Acoso escolar asociado al lenguajeindicadores y predictores

Abstract

Introduction Literature indicates a relationship between language difficulties and suffering from bullying (Rice, 2016). Thus, some studies (Durkin & Conti-Ramsden, 2010; Knox & Conti-Ramsden, 2003, 2007) indicate that people with language disorders have a higher rate of bullying than their peers. Socio-emotional skills (Le et al., 2017) would be found among the protective factors against bullying, which would act to regulate their appearance in cases of language difficulties (Valera-Pozo et al., 2016). In addition, linguistic factors are associated with social competence: better linguistic skills predict prosocial behavior and the ability to establish better interpersonal relationships (Girard et al., 2017). Objectives The objectives answer two questions: (1) Is there a relationship between language difficulties and suffering from bullying? (2) What variables are associated with this possible relationship? The starting hypothesis establishes that there is a relationship between presenting language difficulties and suffering harassment: the frequency of victimization would be higher in cases of people with language difficulties. In addition, linguistic, cognitive, and socio-emotional factors have been explored, cross-sectionally and retrospectively, to verify their relationship with bullying and language difficulties, and whether they are risk or protective factors. Methods This work presents three studies with three samples: a longitudinal one (N=28) of children between 5 and 12 years old (Study 1), a retrospective one of adults (N=104; Study 2) and a cross-sectional one of children between 10 and 12 years old (N =54; Study 3). The Studies 1 and 3 were made up of children with language disorders and another control group with typical development and similar sociodemographic characteristics. The Study 2 consisted of adults without developmental difficulties. In the Studies 1 and 3, tests were used to measure cognition, linguistic and socioemotional abilities, and victimization. Questionnaires assessing psychological well-being and sensitivity to punishment and reward were added to the Study 2. The longitudinal sample (Study 1) was evaluated at ages 5 and 12, while the cross-sectional sample (Study 3) was evaluated once with primary school students from 4th to 6th grade. The evaluations were carried out in person. The retrospective sample (Study 2) was evaluated online in adults from the Balearic Islands. Results Youngsters with language difficulties show poorer school adjustment, lower social and adaptive skills, and more emotional problems than their controls. This relationship is mediated by family involvement in their education, which is a protective factor. Additionally, these students suffer higher levels of victimization than their peers, although these results depend on the informant (oneself, peers, or tutor): children themselves are less aware of the bullying they receive than their peers are. Among the associations of bullying, difficulties in emotional regulation and lower self-esteem stand out in the victims; aggressors stand out for their high sensitivity to reward, greater social skills, and emotional insensitivity. The factors that best predict a bullying situation are sensitivity to reward in the group of aggressors and low psychological adjustment in the victims. Discussion The results obtained are relevant for the prevention and intervention of bullying, especially in language difficulties. In the victims, the best indicators have been low social skills, school difficulties and negative emotional symptoms. Therefore, training in these aspects is suggested, as well as increasing the social support that school and family can provide to people who suffer bullying. In aggressors, the best indicators have been high sensitivity to reward and emotional insensitivity, which suggest increasing emotional regulation and empathy skills to prevent their abusive behavior.