Post-traumatic stress and deterioration of the cognitive-schemata: Case of the victimization at school.
Fiche publication
Date publication
janvier 2012
Auteurs
Membres identifiés du Cancéropôle Est :
Dr HOUBRE Barbara, Pr TARQUINIO Cyril
Tous les auteurs :
Houbre B, Dodeler V, Peter L, Auxemery Y, Lanfranchi JB, Tarquinio C
Lien Pubmed
Résumé
Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or mental violence performed by an individual on another person who is not capable of defending him/herself (Roland and Idsoe (2001) [1]). The aim of this longitudinal study is to observe the impact of post-traumatic stress linked with bullying at school, on self-concepts and assumptions. The sample was composed of 524 pupils ages 8 to 12 (m = 9.44). Results show that levels of trauma were rated as high with greater exposure to bullying. Moreover, in case of post-traumatic stress, the victims exhibited inferior self-concepts to other pupils and shattered assumptions. However, the analysis showed that the dominating factor with this deterioration of the cognitive schemata is not the post-traumatic stress but the victimization. These results are discussed in the light of work completed on complex post-traumatic stress. (C) 2011 Elsevier Masson SAS. All rights reserved.
Référence
. 2012 Jan-mar;77(1):1-14.