Exploring Social Cognition as a Risk Factor for Peer Victimization for Students with Autism Spectrum Disorder

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atmire.migration.oldid5004
dc.contributor.advisorMcCrimmon, Adam
dc.contributor.authorFenwick, Melanie
dc.contributor.committeememberBrandon, James
dc.contributor.committeememberDrefs, Michelle
dc.date.accessioned2016-10-04T19:11:29Z
dc.date.available2016-10-04T19:11:29Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractIn light of striking prevalence rates and adverse effects of bullying on interpersonal, psychological, and academic functioning, this study investigated a potentially influential risk factor, social cognition, for peer victimization of the uniquely at-risk population of students with Autism Spectrum Disorder (ASD). Two of the most common constructs that comprise social cognition include Theory of Mind (ToM) and Emotional Intelligence (EI). Forty-five students with High Functioning ASD (HFASD) completed measures assessing ToM, EI, and the prevalence and frequency of Bullying. Parent-report was also provided for the measure of bullying. According to student-report, verbal bullying was endorsed most (26.7%), followed by physical (17.8%) and social (15.6%) forms of bullying, while social bullying of student participants was endorsed most by parents (57.8%), followed by verbal (55.6%) and disability (35.6%) forms of bullying. Results indicated that neither ToM or EI predicted the prevalence or frequency of peer victimization for students with HFASD. Research efforts should continue to explore relevant risk factors for students with HFASD to inform policy and program development to effectively support this vulnerable group of students.en_US
dc.identifier.citationFenwick, M. (2016). Exploring Social Cognition as a Risk Factor for Peer Victimization for Students with Autism Spectrum Disorder (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26102en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26102
dc.identifier.urihttp://hdl.handle.net/11023/3398
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducational Psychology
dc.subject.classificationHFASDen_US
dc.subject.classificationpeer victimizationen_US
dc.subject.classificationtheory of minden_US
dc.subject.classificationEmotional Intelligenceen_US
dc.titleExploring Social Cognition as a Risk Factor for Peer Victimization for Students with Autism Spectrum Disorder
dc.typemaster thesis
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
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