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Future research This review of the literature reveals that research is urgently needed to inform clinical practice about coping strategies that children who stutter have found to be effective in decreasing or stopping teasing and other forms of bullying. A qualitative investigation that addresses this gap in knowledge is underway. The authors are using in-depth semi-structured interviews to learn about the bullying experiences of children who stutter, their responses to the bullying, and their perceptions of helpful and unhelpful strategies to deal with bullying. References Blood, G. W., & Blood, I. M. (2007). Preliminary study of self-reported experience of physical and bullying of boys who stutter: Relations to increased anxiety. Perceptual and Motor Skills , 104 , 1060–1066. Boulton, M. J., Trueman, M., Chau, C., Whitehand, C., & Amatya, K. (1999). Concurrent and longitudinal links between friendship and peer victimization: Implications for befriending interventions. Journal of Adolescence , 22 , 462–466. Card, N. A. & Hodges, E. V. E. (2008). Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly , 23 , 451–461. Craig, W., & Pepler, D. (2008). Understanding and addressing bullying: An international perspective. In D. Pepler & W. Craig (Eds.), Understanding and addressing bullying: An international perspective (pp. xix–xxvi). Bloomington, IN: AuthorHouse. Craig, W., Pepler, D., & Blais, J. (2007). Responding to bullying: What works? School Psychology International , 28 , 465–477. Davis, S., Howell, P., & Cooke, F. (2002). Sociodynamic relationships between children who stutter and their non-stuttering classmates. Journal of Child Psychology & Psychiatry & Allied Disciplines , 43 , 939–947. Hugh-Jones, S., & Smith, P. K. (1999). Self-reports of short- and long-term effects of bullying on children who stammer. British Journal of Educational Psychology , 69 , 141–158. Kochenderfer-Ladd, B. (2004). Peer victimization: The role of emotions in adaptive and maladaptive coping. Social Development , 13 , 329–349. Kochenderfer-Ladd, B., & Skinner, K. (2002). Children’s coping strategies: Moderators of the effects of peer victimization? Developmental Psychology , 38 , 267–278. Langevin, M. (2000). Teasing and bullying: Unacceptable behaviour (TAB) . Edmonton, Alberta: Institute for Stuttering Treatment & Research. Langevin, M. (n.d.). Teasing and bullying: Helping children deal with teasing and bullying: For parents, teachers and other adults . Retrieved 26 February, 2010 from http://www. stutterisa.org/CDRomProject/teasing/tease_bully.html Langevin, M., Bortnick, K., Hammer, T., & Wiebe, E. (1998). Teasing/bullying experienced by children who stutter: Toward development of a questionnaire. Contemporary Issues in Communication Science and Disorders , 25 , 12–24. Langevin, M., Kully, D. A., & Ross-Harold, B. (2007). The Comprehensive Stuttering Program for school-age children with strategies for managing teasing and bullying. In E. G. Conture & R. F. Curlee (Eds.), Stuttering and related disorders of fluency (3rd ed., pp. 131–149). New York: Thieme.

Link, J., & Tellis, G. (2006). Children who stutter are bullied in schools: Counseling strategies for speech-language pathologists. Advance for Speech-Language Pathologists and Audiologists , 16 , 14–15. Mahady Wilton, M. M., Craig, W. M., & Pepler, D. J. (2000). Emotional regulation and display in classroom victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors. Social Development , 9 , 226–245. Marini, Z. A., & Dane, A. V. (2008). Matching interventions to bullying subtypes: Ensuring programs fit the multifaceted needs of children involved in bullying. In D. Pepler & W. Craig (Eds.), Understanding and addressing bullying: An international perspective (pp. 97–126). Bloomington, IN: AuthorHouse. Murphy, W. P., & Quesal, R. W. (2002). Strategies for addressing bullying with the school-age child who stutters. Seminars in Speech & Language , 23 , 205–212. Murphy, W. P., Yaruss, J. S., & Quesal, R. W. (2007). Enhancing treatment for school-age children who stutter II: Reducing bullying through role-playing and self-disclosure. Journal of Fluency Disorders , 32 , 139–162. Oliver, C., & Candappa, M. (2007). Bullying and the politics of “telling”. Oxford Review of Education , 33 , 71–86. Olweus, D. (1993). Bullying at school: What we know and what we can do . Cambridge: Blackwell Publishers. Olweus, D. (2001). Peer harassment: A critical analysis and some important issues. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and the victimized (pp. 3–20). New York: The Guilford Press. Rigby, K. (2003). Consequences of bullying in schools. Canadian Journal of Psychiatry , 48 , 583–590. Salmivalli, C., Karhunen, J., & Lagerspetz, K. M. J. (1996). How do the victims respond to bullying? Aggressive Behavior , 22 , 99–109. Salmivalli, C., & Peets, K. (2009). Bullies, victims, and bully-victim relationships in middle childhood and early adolescence. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 322–340). New York: The Guildford Press. Smith, P. K., Talamelli, L., Cowie, H., Naylor, P., & Chauhan, P. (2004). Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying. British Journal of Educational Psychology , 74 , 565–581. Turnbull, J. (2006). Promoting greater understanding in peers of children who stammer. Emotional & Behavioural Difficulties , 11 , 237–247. Nathania van Kuik Fast is a second-year student in the Department of Speech-Language Pathology and Audiology at the University of Alberta. Marilyn Langevin is an assistant professor and director of research at the Institute for Stuttering Treatment and Research in Edmonton, Alberta.

Correspondence to: Dr Marilyn Langevin Institute for Stuttering Treatment & Research Suite 1500, 8215 – 112 Street, Edmonton, Alberta Canada, T6G 2C8 phone: +780 492 2619 fax: +780 492 8457 email: marilyn.langevin@ualberta.ca

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