Capella University
PSY7650
Children with autism spectrum disorders are prone to bullying and stigma. This is especially the case when they are mainstreamed into classes with students with other disabilities and those without any disabilities. Mainstreaming offers more opportunities for the children with disabilities to learn, especially through the interaction with other students. However, the challenges that bullying presents might serve as impediments that reduce the ability of the children with autism spectrum disorder to benefit from the additional learning opportunities (Humphrey & Symes, 2010).
The main topic upon which the research is based is the bullying of children with autism spectrum disorder and social support. Humphrey & Hebron (2015), through research, have shown that children with autism spectrum disorders have a higher likelihood of being bullied. High prevalence rates of bullying among children have been reported, with rates as high as 94%. Such rates have been reported in mainstreaming schools. Dodd (2004) underscores the need for social support as many of the children with autism spectrum disorder have poor social skills, live in solitude, and many not understand why they are being bullied.
Finding of the Literature Related to the Research Problem
During the literature review, the researchers found a paucity of studies exploring the relationship between social support as an influence of the response of students to bullying and bullying. The researchers found that the only other relevant study was by Humphrey & Symes (2010), and that it was largely quantitative. This means that the existing theories were based on speculations rather than data derived through qualitative research.
Research Problem and Research Questions
Research Problem
Humphrey & Symes (2010) find that mainstreaming of students diagnosed with autism spectrum disorders is advantageous to them in the sense that it offers more opportunities for learning. In the context of bullying and social support, and the fact that were inconsistencies to the social support afforded to children diagnosed with autism spectrum disorders when compared to other students, Humphrey & Symes (2010) also found other perspectives that are important to the concept of inclusive education.
These issues form the problem statement of the research. They include the fact that explanatory research that explores how bullying among the students who are diagnosed with autism spectrum disorder and social support relate. The other aspect of the problem statement is that any other studies in the area were quantitative in nature. This means that the existing hypotheses that explained the relationship various sources and degrees of social support with bullying were speculative at best. These aspects of the problem statement necessitated the study by Humphrey & Symes (2010) to explore the relationship between the two variables through a qualitative approach.
Research Questions
The following are the research questions that guided the research presented in the article.
What is the role of social support in determining how pupils respond to bullying?
What are the barriers that imped the development and use of social support in the event of bullying?
The Contribution the Research Made to the Knowledge Base in Psychology
The qualitative study made relevant contributions to psychology. Firstly, the qualitative research added to the existing knowledge on the dynamic between social support and bullying among students with autism spectrum disorders. The existing knowledge was that these students received minimal social support and had a higher likelihood of being bullied. The current research added more knowledge by exploring how social support influences the response of the pupils to bullying (Humphrey & Symes, 2010).
The paper also identified barriers such as the desire for solitude, the desire for solitude by the students with the autism spectrum disorder, and the characteristics that are unique to the disorder as some of the impediments to the use of social support in the event of bullying. In addition to advancing the perspectives on the existing knowledge, the current research also highlighted gaps for future research. For instance, the need for the development of peer understanding and acceptance was highlighted as a potent influencing factor on whether mainstreaming will succeed or fail (Humphrey & Symes, 2010).
The Theoretical Framework used in the Research
The response of the pupils to bullying was characterized by seeking support from different sources, some of which include parents, peers, and teachers as opposed to seeking solitude was mediated by the relationship that the pupils had with their peers and teachers and also related to the desire in an individual for solitude, the diminishing trust between the pupils and the advocates, and the unique characteristics of autism spectrum disorder (Humphrey & Symes, 2010).
The Contribution the Research Made to Psychological Theories
The recommendations from research contribute to the theory of mind. The researchers ask for acceptance and understanding to enhance the success of mainstreaming. This brings the theory of mind into perspective as it relates to the differences in abilities and attributes among different people (Roekel, Scholte & Didden, 2010). The fact that the pupils would rather seek social support from the teachers rather than their peers brings into perspective the need for exploring gaps in the practice of the theory of mind in the context of bullying and social support among children with autism spectrum disorders (Network of Autism Training and Technical Assistance Programs, n.d.).
Conclusion
The main points expressed are that bullying is very prevalent among children diagnosed with autism spectrum disorders. The response to bullying undermines the learning opportunities that are presented by mainstreaming the students with the others with different disabilities and those without disabilities. Despite the paucity of information, the findings of the article contributed to the existing knowledge. The recommendation for future research to focus on peer understanding and acceptance is based on the findings that the students with autism spectrum disorders would rather seek support from their teachers than their peers. This will contribute to dealing with the challenges to the development and use of social support in the event of bullying.
References
Dodd, S. (2004). Understanding Autism. Marrickville, N.S.W: Elsevier Australia.
Humphrey, N. & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools. European Journal of Special Needs Education. 25(1): http://dx.doi.org/10.1080/08856250903450855
Humphrey, N. and Hebron, J. (2015). Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review. International Journal of Inclusive Education. 19(8): 245-862.
Humphrey, N., & Symes, W. (2010). Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study. Journal of Research in Special Educational Needs, 10(2): 82- 90.
Network of Autism Training and Technical Assistance Programs. (n.d.). Bullying and Students on the Autism Spectrum. Retrieved from https://www.iidc.indiana.edu/pages/bullying-and-students-on-the-autism- spectrum
Roekel, E., Scholte, R. and Didden, R. (2010). Bullying Among Adolescents with Autism Spectrum Disorders: Prevalence and Perception. Journal of Autism and Development Disorders. 40(1): 63-73.
