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

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dc.cclicenceCC-BY-NCen
dc.contributor.authorNearchou, Finiki
dc.date.acceptance2017-10-23
dc.date.accessioned2019-07-09T12:55:45Z
dc.date.available2019-07-09T12:55:45Z
dc.date.issued2018-04-18
dc.descriptionopen access articleen
dc.description.abstractAn 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.en
dc.exception.ref2021codes252cen
dc.funderOther external funder (please detail below)en
dc.funder.otherEuropean Union (European Social Fund) and Greek national funds through the Operational Program, “Education and Lifelong Learning,” of the National Strategic Reference Framework–Research Funding Program: Heracleitus II: Investing in knowledge society through the European Social Funden
dc.funder.otherUniversity College Dublinen
dc.identifier.citationNearchou, F. (2018) Resilience following emotional abuse by teachers: Insights from a cross-sectional study with Greek students. Child abuse & neglect, 78, pp.96-106.en
dc.identifier.doihttps://doi.org/10.1016/j.chiabu.2017.10.012
dc.identifier.urihttps://www.dora.dmu.ac.uk/handle/2086/18181
dc.language.isoenen
dc.peerreviewedYesen
dc.publisherElsevier
dc.researchinstituteInstitute for Psychological Scienceen
dc.subjectEmotional abuseen
dc.subjectResilienceen
dc.subjectSocial supporten
dc.subjectSelf-confidenceen
dc.subjectTeacheren
dc.titleResilience following emotional abuse by teachers: Insights from a cross-sectional study with Greek studentsen
dc.typeArticleen

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