Experiences of violence at school from the stuttering patients’ perspective
Experiências de violência na escola na percepção de pacientes com gagueira
Marina Pelingrin Zamprogno; Patrícia Pupin Mandrá; Tatiane Cristina Gonçalves; Tatiane Martins Jorge
Abstract
Purpose: to characterize school-aged patients with persistent stuttering regarding their self-reported experiences of violence at school.
Methods: the sample comprised 10 patients with persistent stuttering, 10 to 17 years old, regardless of their sex and stuttering characteristics, who received care at a fluency outpatient center in the heart of São Paulo State, Brazil. The collection instrument was an 11-question, multiple-choice, self-administered questionnaire. The data were descriptively analyzed based on the frequency of the answers.
Results: almost half of the stuttering patients reported suffering bullying, in which they were given nicknames, defamed, blamed for everything that happened, physically attacked, and mocked. The classroom was the most mentioned environment where bullying took place. The following reactions to violence were mentioned: “talking to friends, teachers/principals, and relatives”, “sadness”, and “desire to change schools”.
Conclusion: despite the small sample size, it was possible to note alarming data and the importance of educative/preventive actions in the school environment, approaching both bullying and stuttering.
Keywords
Resumo
Objetivo: caracterizar os pacientes com gagueira persistente em idade escolar, quanto às experiências de violência no contexto escolar, autorrelatadas pelos mesmos.
Métodos: a amostra foi constituída por 10 pacientes com gagueira persistente em atendimento em um ambulatório de fluência do município de Ribeirão Preto, São Paulo, Brasil, entre 10 e 17 anos, independentemente do sexo e das características da gagueira. O instrumento de coleta foi um questionário autoaplicável contendo 11 questões de múltipla escolha. Os dados foram analisados descritivamente, por apresentação da frequência de respostas.
Resultados: quase metade dos pacientes com gagueira afirmaram sofrer bullying, por meio do recebimento de apelidos, culpabilização por tudo o que acontece, difamações, ataques físicos e zombarias. A sala de aula foi o local mais mencionado para a ocorrência do bullying. Como reações à violência sofrida, foram mencionados: ‘falar com os amigos, professores/diretores e familiares’, além de ‘tristeza’ e ‘vontade de mudar de escola’.
Conclusão: apesar do reduzido número amostral, foi possível notar dados alarmantes e a importância de ações educativo-preventivas no ambiente escolar, tanto para a temática do “bullying”, como da “gagueira”.
Palavras-chave
Referencias
1. Malta DC, Porto DL, Crespo CL, Silva MMA, Andrade SSC, Mello FCM et al. Bullying in Brazilian schoolchildren: analysis of the National Adolescent School-based Health Survey (PeNSE 2012). Rev Bras Epidemiol. 2014;17(Suppl 1):92-105.
2. Beitchman J, Brownlie E. Language development and its impact on children’s psychosocial and emotional development. In: Tremblay R, Barr R, Peters R (eds). Encyclopedia on early childhood development. Montreal, Quebec: Centre of Excellence for Early Childhood Development and Strategic Knowledge. Retrieved from http://www.child-encyclopedia.com/language-development-and-literacy/according-experts/language-development-and-its-impact-childrens
3. Christoffersen MN. Violent crime against children with disabilities: a nationwide prospective birth cohort-study. Child Abuse Neglect. 2019;98:104150.
4. Davis S, Howell P, Cooke F. Sociodynamic relationships between children who stutter and their non-stuttering classmates. J Child Psychol Psychiatry. 2002;43(7):939-47.
5. Blood GW, Blood IM. Preliminary study of self-reported experience of physical aggression and bullying of boys who stutter; relation to increased anxiety. Percept Mot Skills. 2007;104(3 Pt 2):1060-6.
6. Blood GW, Blood IM, Tramontana GM, Sylvia AJ, Boyle MP, Motzko GR. Self-reported experience of bullying of students who stutter: relations with life satisfaction, life orientation, and self-esteem. Percept Mot Skills. 2011;113(2):353-64.
7. Blood GW, Blood IM. Long-term consequences of childhood bullying in adults who stutter: social anxiety, fear of negative evaluation, self-esteem, and satisfaction with life. J Fluency Disord. 2016;50:72-84.
8. Manual diagnóstico e estatístico de transtornos mentais [recurso eletrônico]: DSM-5 / [American Psychiatric Association; tradução: Nascimento MIC, Machado PH, Garcez RM, Pizzato R, Rosa SMM]; revisão técnica: Cordioli AV, Kieling C, Silva CTB, Passos IC, Barcellos MR. 5. ed. Dados eletrônicos. Porto Alegre: Artmed; 2014.
9. Iverach L, Jones M, McLellan LF, Lyneham HJ, Menzies RG, Onslow M et al. Prevalence of anxiety disorders among children who stutter. J Fluency Disord. 2016;49:13-28.
10. Erickson S, Block S. The social and communication impact of stuttering on adolescents and their families. J Fluency Disord. 2013;38(4):311-24.
11. Andrade CRF. Protocolo para avaliação da fluência da fala. Pró-Fono R Atual Científ. 2000;12(2):131-4.
12. De Aquino CRB. Acesso escolar, violência entre iguais, alunos versus alunos em quatro escolas municipais de Salvador, Bahia, Brasil [Tese]. Salamanca (Espanha): Universidade de Salamanca, Faculdade de Educação, Departamento de Teoria e História da Educação; 2010.
13. Ortega R, Mora-Merchán JA, Singer M, Smith PK, Pereira B, Menesint E. The general survey questionnaires and nomination methods concerning bullying. Final report presented at IV Meeting of TMR project: Nature and Prevention of Bullying and Social Exclusion. Munich; 1999.
14. Oliveira WA, Silva JL, Braga IF, Romualdo C, Caravita SCS, Silva MAI. Ways to explain bullying: dimensional analysis of the conceptions held by adolescents. Ciênc saúde coletiva. 2018;23(3):751-61.
15. Lopes Neto AA. Bullying - aggressive behavior among students. J Pediatr. 2005;81(5):S164-72.
16. Santos MM, Perkoski IR, Kienen N. Bullying: atitudes, consequências e medidas preventivas na percepção de professores e alunos do ensino fundamental. Temas Psicol. 2015;23(4):1017-33.
17. Walters GD. School-age bullying victimization and perpetration: a meta-analysis of prospective studies and research. Trauma, violence, abuse. 2020;21:1-11.
18. Yaruss JS, Reeves N, Herring C. How speech-language pathologists can minimize bullying of children who stutter. Semin Speech Lang. 2018;39(4):342-55.
19. Andrade CRF. Abordagem neurolinguística e motora da gagueira. In: Fernandes FDM, Mendes BCAM, Navas ALPGP (orgs). Tratado de Fonoaudiologia. São Paulo: Roca, 2009. p. 423-53.
20. Blood GW, Blood IM. Bullying in children who stutter: a preliminary study. J Fluency Disord. 2016;47:1-9.
21. Langevin M, Packman A, Onslow M. Peer responses to stuttering in the preschool setting. Am J Speech Lang Pathol. 2009;18(3):264-76.
22. Langevin M, Kleitman S, Onslow M, Packman A. The Peer Attitudes Toward Children Who Stutter (PATCS) scale: reliability, validity, and preliminary norms. Int J Lang Commun Disord. 2009;44(4):502-16.
23. Langevin M. Bullying and teasing in children who stutter. In: Conture EG, Curlee RF (eds). Stuttering and related disorders of fluency. 3rd ed. New York: Thieme; 2007. p. 123-45.
24. Murphy WP, Yaruss JS, Quesal RW. Enhancing treatment for school-age children who stutter: II. Reducing bullying through role-playing and self-disclosure. J Fluency Disord. 2007;32(2):121-38.
25. Murphy WP, Quesal RW. School-age children’s perceptions of stuttering. J Fluency Disord. 2002;27(3):215-29.
26. Blood GW, Boyle MP, Blood IM, Nalesnik GR. Bullying in children who stutter: speech-language pathologists’ perceptions and knowledge. J Fluency Disord. 2010;35(2):92-105.
27. Blood GW, Blood IM, Boyle MP. School-age children’s self-reports of bullying and victimization. J Fluency Disord. 2011;36(1):1-11.
28. Blood GW, Blood IM. Long-term consequences of childhood bullying in adults who stutter: social anxiety, fear of negative evaluation, self-esteem, and satisfaction with life. J Fluency Disord. 2016;50:72-84.
29. Iverach L, Rapee RM. Social anxiety disorder and stuttering: current status and future directions. J Fluency Disord. 2014;40:69-82.
Submitted date:
20/05/2020
Accepted date:
23/09/2020
Facebook
Twitter
LinkedIn
Mendeley
Email