Psychopathology of bullying and emotional abuse among school children

2011 ◽  
Vol 19 (2) ◽  
Author(s):  
KO Ayenibiowo ◽  
GA Akinbode
Keyword(s):  
School Children ◽  
Emotional Abuse

Physical and emotional abuse of primary school children by teachers

2012 ◽  
Vol 36 (1) ◽  
pp. 64-70 ◽  
Author(s):  
D. Theoklitou ◽  
N. Kabitsis ◽  
A. Kabitsi
Keyword(s):  
Primary School ◽  
School Children ◽  
Emotional Abuse ◽  
Primary School Children

scholarly journals Prevalence of Child Abuse and Correlations with Family Factors Among Elementary School-aged Children

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Raheleh Rafaiee ◽  
Fahimeh Mohseni ◽  
Nafiseh Akbarian
Keyword(s):  
Socioeconomic Status ◽  
Elementary School ◽  
Child Abuse ◽  
Physical Abuse ◽  
School Children ◽  
Emotional Abuse ◽  
Elementary School Children ◽  
P Value ◽  
School Aged Children ◽  
Abuse And Neglect

Background: The economic pressure on Iranian families has increased in recent years. Objectives: This study was carried out to determine the prevalence of child abuse in three domains of physical abuse, emotional abuse, and neglect among a sample of elementary school children in Iran and compare the results with previous studies from Iran. Materials and Methods: In this cross-sectional study, a total of 400 elementary school children were selected through multistage cluster sampling from Shahroud, Iran, and assessed for all child abuse domains, except for sexual abuse, using a validated self-administered Persian questionnaire. Demographic and socioeconomic characteristics of the participants were collected. Data were statistically analyzed, and a p-value of less than 0.05 was considered statistically significant. Results: The mean age of the participants was 10.83 years (SD = 1.9). Overall, 63.8%, 27%, and 90.3% of children reported emotional abuse, physical abuse, and neglect, respectively. There were significant associations between the mother’s employment status and neglect (P < 0.001), father’s education and physical child abuse (P = 0.03), and father’s smoking and emotional child abuse (P < 0.001). The results showed that lower levels of family socioeconomic status had significant effects on neglect (P = 0.006) and emotional child abuse (P = 0.003). Conclusions: Among the studied children, 73.8% declared at least one type of child abuse. It seems that the prevalence of neglect increased among school-aged children compared to previous studies from Iran. The low socioeconomic status of the family is significantly related to child abuse. Family physicians and school counselors play important roles in identifying and reporting child abuse and neglect. Therefore, they should be more involved in the prevention of child abuse.

Child maltreatment in Bangladesh: Poverty, social class, and the emotional abuse of elementary school children by teachers

2020 ◽  
Vol 116 ◽  
pp. 105195
Author(s):  
Md. Hasan Reza ◽  
Nicole F. Bromfield ◽  
Shirin Sultana ◽  
Md. Mustafizur Rahman Khan
Keyword(s):  
Elementary School ◽  
Social Class ◽  
Child Maltreatment ◽  
School Children ◽  
Emotional Abuse ◽  
Elementary School Children

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children
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