and aimed to understand a social complex that are experiences of school bullying experienced by people diagnosed with ASD. It is based on qualitative, exploratory research, using multiple case studies, such as the Yin project. Each case was analyzed through data triangulation, adopting the Convergence of Multiple Data Sources model. As tools for this collection, semi-structured interviews were carried out with students diagnosed with autism spectrum disorder, parents, siblings and teachers and to find out about the understanding of bullying of students with ASD, the cartoon test developed by Smith was used. The sample collection technique used was a snowball sampling, to access the target audience of Virtual Social Networks (VSN). The results of this call attention to the importance of the research students' account, for the choice of people who hinder the inclusion and social process of people with research. It was possible that the difficulties in the minds of people who may be able to face school bullying, that coping strategies are developed in the minds of people with autism in order to improve their social relationships and their better understanding of social histories, the best would help to face the situations and minimize the damage to victims' stories. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-15 2022-04-19T18:14:28Z 2022-04-19T18:14:28Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/24101 |
url |
http://repositorio.ufsm.br/handle/1/24101 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922030398210048 |