Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI)

Wadman, R.; Durkin, K.; Conti-Ramsden, G.

doi:10.1044/1092-4388(2008/069)

All Outputs (8)

Improving mental health and wellbeing with and through educational settings (2024)
Report
Wadman, R., Taylor, O., Qualter, P., Humphrey, N., Wood, M., Mon-Williams, M., & Rutter, N. (in press). Improving mental health and wellbeing with and through educational settings. N8

Adult attachment, psychological distress and help-seeking in university students: Findings from a cross-sectional online survey in England (2018)
Journal Article
Wadman, R., Webster, L., Mawn, L., & Stain, H. (2019). Adult attachment, psychological distress and help-seeking in university students: Findings from a cross-sectional online survey in England. Mental Health & Prevention, 13, 7-13. https://doi.org/10.1016/j.mhp.2018.11.003

We examine psychological distress and mental health help-seeking in UK university students via an online survey of 461 students, of whom 273 reported having psychological distress. We examined the prevalence and predictors of help-seeking in students... Read More about Adult attachment, psychological distress and help-seeking in university students: Findings from a cross-sectional online survey in England.

Uncovering key patterns in self-harm in adolescents: Sequence analysis using the Card Sort Task for Self-harm (CaTS) (2016)
Journal Article
Townsend, E., Wadman, R., Sayal, K., Armstrong, M., Harroe, C., Majumder, P., …Clarke, D. (2016). Uncovering key patterns in self-harm in adolescents: Sequence analysis using the Card Sort Task for Self-harm (CaTS). Journal of Affective Disorders, 206, 161-168. https://doi.org/10.1016/j.jad.2016.07.004

Background Self-harm is a significant clinical issue in adolescence. There is little research on the interplay of key factors in the months, weeks, days and hours leading to self-harm. We developed the Card Sort Task for Self-harm (CaTS) to investiga... Read More about Uncovering key patterns in self-harm in adolescents: Sequence analysis using the Card Sort Task for Self-harm (CaTS).

Difficulties experienced by young people with Tourette syndrome in secondary school: a mixed methods description of self, parent and staff perspectives (2016)
Journal Article
Wadman, R., Glazebrook, C., Beer, C., & Jackson, G. (2016). Difficulties experienced by young people with Tourette syndrome in secondary school: a mixed methods description of self, parent and staff perspectives. BMC Psychiatry, 16, Article 14. https://doi.org/10.1186/s12888-016-0717-9

Background: Tourette syndrome (TS) is a neurodevelopmental disorder characterised by motor and vocal tics. These involuntary movements and vocalizations can have a negative impact in the school environment. The paper presents a mixed methods descript... Read More about Difficulties experienced by young people with Tourette syndrome in secondary school: a mixed methods description of self, parent and staff perspectives.

Supporting students with Tourette syndrome in secondary school: a survey of staff views (2014)
Journal Article
Wadman, R., Glazebrook, C., Parkes, E., & Jackson, G. (2016). Supporting students with Tourette syndrome in secondary school: a survey of staff views. Journal of Research in Special Educational Needs, 16(4), 226-233. https://doi.org/10.1111/1471-3802.12077

Tourette syndrome is a neurological condition involving involuntary movements and sounds (tics) and is thought to affect as many as 1% of school-aged children. Some young people with Tourette syndrome experience educational difficulties and social di... Read More about Supporting students with Tourette syndrome in secondary school: a survey of staff views.

Close relationships in adolescents with and without a history of specific language impairment (2011)
Journal Article
Wadman, R., Durkin, R., & Conti-Ramsden, G. (2011). Close relationships in adolescents with and without a history of specific language impairment. Language, Speech, and Hearing Services in Schools, 42(1), 41-51. https://doi.org/10.1044/0161-1461%282010/10-0003%29

Purpose Engagement in close friendships and romantic relationships becomes particularly salient in adolescence. This study examined the influence of language, behavioral, and social variables on the level of emotional engagement experienced by adoles... Read More about Close relationships in adolescents with and without a history of specific language impairment.

Social stress in young people with specific language impairment (2010)
Journal Article
Wadman, R., Durkin, K., & Conti-Ramsden, G. (2011). Social stress in young people with specific language impairment. Journal of Adolescence, 34(3), 421-431. https://doi.org/10.1016/j.adolescence.2010.06.010

Social interactions can be a source of social stress for adolescents. Little is known about how adolescents with developmental difficulties, such as specific language impairment (SLI), feel when interacting socially. Participants included 28 adolesce... Read More about Social stress in young people with specific language impairment.

Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI) (2008)
Journal Article
Wadman, R., Durkin, K., & Conti-Ramsden, G. (2008). Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI). Journal of Speech, Language, and Hearing Research, 51, 938-952. https://doi.org/10.1044/1092-4388%282008/069%29

Purpose: To determine if lower global self-esteem, shyness, and low sociability are outcomes associated with SLI in adolescence. Possible concurrent predictive relationships and gender differences were also examined. Method: Fifty-four adolescents wi... Read More about Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI).