Resilience to emotional maltreatment within the school environment: a retrospective approach
Although emotional maltreatment within the family context has been extensively investigated, maltreatment by educators has not been adequately addressed (e.g Whitted & Dupper, 2008; McEnvoy, 2005). An abusive experience by a school teacher has been reported by adult participants as one of their most negative life event (Branan, 1972). Researchers found that resilience, the process of coping with traumatic events and of successfully adapting despite the adversities, plays a key role to the effects of emotional abuse on children’s development and on their future adjustment in adult life. (Alvord & Grados, 2005).The present study attempts to examine the role of resilience as a personality construct in relation to reported teacher abusive behaviors. A battery of self-report instruments assessing experiences of psychological abuse by teachers, personality features, resilience, self esteem, social support, life satisfaction and adults’ perceptions of their parents rearing behaviors, was administered to general population aged 18 and above.
The results yielded a significant pattern of relationships among these variables suggesting that a resilient personality is an undoubted supply against negative experiences where the teacher is the perpetrator.(Alvord & Grados, 2005).
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