Sixth graders in Israel recount their experience of verbal abuse by teachers in the classroom

Geiger, Brenda

doi:10.1016/j.chiabu.2016.11.019

Cited by 22 publications

(18 citation statements)

References 38 publications

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“…In contrast, Pottinger and Stair (2009) showed that Jamaican youth who had been bullied or verbally humiliated by their teachers had increased rates of oppositional behaviours and depression, and exhibited lower levels of trust that negatively affect their resilience and school performance. Similarly, Geiger (2017) reported that 6th grade Israeli children who experienced verbal abuse from a teacher were negatively affected, but more likely to respond with covert opposition (e.g., withdrawal from classroom activities) given the authority that Israeli teachers wield over children.…”

Section: Seven Social Ecological Factors That Predict Resilience At Smentioning

confidence: 99%

How Schools Enhance the Development of Young People’s Resilience

et al. 2017

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Using a social ecological understanding of resilience, this position paper explores how schools in different contexts and across cultures influence student resilience by providing them with seven resources that are associated with better developmental outcomes for children: (1) access to material resources; (2) access to supportive relationships; (3) development of a desirable personal identity; (4) experiences of power and control; (5) adherence to cultural traditions; (6) experiences of social justice; and (7) experiences of social cohesion with others. Drawing on results from studies around the world that have assessed these seven factors, this paper makes the case that educational institutions, in collaboration with families and communities, are a form of psychosocial intervention that can improve children's resilience. Positive outcomes are most likely when there are opportunities for children to experience support for multiple coping strategies that respond to the challenges they find in different environments at school and in their communities. Our review of the research suggests that schools may have the greatest impact on resilience among children who are the most disadvantaged.

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Section: Seven Social Ecological Factors That Predict Resilience At Smentioning

confidence: 99%

How Schools Enhance the Development of Young People’s Resilience

et al. 2017

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“…However, when primary students suffered teachers' verbal abuse, they were more likely to have negative learning experiences toward teachers and react in covert ways, such as keeping silent or withdrawing from school (Geiger, 2017). Similarly, if students have a negative sense of school safety and low engagement in the classroom, they are more likely to have lower resilience (Sanders, Munford, & Liebenberg, 2016;Sanders, Munford, Thimasarn-Anwar, Liebenberg, & Ungar, 2015).…”

Section: Introductionmentioning

confidence: 99%

Social Support and Academic Achievement of Chinese Low- Income Children: A Mediation Effect of Academic Resilience

Fang

Chan

Kalogeropoulos

2020

Int. j. psychol. res.

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Using nation-wide survey data (N=2328) from China, this study investigates how social support from family, peers, and teachers influence low-income household children’s (from 13 to 15 years old) academic resilience, as well as how academic resilience mediates the relationship between social support and children’s academic achievement. Structural equation modelling was adopted to analyse the data. The results reveal that (1) low-income household children’s family, peer, and teacher support are associated with their academic resilience; (2) peer support and academic resilience of low-income household children significantly relate with their academic achievements; (3) academic resilience plays a full mediation role in teacher support and a partial mediation role in peer support on children’s academic achievement. The implications of this study on theory and practice, the limitations, and future research directions are discussed.

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“…Firstly, emotional mistreatment is often subtle (Itzkovich, 2015), making the threshold for considering an act as abusive hard to determine, and its impact is often quite elusive (O'Dougherty-Wright, 2014). Thus, it is not easily detected by students (Aroas, 2018), and it is not uncommon to find students blaming themselves for being the cause of the teachers' behavior (Geiger, 2017). Teachers themselves are often unaware of their own inappropriate behaviors, and perceive them as harmless, or triggered as a response to students' misbehavior and aimed at re-directing them (Hogan et al, 2019;Longobardi et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Teachers themselves are often unaware of their own inappropriate behaviors, and perceive them as harmless, or triggered as a response to students' misbehavior and aimed at re-directing them (Hogan et al, 2019;Longobardi et al, 2015). Lastly, this relatively limited scope of research can be also attributed to a more general existing erroneous assumption that since physical punishment is banned from Western schools, abusing disciplinary practices no longer exist (Geiger, 2017).…”

Section: Introductionmentioning

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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Sixth graders in Israel recount their experience of verbal abuse by teachers in the classroom

Cited by 22 publications

References 38 publications

How Schools Enhance the Development of Young People’s Resilience

How Schools Enhance the Development of Young People’s Resilience

Social Support and Academic Achievement of Chinese Low- Income Children: A Mediation Effect of Academic Resilience

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

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