Literature Review of Language Barriers and Bullying Prevention

        Knox & Conti‐Ramsden (2003) addressed the issue and problems that are rarely explored in previous literature, the risk severity, and prevalence of being bullied at the educational institute are measured by the researchers in 100 students with SLI (specific language impairment). A range of diverse educational placement kinds are attended by the participants and the results were compared for the risk of bullying. The risk, furthermore, encountered by the students with specific language impairment was compared with that age‐matched peer that are normally developing. The authors prepared a questionnaire and got it filled from each participant and the results have shown that 36 percent of the participants with specific language impairment believed that they are at risk of being bullied. Furthermore, the findings have indicated that a statistically significant difference is not there between risks that participants with SLI experience appearing in mainstream education and the respondents attending placements of special education. For the results, the authors have offered possible explanations along with findings’ relevance in the context of educational experience optimization of students with SLI is highlighted [4].

        Hughes (2014) conducted a research with the purpose to introduce SLPs (speech-language pathologists) to the broad problems that surround the school bullying issues in adolescence and childhood. Specifically, the authors have considered the various kinds of bullying along with its causes, as are the roles children face when bullying happens and the bullying impact on children having communication disorders. Suggestions, as well as strategies, are presented in this research so that SLPs could be helped more effectively and bullying could be managed and prevented. The authors as a research methodology have reviewed scholarly educational literature, child and adolescent development, psychology, and speech-language pathology. Moreover, the authors have provided the recommendations that how SLPs can intervene as well as prevent the bullying incidents. The findings of the research have indicated that Students are at mainly high risk, having communication disorders, for being bullied by the people. Furthermore, it is found that both typical students and provocative victims may aggressively react when being bullied. Last but not least, the authors have concluded that SLPs should, even can, help to maintain the inclusive environment while addressing bullying via therapeutic activities.

        According to the study conducted by Ahuja, et al., (2015,) responding to awareness regarding a plight of bisexual, gay, lesbian, and transgender (LGBT) people who may be subject to bullying and isolated, the AGLP (Association of Gay and Lesbian Psychiatrists) and AFSP (American Foundation for Suicide Prevention) collaborated to discuss the symposium on Suicide and Bullying in 2013 at the APA (American Psychiatric Association) Annual Meeting. The symposium’s objectives of the authors were: to understand a connection between mental illness and anti-LGBTQ bullying and ways to help such people could be identified; the academic research identification being completed on the anti-LBGTQ bullying; and how these problems can be combated. In order to identify the weakness’ areas in the approaches that are being used, and how these approaches can be improved. Furthermore, the authors have explored the future research’s area as well [5].

        Blood, et al. (2014) conducted a research regarding the school-based SLP (Speech-Language Pathologists) perception about the severity of different incidents regarding bullying, and their intervention’s likelihood, furthermore, management strategies’ selection are also examined by the researchers. The authors of testes the various hypothesis: 1) Speech-Language Pathologists view all four bullying’s types with students having Speech-Language Impairment, 2) Speech-Language Pathologists are likely to intervene the every bullying type of students with SLI, and 3) Speech-Language Pathologists tend to use the same intervention strategies in every bullying type of students with SLI. A mailed survey is used by the authors that described 4 bullying types i.e. cyber, verbal, relational and physical of children with SLI. The authors have performed the factor analysis of fourteen different strategies of bullying management and the results have indicated the three major factors: (1) the incident must be reported and some other person must be consulted, (2) strategies of child self-defense must be taught, and (3) comforting the victim must be reassured. The authors have concluded that as a group, Speech-Language Pathologists did not equally view all four bullying types of students with SLI. They do not tend to intervene equally in all four bullying types of students with SLI. As a group, Speech-Language Pathologists responded with strategies regarding management assisting the student in reporting the bullying incident, information sharing with more personnel of school, as well as, bystanders and parents [6].

References of Language Barriers and Bullying Prevention