چكيده لاتين
Abstract
The aim of the present study was to explore the Factors of bullying and victimization in students with attention deficit/hyperactivity disorder. Considering the specific challenges of this group and their individual and social vulnerabilities, an attempt was made to explore the experiences of these students in the field of bullying and victimization from their own perspective. A qualitative approach and thematic analysis method were used in this study. The statistical population included all male and female students aged 8 to 12 with attention deficit/hyperactivity disorder who were studying in elementary schools in Isfahan in the academic year 2024-2025. Purposive sampling was conducted and the Snap questionnaire (Swanson et al., 2012) was used to identify students with attention deficit/hyperactivity disorder, and the Illinois questionnaire (Spelge & Holt, 2001) was used to identify them as bullies and victims. Finally, 23 students (12 bully students and 11 victim students) who had direct experience of bullying or victimization participated in the study. Data were collected through semi-structured interviews and were simultaneously collected, implemented, and analyzed. Interviews continued until theoretical saturation was reached, and the analysis process was carried out based on the Atride-Stirling (2001) method at three levels of basic, organizing, and global themes. In total, from the data of this study, 121 basic themes were identified for bully students and 105 basic themes for victim students, which were classified into 30 organizing themes and 9 Global themes for bullying, and 22 organizing themes and 6 Global themes for victimization. The findings showed that bullying in this group of students is a multidimensional phenomenon that is formed by the interaction of a set of factors, including individual and cognitive characteristics, communication and social deficiencies, family factors, school factors, identity and role-finding in the peer group, previous experiences of victimization, false perceptions of power and popularity, cultural and social factors, and failure to regulate motivation and reward. On the other hand, victimization is also influenced by factors such as intrapersonal vulnerabilities, inadequacies in interpersonal and self-defense skills, victim identity formation, school factors, ineffective family support, and misperceptions of social interactions. These factors interact to create a cycle of harassment and exclusion that perpetuates negative experiences for these students. Overall, the results of this study showed that bullying and victimization among students with attention deficit/hyperactivity disorder are complex and intertwined issues that can be understood more deeply with a comprehensive and multi-level approach, and thus, more effective interventions for prevention and treatment can be designed.
Keywords: Bullying, Victimization, Attention Deficit/Hyperactivity Disorder, Students, Thematic Analysis
