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 Studies
Recommended Citation
Dunwoodie, Claire, "#quitbullyingme: Teachers’ and Speech-Language Pathologists’ Perceptions of the Academic, Social, and Emotional Impact of Cyberbullying on Individuals Who Stutter" (2018). Senior Independent Study Theses. Paper 8214.
https://openworks.wooster.edu/independentstudy/8214
Disciplines
Junior High, Intermediate, Middle School Education and Teaching
Keywords
bullying, cyberbullying, stutter, fluency disorders, Teacher, Speech-Language Pathologist
Publication Date
2018
Degree Granted
Bachelor of Arts
Document Type
Senior Independent Study Thesis Exemplar
© Copyright 2018 Claire Dunwoodie