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stuttering, coping strategies, bullying, school-age children

van Kuik Fast, Nathania

Supervisor and department: Langevin, Marilyn Speech Pathology and Audiology Volden, Joanne Speech Pathology and Audiology

Examining committee member and department: Given, Lisa Library and Information Studies

Department: Department of Speech Pathology and Audiology

Specialization:

Date accepted: 2010-12-14T15:54:17Z

Graduation date: 2011-06

Degree: Master of Science

Degree level: Master's

Abstract: This qualitative pilot study investigated the bullying experiences of children who stutter, the type of coping strategies that they use to deal with these experiences, and their perceptions of the effectiveness of their coping strategies. Semi-structured interviews were conducted with seven 10- to 13-year-old children who stutter. Grounded theory methodology was used to analyze the interview data. Data analysis resulted in a preliminary four-element conceptualization of the process by which children who stutter experience and respond to bullying and the emergence of two themes: Individual Factors and Recommendations. Individual factors were found to influence the process of experiencing and responding to bullying, and recommendations are provided for how children who stutter may respond to bullying and how adults can help them. These recommendations may be used by speech-language pathologists, school psychologists, counselors, teachers, and parents. The findings of this study support previous research with typical children and children who stutter.

Language: English

DOI: doi:10.7939-R3NQ7N

Rights: License granted by Nathania van Kuik Fast vankuikf@ualberta.ca on 2010-12-09T03:15:19Z GMT: Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.





Author: van Kuik Fast, Nathania

Source: https://era.library.ualberta.ca/


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University of Alberta A Pilot Study of the Bullying Experiences of Children Who Stutter and the Coping Strategies They Use in Response by Nathania van Kuik Fast A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Science in Speech Language Pathology Department of Speech Pathology and Audiology ©Nathania van Kuik Fast Spring 2011 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only.
Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the authors prior written permission. Examining Committee Marilyn Langevin, Speech-Pathology and Audiology Joanne Volden, Speech-Pathology and Audiology Lisa Given, Library and Information Studies Abstract This qualitative pilot study investigated the bullying experiences of children who stutter, the type of coping strategies that they use to deal with these experiences, and their perceptions of the effectiveness of their coping strategies.
Semistructured interviews were conducted with seven 10- to 13-year-old children who stutter.
Grounded theory methodology was used to analyze the interview data. Data analysis resulted in a preliminary four-element conceptualization of the process by which children who stutter experience and respond to bullying and the emergence of two themes: Individual Factors and Recommendations.
Individual factors were found to influence the process of experiencing and ...





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