Retrospective Bullying Trajectories in Adults with Self-Reported Oral Language Difficulties

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Autor/inn/en	Esteller-Cano, Àngels; Buil-Legaz, Lucía; López-Penadés, Raúl; Aguilar-Mediavilla, Eva; Adrover-Roig, Daniel
Titel	Retrospective Bullying Trajectories in Adults with Self-Reported Oral Language Difficulties
Quelle	In: International Journal of Language & Communication Disorders, 57 (2022) 3, S.578-592 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Esteller-Cano, Àngels) ORCID (Buil-Legaz, Lucía) ORCID (López-Penadés, Raúl) ORCID (Aguilar-Mediavilla, Eva) ORCID (Adrover-Roig, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12708
Schlagwörter	Bullying; Speech Impairments; Language Impairments; Victims; Incidence; Preschool Children; Adolescents; Adults; Age Differences; Preschool Education; Elementary Secondary Education; Postsecondary Education; At Risk Persons; Aggression; Sexual Harassment + Suchen Sie Ihr Suchwort? Mobbing; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Victim; Opfer; Vorkommen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Post-secondary education; Tertiäre Bildung; Risikogruppe; Sexuelle Belästigung
Abstract	Background: Previous research has consistently evidenced that children with speech and language difficulties suffer more bullying victimisation during middle school years, whereas other educative stages remain less explored. Moreover, there are divergent results in previous evidence about the types of victimisation (physical, verbal, relational) youths may experience. Aims: To examine the retrospective developmental trajectories of bullying victimisation in adults with and without self-reported oral language difficulties across seven educational stages (preschool to university). Special attention was given to the prevalence and types of victimisation. Methods & Procedures: A total of 336 participants (ages between 18 and 65, M = 30.3) from a sample of 2259 participants that fully answered an online survey were classified as having experienced oral language difficulties (LD) not associated with a biomedical condition. A comparable control group (n = 336; ages between 18 and 72, M = 30.0) was randomly selected for statistical between-groups contrasts. Responses to the California Bullying Victimization Scale--Retrospective (CBVS-R) were analysed by generalised estimating equations (GEE) including language groups, types of bullying, and educational stages as explanatory variables. Specific language group comparisons in terms of percentages were conducted using chi-square tests. Outcomes & Results: GEE results suggested that experiencing LD was associated with an overall increase in the likelihood of bullying victimisation, Wald's X[superscript 2] (1) = 8.41, p < 0.005 for the main effect of the LD group, along almost all educational stages, Wald's X[superscript 2] (6) = 3.13, p = 0.69 for the LD group × educational stage interaction. Finally, a higher proportion of participants in the LD group reported having suffered teasing behaviours at the second cycle of elementary, the first cycle of secondary, and baccalaureate. They also reported with a higher proportion being physically hurt at preschool and having received sexual comments at the second cycle of elementary, Wald's X[superscript 2] (93) = 259.87, p < 0.001 for the LD group × educational stage × type of bullying interaction. Conclusions & Implications: People with oral language difficulties experience more bullying victimisation behaviours than their typically developing peers. Heightened bullying prevalence in children with language difficulties seems to emerge as early as 6-9 years old and persists along the rest of schooling. Not all victimisation forms seem to show differential increased rates in people with speech/language difficulties, evidencing important implications for bullying assessment. Results highlight the need to provide particular support to individuals with language difficulties against bullying during the entire schooling. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01