Bullying Prevention and Prejudice Reduction

[Bullying Prevention and Prejudice Reduction]
Research denotes the importance of the social interest theory–based concept of acceptance of others as a key factor in increasing positive attitudes toward helping victims of bullying. However, to date, few bullying prevention programs have explicitly integrated instruction to reduce prejudice. Although most teachers will witness or experience bias-based bullying in the schools they will join as professional educators, most students are rarely exposed to these types of programs. This study investigated the effect of integrating bullying prevention and prejudice reduction content into a prevention program. Pre- and postintervention outcomes are reported on the basis of instruments that measured bullying and prejudicial attitudes. Results showed significant changes according to these measures. Implications for the use of integrated programs are presented.

Chatters, SeriaShia J. & Zalaquett, Carlos P.”Bullying Prevention and Prejudice Reduction: Assessing the Outcome of an Integrative Training Program.” The Journal of Individual Psychology, vol. 74 no. 1, 2018, pp. 20-37. Project MUSE, doi:10.1353/jip.2018.0002


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Beliefs and behavioral intentions towards pharmacotherapy for stuttering

[Beliefs and behavioural intentions towards pharmacotherapy for stuttering – A survey of adults who stutter]

This study aimed to assess beliefs regarding pharmacotherapy for adults who stutter. Necessity and concern beliefs were relatively balanced across sample. Medication beliefs predicted intentions to initiate pharmacotherapy. Reported likelihood of pursuing
pharmacotherapy and speech therapy was equal. Overall impact of stuttering predicted intentions to seek either therapy.


[stuttering, stammering, pharmacotherapy, medication, speech therapy, treatment]

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Topography of Stuttering IN Cantonese

This is the first study to investigate the behavioral nature (topography) of stuttering in Cantonese. Cantonese, a Sino-Tibetan language, is both tonal and syllable-timed. Previous studies of stuttering topography have mainly been in Western languages, which are mainly stress-timed. Methods: Conversational speech samples were collected from 24 native Cantonese-speaking adults who stuttered. Six consecutive stuttering moments from each participant were analyzed using the Lidcombe behavioral data language (LBDL). A complexity analysis based on the LBDL was developed to indicate the proportion of multiple-behavior stuttering moments for each participant. Results: There was no significant difference in the frequency of the 7 LBDL behaviors. Almost half the stuttering moments across participants were reported as complex, containing more than 1 stuttering behavior, and stuttering complexity correlated significantly with stuttering severity. Conclusions: These preliminary findings require replication because of their important theoretical and clinical implications. Differences in topography across languages have the potential to contribute to our understanding of the nature of stuttering. Clinically, the recognition of such differences may assist practitioners in identifying stuttering, for example when screening for early stuttering. The LBDL complexity score developed in this study has the potential to be used in other languages.

Law T, Packman A, Onslow M, To C, K, -S, Tong M, C, -F, Lee K, Y, -S, The Topography of Stuttering in Cantonese. Folia Phoniatr Logop 2017;69:110-117

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Free books for children birth to 5

Register your child for free books

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Self-Help Conferences and Change in the Experience of Stuttering: Preliminary Findings and Implications for Self-help Activities

Online self-help activities have improved accessibility for PWS with internet access, but this does not negate the accessibility

issue for those without internet access, those who live too far from, or those who prefer in-person activities.

Numerous studies have recognized that the internet has brought about a number of ways for self-help activities to exist

online for PWS. Research in this realm of online, self-help for PWS has also shown positive benefits.

Some of the current self-help activities that exist online for PWS include the following: discussion groups (e.g. Stutt-L,

Covert-S, podcasts (e.g. StutterTalk, Women Who Stutter, Stuttering is Cool), blogs (e.g. Make Room for the Stuttering, Diary of

a Stutterer), social networking websites (e.g. Facebook groups such as Stuttering Community and Stuttering Arena (Trichon,

2010), video conferencing community websites (e.g. Stutter Social) and smartphone applications that have also been specifically

developed to facilitate communication between PWS (e.g. Stutter Social).

Stutter Social, which formed in 2011, is an organization that has built a video conferencing community website and a

smartphone application to facilitate online self-help activities for PWS.

Trichon, Mitchell & Tetnowski, John. (2016) Self-Help Conferences and Change in the Experience of Stuttering:

Preliminary Findings and Implications for Self-help Activities. ASHA Special Interest Group 4 Perspectives on Fluency and Fluency Disorders, 19, 28-38.

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