Exploring peer victimization and/or bullying in the lives of adolescents and children with deafness and hearing impairment: An integrative review
Bibliographic record
Abstract
Background: Peer victimization and/or bullying among deaf and hard of hearing adolescents and children is a public health concern. To resolve this concern without causing harm, parents, educators, and administrative staff from schools must be provided with the necessary assistance.Aim: To understand the negative effect of peer victimization and/or bullying on deaf and hard of hearing adolescents and children.Method: Whittemore and Knafl’s (2005) framework was adapted for this integrative review. The following databases were searched: Academic Search Complete, Cumulative Index to Nursing and Allied Health Literature, Pub Med, and APA PsycInfo. A total of seven articles published between 2005 and 2021 met the inclusion criteria.Results: Peer victimization and/or bullying were found to result in physical health and physical harm, emotional harm, and psychological harm. These harms can severely affect physical health, especially among girls. Furthermore, these harms can negatively impact school outcomes and cause long-term psychological health problems, such as mental health problems, especially among girls.Conclusions: Educational sessions for teachers, parents, adolescents, and children, beginning with teachers, should be provided to prevent peer victimization and/or bullying within the educational system in Qatar in order to have a safe learning environment that is free of harm.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".