The paper tells that the consequences of psychological maltreatment remain glued as one of the characteristics of a child throughout his or her life. In connection with this, it is apparent that victims of psychological maltreatment become incompetent adults; they do not develop to their full potentials. In relation to this, Aduele warns that students should not be exposed to psychological maltreatment since it not only humiliate, but also dehumanize them. Apart from destroying self-image, the maltreatment makes students hate school. It not only de-motivates, but also discourages them from learning.
In addition to these, it deforms their character by not only making them shy, but also confused. Psychological maltreatment disgrace and frighten students. Emotionally abused school child portrays the following symptoms: too much worry about academic performance, shift of self-perception from positive to negative, verbalize fear when talking, excessive crying when told something about school, headaches, inactiveness in social activities outside class, sleep disturbances, and depression. The social effects of psychological maltreatment are very adverse. According to Aluede, Jolly and Ojugo, psychologically abused students develop feelings of inferiority and problems with stabilizing.
They also have problems of not only autonomy, but also initiative. They also experience difficulties in making friends in addition to learning on how to cooperate. Additionally, Aluede, Jolly and Ojugo claim that victims of psychological maltreatment develop problems in completing tasks assigned to them. Other social challenges include negative self in addition to problems with achievement as well as ability. Additionally, a psychologically maltreated child in his or her early life fights with the feelings of shame and doubts. Others experience impaired sense of not only self control, but also guilt and sense of failure.
In tandem with Aluede, Jolly and Ojugo findings, Glaser also reports a strong correlation of shame with history of psychological maltreatment. Glaser claims that psychologically maltreated children remain isolated in many opportunities within a school setting in addition to exhibiting withdraw and aggressive behavior. In tandem with this assertion, it is apparent that psychologically maltreated children rarely interact with their friends, and lack a sense of positive effect. Psychological maltreatment has also the potential of impairing with a child’ s social development.
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