Resilience following emotional abuse by teachers: Insights from a cross-sectional study with Greek students

Abstract

An integrative socio-ecological model was developed to investigate the impact of emotional abuse by teachers on children's psychological functioning and test the role of social support and self-confidence as protective factors associated with resilience. Emotional abuse by teachers, social support from family, peers, school and a significant adult from the community, self-confidence and psychological functioning were assessed in a sample of young Greek school students aged 9-12 years (n=223, mean age=10.8, SD=0.885). Results revealed that exposure to emotional abuse by teachers predicted behavioural problems in school students suggesting a negative effect of these experiences on psychological functioning. The bootstrapped mediation model showed that the impact of emotional abuse by teachers on psychological functioning was significantly diminished through the influence of social support and self-confidence. Also, social support exerted a strong positive impact on self-confidence. This is the first study to show that individual and environmental factors using a socio-ecological model of resilience influence the adverse outcomes of this form of abuse in school aged children. These findings suggest that emotional abuse by teachers should be considered as a potential source of behavioural problems and adjustment in elementary students. Social support through its strong effect on self-confidence is an important protective factor of resilience against emotional abuse by teachers.

Limiting the impacts of child abuse and neglect by understanding which supports matter most: A differential impact approach

“…In contrast, the article by Kassis and colleagues (2017) re-examines data from the STAMINA study to report the differential impacts of toxic parenting on 'resilient' children. The final three empirical articles consider the differentially protective impacts of factors outside of the family, including prosocial friends and residence in a low socioeconomic neighbourhood (Hopkins et al, 2017), social support (Nearchou, 2017) and participation in organised activities (Kwak et al, 2017).…”

Efectos del maltrato docente en el acoso escolar entre pares

“…Con respecto a las relaciones directas de forma consistente con lo reportado en la literatura, los resultados del estudio confirman que el maltrato docente-estudiante favorece la vulnerabilidad de los estudiantes al acoso por pares (Banzon-Librojo et al, 2017;Nearchou, 2018). Los docentes juegan un rol importante en la construcción de la identidad de los adolescentes (Rich & Schachter, 2012;Uitto, Lutovac, Jokikokko, & Kaasila, 2018).…”

“…Sin embargo, en ocasiones, la relación docentes-estudiantes favorece el acoso entre pares (Longobardi et al, 2018;Saarento, Karna, Hodges, & Salmivalli, 2013). La agresión de docentes a estudiantes se asocia con mayor frecuencia de acoso entre pares (Banzon-Librojo, Garabiles, & Alampay, 2017;Nearchou, 2018). El maltrato implica la percepción del estudiante de ser humillado, denigrado o dañado físicamente por la conducta de los docentes (Benbenishty & Astor, 2005;Nearchou, 2018).…”

“…La agresión de docentes a estudiantes se asocia con mayor frecuencia de acoso entre pares (Banzon-Librojo, Garabiles, & Alampay, 2017;Nearchou, 2018). El maltrato implica la percepción del estudiante de ser humillado, denigrado o dañado físicamente por la conducta de los docentes (Benbenishty & Astor, 2005;Nearchou, 2018). Diversos estudios reportan que entre el 10 y 40 % de los estudiantes son víctimas de maltrato por parte de sus docentes (Chen & Wei, 2011;Hecker, Goessmann, Nkuba, & Hermenau, 2018;Lucas-Molina, Williamson, Pulido, & Pérez-Albéniz, 2015;Sánchez & Cepeda, 2014).…”

The Intimidation of Trainers: Prompting Martial Arts Athletes to Practice

“…Children tend to experience emotional abuse in family and other social contexts (Nearchou, 2018;Mishna et al, 2019). The American Professional Society on Abuse of Children (1995) agreed that parental behavior such as rejecting, isolating, destroying, terrorizing, lack of affection, lack of protection, and lack of love is psychological abuse in the child's parent relationship (A. E. Stirling & Kerr, 2013).…”