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Abuse and neglect in schools.

M Sugar1

  • 1Department of Psychiatry, Louisiana State University, New Orleans.

American Journal of Psychotherapy
|October 1, 1990
PubMed
Summary
This summary is machine-generated.

Classroom maltreatment, encompassing emotional, physical, sexual abuse, and neglect between students and teachers, is prevalent but lacks documentation. Further research is needed to understand its frequency and developmental impacts.

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Area of Science:

  • Educational Psychology
  • Child Development
  • Clinical Psychology

Background:

  • Classroom maltreatment among students and teachers is a widespread issue.
  • It includes emotional, physical, sexual abuse, and neglect.
  • The frequency and long-term developmental effects remain undocumented.

Purpose of the Study:

  • To present the issues of the four types of classroom maltreatment.
  • To explore contributing factors to the lack of reporting.
  • To consider management approaches for this problem.

Main Methods:

  • Review of existing literature and case examples.
  • Analysis of potential psychological factors influencing reporting (idealization, transference).
  • Consideration of management strategies.

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Main Results:

  • Maltreatment occurs in various forms (emotional, physical, sexual, neglect) between students and teachers.
  • Factors like idealization, transference, and fear of retaliation may inhibit reporting by teachers.
  • There is a significant paucity of research and documented reports.

Conclusions:

  • Classroom maltreatment is a serious, under-researched problem with potential developmental consequences.
  • Further documentation of incidence and effects is crucial.
  • Addressing reporting barriers and developing management strategies are necessary.