Abstract

The purpose of this study was to examine Teachers’ and Speech-Language Pathologists’ perceptions on the academic, social, and emotional impact that cyberbullying has on individuals who stutter. This study also looked at Teachers’ and Speech-Language Pathologists’ management skills of cyberbullying when cyberbullying arose with their students or clients. The researcher created a survey which included Likert-type questions and open response questions to address these topics. As concluded from the results of this study, Teachers and Speech-Language Pathologists both believe that students and clients who stutter are impacted the most emotionally, directly associating with cyberbullying. In addition to this, the results showed that Teachers and Speech-Language Pathologists were not as comfortable with managing bullying and cyberbullying when it has occurred. One major implication of this study is that Teachers and Speech-Language Pathologists should be provided training programs and bullying prevention models that specifically address cyberbullying. By including cyberbullying into these prevention models, it would increase the feelings of preparedness that these professionals feel when addressing any acts of bullying and/or cyberbullying.

Advisor

Goldberg, Donald

Department

Communication

Disciplines

Junior High, Intermediate, Middle School Education and Teaching

Publication Date

2018

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2018 Claire Dunwoodie