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Stress post-traumatique et altération des schémas cognitifs : cas de la victimation à l’école

Abstract : 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)). 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.
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https://hal.univ-rennes2.fr/hal-01879316
Contributor : Virginie Dodeler <>
Submitted on : Sunday, September 23, 2018 - 10:34:45 AM
Last modification on : Wednesday, October 14, 2020 - 4:18:24 AM

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Barbara Houbre, Virginie Dodeler, Lydia Peter, Yann Auxéméry, Jean-Baptiste Lanfranchi, et al.. Stress post-traumatique et altération des schémas cognitifs : cas de la victimation à l’école. L'Évolution Psychiatrique, Elsevier, 2012, 77 (1), pp.1 - 14. ⟨10.1016/j.evopsy.2011.09.009⟩. ⟨hal-01879316⟩

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