Citation
Aguilar-Mediavilla, E., Sanchez-Azanza, V. A., Valera-Pozo, M., Sureda-García, I., & Adrover-Roig, D. (2024). The informant matters: differences in bullying victim categorization rates assessed with self-and peer-reports in children with developmental language disorder and reading difficulties. Research in developmental disabilities, 149, 104747. https://doi.org/10.1016/j.ridd.2024.104747
Aim of the paper
· Children with language difficulties face bullying more often than typically-developing children.
· Language difficulties include developmental language disorder (DLD) and reading difficulties. Children with these difficulties can face similar social struggles, especially at secondary school.
· Children with language difficulties might struggle to explain their problems. They might also see themselves differently to how other people see them.
· This research looked at how children with language difficulties who have been bullied see themselves. It also looked at how other people see them.
· The study used questionnaires. It also looked at the social links between people.
· Children aged 9 to 12 answered questions about themselves and other children in their class.
What was found
· The friends of bullied children with language difficulties often saw them [MSC1] as ‘rejected.’ The friends of typically-developing children used this label less often.
· The friends of bullied children with DLD also saw them as victims.
· Children with DLD and with reading difficulties also saw themselves as victims. Typically-developing children did not see themselves as victims as much.
· The opinions of bullied children with reading difficulties were shared by other children.
· The friends of typically-developing children who had been bullied also had similar views. However, there was less agreement about children with DLD.
What does this mean?
· Bullied children with language difficulties were seen as victims more than typically-developing children.
· It is helpful to use both questionnaires and other people’s opinions, to get a clear view of the situation. This is because people have different views about themselves, and about others.
· Children with DLD are seen differently by different people in other areas of life. For example, parents and teachers sometimes have different views of their mental health.
· Children with DLD might not completely understand their bullying. However, they can still experience the negative effects of it.
· This means that even if children with DLD don’t say there is a problem, they might still be distressed.
· So, parents and teachers of children with language difficulties should look out for any possible bullying. They are more likely to be bullied, and less likely to tell people about it.
Where can I read this paper?
You can read this paper for free, by clicking this link: https://doi.org/10.1016/j.ridd.2024.104747
[MSC1]The bullied children with language difficulties?
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