我要美美的更要身體健康論文書籍站
Stutter stammer的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列推薦必買和特價產品懶人包
Stutter stammer的問題，我們搜遍了碩博士論文和台灣出版的書籍，推薦O’Shea, Michael寫的 Why I Called My Sister Harry 和Kelman, Elaine/ Whyte, Alison/ Palin, Michael (FRW)的 Understanding Stammering or Stuttering: A Guide for Parents, Teachers and Other Professionals都 可以從中找到所需的評價。
另外網站Stammer vs. Stutter: What's the Difference, Plus Helpful ...也說明：The Truth About Stammering vs. Stuttering ... The medical condition, “disaffluent speech” is commonly referred to as “stuttering” in American English. In British ...
這兩本書分別來自 和所出版 。
中央警察大學 犯罪防治研究所 馬傳鎮、蔡田木所指導 黃開成的 高中職學生霸（受）凌行為相關因素之研究–以桃竹地區特殊教育與普通學生為例 （2018），提出Stutter stammer關鍵因素是什麼，來自於特教生、身障生、普通生、霸凌、受凌。
而第二篇論文國立中正大學 犯罪防治研究所 楊士隆所指導 黃凱柔的 新移民與非新移民子女校園霸凌被害經驗之比較研究 （2015），提出因為有 新移民子女、校園霸凌、被害的重點而找出了 Stutter stammer的解答。
最後網站STAMMER在劍橋英語詞典中的解釋及翻譯則補充：[ + speech ] "Wh-when can we g-go?" she stammered. He dialled 999 and stammered (out) his name and address. 比較. stutter verb ...
Why I Called My Sister Harry
為了解決Stutter stammer 的問題，作者O’Shea, Michael 這樣論述：
Why I Called My Sister Harry documents the life of Michael O'Shea, a man who lived with a severe stammer/stutter for over 40 years. The first part of the book is autobiographical, identifying the trigger for his stammer and the subsequent consequences of living with it from childhood, through ado
lescence and on into adulthood. Michael O'Shea shares his life, experience and family in a deeply moving account of what it is like to live in the debilitating clutches of not being able to speak freely and fluently. It also lets us see how it affects those in close contact with the stammerer/stutte
rer. In this book we read about his persistent quest to find a solution and the eventual triumph of recovery. Although pain and hurt punctuate throughout, Michael's story is uplifting, hopeful and joyous. It is about overcoming obstacles, no matter how big, and achieving the life you want. Michael O
'Shea has not only recovered from stammering/stuttering but has gone on to help countless others overcome this difficulty. His knowledge about the subject and the recovery process is expansive and he lays it out clearly and concisely in simple terms without any technical or medical jargon or complic
ated processes. This man speaks from experience, not theory, which inevitably produces an important, easy to read, insight into this complex speech difficulty. At the back of the book an invaluable Help section has been designed to signpost areas where stammerers/stutterers, and parents, siblings, t
eachers and friends of stammerers/stutterers can get help and find ways to help. As Michael O'Shea was born in 1955 and grew up in rural Ireland his story is also a wonderful social document on a unique country that has changed much in the past 50 years.
高中職學生霸（受）凌行為相關因素之研究–以桃竹地區特殊教育與普通學生為例
為了解決Stutter stammer 的問題，作者黃開成 這樣論述：
學校霸凌事件對受凌學生身心傷害至大，且國內迄今未見同時研究霸凌與受凌行為，以及特教生與普通生之差異比較分析，故進行本項研究。本研究以桃竹地區 4,157 位高中職學生為對象，探討特教生（N=1,986）與普通生（N=2,171）的校園霸凌與受凌。經研究分析，獲得結果分述如下：一、霸凌與受凌研究發現：（一）特教生與普通生的霸凌與受凌，受不同背景因素的影響，只是背景因素對霸凌與受凌的影響很小；相對而言，其他因素對霸凌與受凌的影響大些。（二）檢證特教生與普通生的家庭因素、學校因素、身心因素，對整體霸凌與受凌、四類霸凌與受凌的影響，多數獲得支持。霸凌方面，又以學校因素，如教師責罰越高霸凌越高、同學欺
負越高霸凌越高、學校因應越佳霸凌越低，對霸凌有較全面的影響效果。另外受凌方面，也以學校因素，如同學關愛越高受凌越低、同學欺負越高受凌越高、學校因應越佳受凌越低，對受凌有較全面的影響效果。（三）特教生與普通生的霸凌經驗與受凌經驗對整體霸凌與受凌、四類霸凌與受凌皆有正向影響力，也獲得證實。二、比較研究發現：（一）霸凌方面，僅發現特教生言語霸凌較普通生低。（二）受凌方面，特教生整體受凌與肢體、關係、網路受凌皆較普通生高。（三）特教生經由中介變項對霸凌、受凌影響的檢證，大致獲得支持。特教生對言語霸凌，整體受凌、肢體受凌、關係受凌、網路受凌有直接影響外，部分影響還會間接透過如家庭因素、學校因素、身心因素
，對依變項產生影響。（四）此外也證實，霸凌、受凌經驗，不僅會升高霸凌與受凌發生的機會，同時也會升高受凌與霸凌發生的機會。（五）最後檢視霸凌、受凌的淨影響：排除霸凌經驗或受凌經驗干擾後，仍顯示特教生言語霸凌較低的強健性。另一方面，排除霸凌經驗干擾後，仍顯示特教生高中職學生霸（受）凌行為相關因素之研究–以桃竹地區特殊教育與普通學生為例整體受凌，肢體、關係、網路受凌較高的強健性。最後根據研究結果針對校園霸凌及受凌防制提出以下之建議:（一）對防制校園霸凌與受凌之建議：1.提升師生互動，強化霸凌的防禦；2.改善同儕互動降低霸凌與受凌；3.學校因應校園霸凌能力應再加強。（二）對防制特教生校園受凌之建議：1
.學校因應得宜，乃是特教生不易遭受霸凌的關鍵（1）霸凌防制的各項宣導、措施、諮商、訓練必須清楚且具體；（2）霸凌防制有待嚴謹執行、紀錄與檢核；（3）霸凌防制策略宜定期修改與調整。2.改善特教生的自卑心理降低受凌機率（1）揚長避短運用代償法克服自卑感；（2）增進社交能力降低特教生的自卑。3.重視家人支持對特教生的保護功能。
Understanding Stammering or Stuttering: A Guide for Parents, Teachers and Other Professionals
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為了解決Stutter stammer 的問題，作者Kelman, Elaine/ Whyte, Alison/ Palin, Michael (FRW) 這樣論述：
Parents and teachers of children who stammer (or stutter) may see their child suffering with embarrassment, frustration or anxiety but feel at a loss as to how best to help.This book explains the characteristics of stammering and uses illuminating first-hand accounts to demonstrate the common feelin
gs of anguish experienced and provide clarity on what the child is likely to need in terms of support at home, school and in social situations. Packed with helpful advice for carers about how to build a child's confidence, it presents a variety of techniques and tips to alleviate the stammer and imp
rove self-esteem and school performance.This accessible resource will shed light on the perplexing nature of stammers, enabling those who care for children affected to find answers and get the best possible help. Elaine Kelman is a speech and language therapist. She has worked in the field of stam
mering for over 25 years and at the Michael Palin Centre for Stammering Children since it opened in 1994. She is a specialist in the treatment of stammering and works with children of all ages as well as adults. She works extensively with parents, helping them to support their children effectively.
Alison Whyte is a journalist and health writer. She has a son who first received therapy at the Michael Palin Centre for Stammering Children when he was 9. He is now 21 and still has contact with the centre. She has been writing about health and social issues for 25 years, and has written about stam
mering for the Guardian and health and education journals. Both Elaine and Alison live in London, UK.
新移民與非新移民子女校園霸凌被害經驗之比較研究
為了解決Stutter stammer 的問題，作者黃凱柔 這樣論述：
近二十年臺灣外來移民逐漸增加，其子女陸續進入求學階段，就學人數逐年增多，因此已有許多學者針對新移民子女在校學業表現、學習態度、校園生活適應及偏差行為等主題進行研究，但其校園霸凌相關研究目前仍匱乏，故本研究針對新移民子女校園霸凌被害之現況進行了解，並檢視其與非新移民子女之受凌經驗是否有所不同，希望藉此擴充相關實證資料，提供學界與實務界作為發展新移民子女校園霸凌被害防治策略之參考。本研究以104學年度就讀嘉義市公立國民中學一、二、三年級之學生為對象，採問卷調查法，以自編之「國中學生之個人、家庭與校園霸凌被害經驗調查問卷」為研究工具，共發出550份問卷，回收有效問卷448份，包括195名新移民子女
及253名非新移民子女，問卷可用率81.45%，資料分析以描述統計次數分配、百分比、平均數、圖表、獨立樣本t檢定、單因子變異數分析考驗二者校園霸凌被害經驗之差異。研究結果發現，新移民子女在校園霸凌被害總量表及各分量表的得分，除「言語霸凌」及「網路霸凌」得分相等外，其餘皆高於非新移民子女，整體而言，新移民子女遭受校園霸凌之程度較非新移民子女為高，但二者沒有達到統計上的顯著差異。在不同背景變項之校園霸凌被害部份，性別方面，不論是新移民子女或非新移民子女，不同性別對於學生的校園霸凌被害有統計上之顯著差異，男生受害的情形皆明顯較女生嚴重；年級方面，新移民子女之一年級學生之「關係霸凌」被害經驗顯著高於二
年級學生；學業成績方面，非新移民子女之學業成績不及格學生之校園霸凌被害經驗顯著高於學業成績優良學生；家庭社經地位方面，非新移民子女之低家庭社經地位學生之「肢體霸凌」被害經驗顯著高於中家庭社經地位學生；父母教養型態方面，新移民子女之父母教養型態為非開明權威型學生之校園霸凌被害經驗顯著高於父母教養型態為開明權威型學生嚴重；同儕關係方面，不論是新移民子女或非新移民子女，不同同儕關係對於學生之校園霸凌被害有統計上之顯著差異，同儕關係不佳學生之校園霸凌被害經驗顯著高於同儕關係普通及良好之學生，同儕關係普通學生之之校園霸凌被害經驗顯著高於同儕關係良好之學生。根據研究結果，針對學生、家長、教師與學校及後續研
究方面，提出若干建議，以做為未來校園霸凌防治之參考。