The nature, extent and effects of emotional abuse on primary school pupils by teachers in Zimbabwe

Shumba, Almon

doi:10.1016/s0145-2134(02)00351-4

Cited by 52 publications

(53 citation statements)

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“…Not all teachers emotionally abuse children, and the majority of teachers establish positive relationships with students that support academic achievement. However, some teachers, often unaware of the impact of their behavior on students, psychologically maltreat them (Nesbit & Philpott, 2002;Shumba, 2002).…”

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confidence: 99%

“…In the past, researchers have not focused on teachers as potential sources of problems in the classroom (Kearney, Plax, Hays, & Ivey, 1991). In fact, the United States appears to specifically avoid the examination of this topic in research, whereas other countries (e.g., Israel, Zimbabwe, Botswana, New Zealand, Egypt, Romania) have begun to address the issue (Benbenishty, Zeira, Astor, & Khoury-Kassabri, 2002;Osei-Hwedie & Hobona, 2001;Piekarska, 2000;Sava, 2002;Shumba, 2001Shumba, , 2002Youssef, Attia, & Kamel, 1998). The topic of child abuse, as it was decades ago, is a controversial and unappealing one for educators to discuss and confront.…”

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confidence: 99%

“…More recently, one of the few other empirical studies (Shumba, 2002) on this issue was also conducted in Africa, in Zimbabwean schools: Teachers and teacher trainees were surveyed to determine the form of emotional abuse occurring in these schools. Shumba's (2002) findings were similar to those of Krugman and Krugman (1984), who reported that in Zimbabwean schools, emotional abusive behavior includes shouting at, using vulgar language toward, humiliating, and labeling students. Shumba (2002) asserted that there is an underreporting of such abuse because, in most cases, the abused may not perceive themselves as being abused and the abusers, in most instances, are not aware or do not believe that they are being abusive (Krugman & Krugman, 1984).…”

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confidence: 99%

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Emotional Abuse in the Classroom: Implications and Interventions for Counselors

McEachern

Aluede

Kenny

2008

Jour of Counseling & Develop

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It had taken Jason several weeks to muster the courage to speak to his assigned school counselor. He was at the peak of his humiliation. Every day when Jason entered the classroom, he had to face his second-period teacher, who would make subtle remarks about his culture and the way he dressed. He felt mortified, degraded, and depressed. He was hoping as he entered the counselor's office that she would understand his problem and might consider changing his second-period class so he could avoid that teacher.Sarah has Down syndrome. She is in a general education classroom with a full-time teacher's aide. At times, her teacher gets frustrated with her behavior. The teacher will speak to Sarah in a curt tone, is very impatient, and frequently yells at Sarah when she takes too long to complete her work. Once she told the class that they had to wait for "slow Sarah" before they could go to recess. Sarah feels uncomfortable when the teacher makes these comments.

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Emotional Abuse in the Classroom: Implications and Interventions for Counselors

McEachern

Aluede

Kenny

2008

Jour of Counseling & Develop

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“…The attitudes of teachers in the present study showed that teachers do not take the harmful effects of their inappropriate behavior toward their students [21] , especially in regard to emotional aspects, so serious and in most cases they consider their abusive behavior as a kind of applying disciplinary regulations [22] . According to the previous studies, most cases of abusive behavior by teachers have been scorning and using bad language [12] . Inappropriate attitudes and behaviors by teachers especially in relation to emotional aspects are definitely examples of misbehavior [23] .…”

Section: Resultsmentioning

confidence: 99%

“…In most cases of child abuse, teachers potentially can act differently from others [9] and are capable of diagnosing both behavioral and physical signs of the event, while other involved groups such as physicians mostly can diagnose physical signs [2,10,11] . The victims of child abuse have lower rate of self-confidence, social skills and educational success as well as more disciplinary problems that all these aspects can be detected by teachers better [12] . In Iran, from 2001, child abuse has changed from a personal crime to a public crime and all people can report child abuse cases to legal organizations.…”

Section: Introductionmentioning

confidence: 99%

How do Teachers Diagnosis and Percept Child Maltreatment?

Garrusi¹,

Safizadeh²,

Arabnejad³

et al. 2007

J. of Social Sciences

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Child abuse is a complex problem and its prevention requires action on many fronts. Teachers do spend many hours a day with children and they are likely to be concerned about the possible abuse or neglect of a child or young person at some time during their career This study seeks to determine teacher knowledge and teachers' conceptions of what is and what is not abuse. The study was done in Iran (I.R.). Questionnaire were used on a randomly selected sample of 1200 teachers. Data analysis showed a significant difference knowledge based on educational level. Knowledge score of participants had positive direct relation with their job experience. In regard to the attitude, there was no significant difference in attitude score based on various features of participants. Result from this study indicate that teachers do not have adequate knowledge and proper attitude regarding child maltreatment. Advocating of educational program about child maltreatment is necessary.

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Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Benbenishty

Astor

López

et al. 2018

Aggressive Behavior

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Although in recent years there has been a growing interest in victimization of teachers by their students (student-to-teacher victimization), it is not discussed in relation to students' victimization by their teachers (teacher-to-student victimization) across cultures. This study used a cross-cultural comparative design to examine the prevalence of students' reports of student-to-teacher and teacher-to-student victimization and the correlations between them, both at the student and the school levels. It compares the patterns of findings among Jewish and Arab students in Israel and a sample of Chilean students. A nationally representative student sample in Israel (N = 24,243 students from 474 schools) and a Chilean purposeful sample (N = 24,243 students from 37 schools) answered questions regarding being victimized by teachers, and victimizing their teachers. Four cultural groups were compared: Jewish secular, Jewish religious, Arab, and Chilean students. Findings indicate that students reported that they victimized their teachers more verbally than physically. They also reported being victimized by their teachers, more verbally and less physically and sexually. These patterns were quite similar across the cultural groups, although there were significant differences between them in the prevalence of student-to-teacher and teacher-to-student victimization. The two types of victimization were associated: students who reported being victimized by teachers also tended to report that they victimized teachers, and schools in which teacher-to-student victimization was more prevalent were also schools in which student-to-teacher victimization tended to be more frequent. We discuss these findings both theoretically and regarding their implications for policy and practice.

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The nature, extent and effects of emotional abuse on primary school pupils by teachers in Zimbabwe

Cited by 52 publications

References 13 publications

Emotional Abuse in the Classroom: Implications and Interventions for Counselors

Emotional Abuse in the Classroom: Implications and Interventions for Counselors

How do Teachers Diagnosis and Percept Child Maltreatment?

Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

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