Emotional Abuse of Secondary School Students by Teachers in Edo State, Nigeria

Aluede, Oyaziwo; Ojugo, Augustine I.; Okoza, Jolly

doi:10.7227/rie.88.1.3

Cited by 24 publications

(18 citation statements)

References 10 publications

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“…(Darton, 2012, p. 19) This study is the first of its kind in an Italian educational setting, although the prevalence of this phenomenon in our context is estimated to be around 98%. It is very high compared with the previous and current studies that have been conducted in Iran, where the frequency perceived by students is around 59% (Sheikhattari et al, 2006); Cyprus where it amounts to 33% (Theoklitou et al, 2012); in Taiwan 12% (Chen & Wei, 2011); in Nigeria 82% (Aluede et al, 2012); in Zimbabwe 69% (Shumba, 2002); Israel 22% (Benbenishty et al, 2002); and, finally, Yemen 55% (Ba-Saddik & Hattab, 2012). There is an elevated variability in the different countries, which is probably due to the different educational styles and the application, by teachers of both genders, of shared disciplinary measures.…”

Section: Discussionmentioning

confidence: 58%

“…Only 2% of them reported being bullied by their teachers. In Africa, a number of scholars (Aluede, Ojugo, & Okoza, 2012) have studied emotional abuse in secondary schools in the Nigerian state of Edo. They discovered an elevated presence of emotional abuse experiences in a sample of 1,559 students (780 males and 757 females) aged 11 to 16.…”

Section: Psychological Maltreatment In the Classroommentioning

confidence: 99%

“…It is a matter of dysfunctional dynamics, which have always been present in education, and that need to be tackled with structured interventions, for the sake of children and their education. Acquiring consciousness of this phenomenon is the first step toward defeating it, and the ministers of education's support of seminars, conferences, and workshops for parents and teachers could be a useful measure of protection (Aluede et al, 2012). Although we have a range of data giving results that are difficult to compare in different contexts, the phenomenon is universally experienced and applicable to the various scholastic, cultural, and national contexts, with due differences.…”

Section: Psychological Maltreatment In the Classroommentioning

confidence: 99%

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Emotionally Abusive Behavior in Italian Middle School Teachers as Identified by Students

Longobardi

Settanni

Prino

et al. 2015

J Interpers Violence

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The aim of this article was to estimate the prevalence of psychological maltreatment in Italian middle school students by their teachers, and to test the applicability of surveying instruments for this phenomenon in Italian educational settings. The sample consisted of 105 teachers and 128 middle school students, who were asked about their experiences with emotionally abusive behaviors (i.e., demeaning, discriminating, dominating, destabilizing, distancing, and diverse) in the Italian school system. Teachers did not tend to perceive their behavior as abusive, while the students showed a very high perception of abuse (98%). Males were more likely to be victims of abuse, and they also reported lower scores in the Achievement scale. Emotional child abuse is highly present in Italian educational settings, and there is a strong need for interventions aimed at supporting teacher education, in the hopes of increasing the general well-being in schools.

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Section: Discussionmentioning

confidence: 58%

Section: Psychological Maltreatment In the Classroommentioning

confidence: 99%

Section: Psychological Maltreatment In the Classroommentioning

confidence: 99%

See 1 more Smart Citation

Emotionally Abusive Behavior in Italian Middle School Teachers as Identified by Students

Longobardi

Settanni

Prino

et al. 2015

J Interpers Violence

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show abstract

“…As such, it can better be defined as patterns of verbal and nonverbal behaviors that do not include any physical contact between a teacher and a student. It has been described as "negative pedagogy" (Aluede et al, 2012) and has been found to lead to emotional, social, cognitive, and somatic consequences in students (Nearchou, 2018).…”

Section: Teacher Emotional Mistreatment Towards Studentsmentioning

confidence: 99%

Emotional Intelligence as a Mediator between Teachers’ Emotional Mistreatment and Long-Term Emotional Impact on Students

Katzman¹,

Dolev²,

Koslowsky³

2021

PSYCH

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Teacher emotional mistreatment, which includes both verbal and nonverbal abusive behaviors, is a widespread and harmful experience for school students. However, its long-term emotional impacts remain relatively unexplored. This study explored the mediating role of emotional intelligence (EI) on the association between teacher's emotional mistreatment towards school children and the long-term emotional impact on the students. A total of 377 Israeli Arab students in different stages of their university training completed the Psychological Maltreatment Subscale Questionnaire on teacher's mistreatment while they were in school, and the Wong and Law EI Scale. The longterm emotional impact was measured using a tool developed especially for the study. Results revealed that 31% of the participants reported being mistreated by teachers at least once. The most reported long-term emotional impacts were feeling defensive, feeling a constant need to prove their worth, and fearing not to be perceived as lazy. Teacher mistreatment had significant long-term emotional impacts and was negatively correlated with EI. EI further acted as a significant mediator in the links between teacher mistreatment and its long-term emotional impact, with an indirect effect of .03. Raising awareness among teachers as to possible long-term emotional effects of abusive behaviors may help decrease mistreatment in the future. Determining the long-term impact of emotional mistreatment on social-emotional skills can help explain and prevent various types of negative outcomes in those students at a later stage in life.

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“…Nesbit and Philpot (2002) define emotional abuse suggesting it is carried out with words, gestures, and policies, and can happen to individuals, or groups, of children or adults. Aluede, Ojugo, and Okoza (2012) go further in calling it -a form of substantiated child abuse . .…”

Section: Verbal and Emotional Abusementioning

confidence: 99%

Respecting students: Abusive classroom teacher verbal behaviour

Hogan

Ricci

Ryan

2019

JPR

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This qualitative study examined classroom Teachers verbal abuse by reviewing a sample of the decisions of the discipline committee of the Ontario College of Teachers (OCT). Data were collected from the Canadian Legal Information Institute (CANLII) online database, which provided a record of all the OCT discipline committee decisions, with supplementary data from Professionally Speaking, the magazine of the OCT, as well as the OCT's website. Data revealed that verbal abuse is present in Ontario classrooms, and measured responses and related methods of dealing with teacher misconduct are derisory at best and slowly evolving. Investigated cases of verbal abuse in the classroom were reviewed and illuminated the progress that has been made in dealing with Teacher verbal abuse in schools, while providing suggestions for improvement. Male Teachers are often offenders and the impact on all stakeholders is both lifechanging and serious. In sum, any delay in effectively dealing with complaints and disciplinary matters is unacceptable as it stands and must be fixed to protect students from abuse.

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Emotional Abuse of Secondary School Students by Teachers in Edo State, Nigeria

Cited by 24 publications

References 10 publications

Emotionally Abusive Behavior in Italian Middle School Teachers as Identified by Students

Emotionally Abusive Behavior in Italian Middle School Teachers as Identified by Students

Emotional Intelligence as a Mediator between Teachers’ Emotional Mistreatment and Long-Term Emotional Impact on Students

Respecting students: Abusive classroom teacher verbal behaviour

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