2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/09/2020 | 2:00 PM - 2:30 PM | Bullying, Peer Victimization, and Social Emotional Development | Chicago A
Bullying, Peer Victimization, and Social Emotional Development
Bullying – unwanted aggressive behavior by another person or group of people that physically, emotionally, or socially harms a victim on purpose – can begin as early as the preschool years and may continue into high school. “Bullying” includes both bully perpetration and peer victimization, which both have been linked to deficits in social interaction, emotional awareness, and self-regulation (Reiffe, 2012). Children unable to recognize, understand, handle and express emotions present an increased risk of peer victimization (Kokkinos & Kipritsi, 2012). Thus, children with inadequate communication skills (speech perception, speech production, language) may have greater likelihood of getting bullied than peers in the general population.
Wang and colleagues (2012) described five types of bullying behaviors: physical (e.g., punching, shoving), verbal (e.g., teasing, name-calling), social exclusion, spreading rumors, and cyberbullying. The most common types of peer victimization reported by typically developing children include physical, verbal, and rumor spreading. In contrast, adolescents with hearing loss using hearing aids and/or cochlear implants experience twice the rate of peer victimization and four times the rate of social exclusion than the general population (Warner-Czyz et al., 2018). Type of auditory technology may influence outcomes such that children and adolescents wearing hearing aids experience bullying at a higher rate than those wearing cochlear implants (Glade et al., 2019).
Research in children who are deaf or hard of hearing shows that (a) language age – but not mode of communication – predicts social competence (Hintermair et al., 2017; Hoffman et al., 2015); (b) speech intelligibility impacts psychosocial functioning (Freeman et al., 2017); and (c) auditory status and type of auditory technology mitigates social competence and peer interactions (Hoffman et al., 2015). This talk reviews child and family competencies for social-emotional development and self-efficacy to minimize the risk of peer victimization in children and adolescents with hearing loss.
- Describe the relationship between social emotional development and peer-victimization
- Define risk factors for children who are deaf or hard of hearing
- Learn strategies to minimize the risk and impact of bullying
Presentation:
21060_12570NannetteNicholson.pdf
21060_12570NannetteNicholson_1.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Nannette Nicholson
(), Nova Southeastern University, nnichols@nova.edu;
Nannette Nicholson is a Professor at Nova Southeastern University in Ft. Lauderdale, FL. Her areas of interest include early hearing detection and intervention systems, pediatric audiology, and family support. She currently teaches counseling, pediatric aural rehabilitation, and research methods. Dr. Nicholson has served as a reviewer for the Journal of Early Hearing Detection and Intervention (JEHDI) and is an active member of the ASHA Committee on Clinical Research, Implementation Science, and Evidence-Based Practice.
ASHA DISCLOSURE:
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Rachel Glade
(), University of Arkansas, rglade@uark.edu;
Rachel Glade is a clinical assistant professor as well as a speech language pathologist and LSLS Certified Auditory-Verbal Therapist at the University of Arkansas. She provides clinical training and teaches both graduate and undergraduate courses at the U of A. Her research interests include pre-professional preparation, adult aural rehabilitation, cochlear implantation, transition to work/school for adolescents with hearing loss and family involvement in the intervention process.
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Andrea Warner-Czyz
(), The University of Texas at Dallas, warnerczyz@utdallas.edu;
Andrea Warner-Czyz, an associate professor at The University of Texas at Dallas, focuses her research on the identification of risk and protective factors that influence communication and quality of life in children and adolescents with cochlear implants. Her current work continues to explore the intersection among social communication, speech perception, and speech and language skills to understand components that contribute to peer relationships and quality of life in pediatric cochlear implant users.
ASHA DISCLOSURE:
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Nonfinancial -