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.

journal_name

Child Abuse Negl

journal_title

Child abuse & neglect

authors

Nearchou F

doi

10.1016/j.chiabu.2017.10.012

subject

Has Abstract

pub_date

2018-04-01 00:00:00

pages

96-106

eissn

0145-2134

issn

1873-7757

pii

S0145-2134(17)30406-4

journal_volume

78

pub_type

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