How Speech–Language Pathologists Can Minimize Bullying of Children Who Stutter

Yaruss, J. Scott; Reeves, Nina; Herring, Caryn

doi:10.1055/s-0038-1667163

Cited by 13 publications

(3 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Because of the specialized training SLPs possess, they are in a unique position within schools to help create an awareness of the likelihood that individuals with craniofacial disorders will be bullied (through both traditional means and cyberbullying), as well as the negative effects of bullying for these students. Similar to the recommendations made for SLPs with regard to working with children who stutter, educating teachers and other school personnel on ways in which they can support the child both within and outside of the classroom is key (Yaruss et al, 2018). Ultimately, it will be important for school-based SLPs to advocate for these students by helping to create an inclusive environment within their schools: to educate themselves on evidenced-based prevention and response strategies, as well as becoming involved in school-wide antibullying efforts.…”

Section: Discussionmentioning

confidence: 99%

Social Media as a Platform for Cyberbullying of Individuals With Craniofacial Anomalies: A Preliminary Survey

Jones

Plumb

Sandage

2021

LSHSS

View full text Add to dashboard Cite

Purpose The primary aim of this study was to investigate the extent to which individuals with facial and/or speech differences secondary to a craniofacial anomaly experienced bullying through social media platforms during late school age and adolescence. Method Using an online survey platform, a questionnaire was distributed via several public and private social media groups designated for individuals with craniofacial anomaly and their caregivers. Results The majority of participants ( n = 38; 88.4%) indicated they had been bullied during late school-age and adolescence and that they believed this was due to their facial difference and/or speech disorder ( n = 27; 71.1%). Almost one third indicated they had been victims of cyberbullying during this time ( n = 12; 31.6%) with the most common venues being texting and Facebook. Despite the large percentage of participants who reported being bullied through social media, half ( n = 6) indicated they did not often report these instances of cyberbullying. Conclusions As social media use continues to increase, it appears inevitable that cyberbullying will occur. Particularly vulnerable to both traditional and cyberbullying are individuals with craniofacial anomalies. Because of the specialized training of speech-language pathologists, school-based speech-language pathologists are in a unique position to play a key role in school-wide antibullying efforts and to educate school personnel on ways in which to support the needs of children with craniofacial anomalies both inside and outside of the classroom.

show abstract

Section: Discussionmentioning

confidence: 99%

Social Media as a Platform for Cyberbullying of Individuals With Craniofacial Anomalies: A Preliminary Survey

Jones

Plumb

Sandage

2021

LSHSS

View full text Add to dashboard Cite

show abstract

“…Nevertheless, therapeutic approaches can help individual speakers cope with bullying and discrimination and, ultimately, minimize the negative effects of these environmental reactions. Examples include educating others about stuttering, self-advocacy, and self-disclosing stuttering (Boyle et al, 2018; Boyle & Gabel, 2020; Byrd, Croft, et al, 2017; Byrd, McGill, et al, 2017; Croft & Byrd, 2021; McGill et al, 2018; Murphy, Yaruss, et al, 2007; Snyder et al, 2021; Yaruss et al, 2018). Educating others may be therapeutic for the person who stutters, as well, because learning to talk more openly about stuttering can help decrease self-stigma and decrease the frequency of more covert behavioral reactions.…”

Section: Implications For Stuttering Assessment and Treatmentmentioning

confidence: 99%

Understanding the Speaker's Experience of Stuttering Can Improve Stuttering Therapy

Tichenor

Herring

Yaruss

2022

Topics in Language Disorders

Self Cite

View full text Add to dashboard Cite

This article highlights the value for speech-language pathologists of considering the overall stuttering condition-including speakers' experiences during and around moments of stuttering-in treatment with individuals who stutter. We first highlight a framework for conceptualizing the entirety of the stuttering condition. We then present recent research and clinical perspectives about stuttering to support the claim that speech-language pathologists who account for individual differences in how their clients experience stuttering are better positioned to treat stuttering more effectively. Ultimately, this will yield better treatment outcomes and help clinicians achieve greater gains in quality of life for their clients who stutter.

show abstract

“…There is good evidence showing the considerable impact on the mental health of adolescents and adults who stutter, and the negative effect on educational and employment attainment and social interactions. Children who stutter are more likely to be teased or bullied than children who do not stutter (Yaruss et al, 2018), and they may start to limit their communication to avoid stuttering (Nippold & Packman, 2012).…”

mentioning

confidence: 99%

Speech-Language Pathologist Perspectives of the Implementation of Telepractice-Delivered Stuttering Treatment for School-Age Children

Erickson

Bridgman

Furlong

et al. 2022

LSHSS

View full text Add to dashboard Cite

Purpose: The impact of stuttering can be significant, and effective treatment is critical. Despite evidence supporting direct treatment approaches for school-age children who stutter, a complex set of barriers can prevent access at school. One potential solution is telepractice. To date, however, there is no published evidence regarding the use of telepractice to deliver the Lidcombe Program within a school setting. Method: In this pilot study, a telepractice service was established and the perspectives of the five treating speech-language pathologists (SLPs) were evaluated before, during, and after the trial through focus groups and recorded telesupervision sessions. Results: An inductive and reflexive thematic analysis identified four main themes: (a) Understanding and managing technology is critical; (b) logistical considerations can be time-consuming and challenging; (c) preparation and support are essential; and (d) family engagement, acceptance, and independence with telepractice services can be facilitated by external support and coaching. Initially, the SLPs shared feelings of uncertainty, fear, and apprehension. Yet, despite this concern, the SLPs ultimately reported that telepractice can play an important role in their service. Conclusions: In order to maximize the potential value of telepractice, SLPs require training and support to (a) manage the technology and troubleshoot problems that invariably arise, (b) have the opportunity to watch demonstrations of the technology, and (c) clearly explain the roles, responsibilities, and expectations of the parent engaging in treatment. These findings have particular relevance now, as schools and support services navigate a COVID-safe delivery model for the indefinite future.

show abstract

How Speech–Language Pathologists Can Minimize Bullying of Children Who Stutter

Cited by 13 publications

References 33 publications

Social Media as a Platform for Cyberbullying of Individuals With Craniofacial Anomalies: A Preliminary Survey

Social Media as a Platform for Cyberbullying of Individuals With Craniofacial Anomalies: A Preliminary Survey

Understanding the Speaker's Experience of Stuttering Can Improve Stuttering Therapy

Speech-Language Pathologist Perspectives of the Implementation of Telepractice-Delivered Stuttering Treatment for School-Age Children

Contact Info

Product

Resources

About