TY  - JOUR
PY  - 1999//
TI  - Self-reports of short- and long-term effects of bullying on children who stammer
JO  - British journal of educational psychology
A1  - Hugh-Jones, S.
A1  - Smith, Peter K.
SP  - 141
EP  - 158
VL  - 69
IS  - 2
N2  - BACKGROUND: Victimisation at school may result in long-term social, emotional and psychological effects (Parker & Asher, 1987; Sharp, 1995), particularly for children with special educational needs (Whitney et al., 1994). Children who stammer may be at risk of being bullied due to their peer-relationship and verbal difficulties. AIM: This study aimed to explore the nature, frequency and causes of bullying amongst children who stammer as well as the short- and long-term effects of their victimisation. SAMPLE: The sample consisted of 276 respondents from the British Stammering Association, a national association for dysfluent people. METHOD: A retrospective analysis of school experiences related to bullying, and its effects, was conducted through both semi-structured interviews and postal questionnaires. RESULTS: A majority of respondents had experienced bullying at school, and the likelihood of being bullied was related to the reported difficulties in friendship-making. Nearly one-half of teachers and families were reported as not being aware of this bullying. A majority reported immediate negative personal effects of this bullying, and 46% reported some long-term effects. CONCLUSION: Logistic regression analyses suggested that the severity of bullying, together with other factors such as difficulty with friendships, predicted these effects. COMMENT: In response to the high incidence of bullying experienced by children who stammer, a pack has been developed which aims to create a more empathetic school climate where differences are tolerated rather than assaulted.<p /> <p>Language: en</p>
LA  - en
SN  - 0007-0998
UR  - http://dx.doi.org/
ID  - ref1
ER  -