Dissertation

People’s Democratic Republic of Algeria
Ministry Of Higher Education and Scientific Research

Teachers Training School
Ben Mohamed Ibrahimi El Mili - Bouzareah –
Department of English Language
The Impact of Child Emotional Abuse on
Third Year EFL Secondary School Students’
Memory.
(A Case Study)
Dissertation submitted in (Exploratory

partial fulfillment of the
case degree of secondary school
study)
teacher of English
Achieved by: Supervised by:
BOUIZEGARENE Manel Mrs TEBAA Wassila
AMIROU Lina
Academic year 2020/2021

Dedication
I dedicate this work to my family and friends who relentlessly supported me
throughout this entire process. To my beloved mother Nissa and my sweet sister
Seryne who never ceased to believe in me and constantly reminded me that there
is absolutely nothing I could not accomplish in life.
To my dear aunts and my sweet uncle who instilled in me a profound passion for
teaching and a love for the pursuit of knowledge from a very young age that
made me into the woman I am today.
AMIROU Lina
I dedicate this paper, first and foremost to the closest people to my heart: Mom,
dad, my little brother, my sister and my small circle of friends who constantly
fill me with their love and support. Thank you for being mine.
To my two beloved grandmothers who prayed and wished to witness this day
yet are in a better place now.
Lastly, to the woman in me who chose not to let this year’s hardships define
who I will become.
BOUIZEGARENE Manel
I
Acknowledgement
The completion of this study could not have been possible without the expertise of our
supervisor Mrs Tebaa for whom we would like to express our deepest gratitude, for
providing us with her sincere feedback, time and ideas and guiding us throughout
every single step of this process.
I would also like to express my eternal gratitude to Mrs Boukhtache, who not only
believed in me and saw my potential at a time when I did not see it myself, but also
shared and saw value in my passion for poetry and African American history and for
her kindness of heart.
But most importantly, for inspiring me to be the kind of professor she is to my future
students.
AMIROU Lina
My acknowledgment goes to my absolute favorite teacher in ENSB, Ms. Fersaoui
with whom my passion and advocation for mental health started and whose presence
has helped greatly in my journey. Thank you for taking your job seriously and being
someone I look up to.
BOUIZEGARENE Manel
II
Abstract
The purpose of the present study is to explore the relationship between mental health and
academic performance, more specifically the impact of child emotional abuse on students’
memory and their overall academic achievement. To conduct the study, a Google form
questionnaire was administered to twenty five (25) third year EFL secondary school students
who belong to “Mental Health Talks Community” a social media group and Rabah Bitat high
school in Bab Ezzouar, Algiers, whose answers were collected both quantitatively and
qualitatively. The research outcome took a different turn than the researchers expected, as the
results identified a more significant impact of child emotional abuse on students’ attendance
and focus, rather than memory retention. Various recommendations are included that the
academic staff and teachers can implement to promote positive mental health practices and
attitudes and offer support to struggling students.
III
List of Tables and Figures
List of Tables
Table 3.1: Participants’ gender………………………………………………….22

Table 3.2: Participants’ ages……………………………………………………23
Table 3.3: Participants’ academic performance………………………………...23
Table 3.4: Participants’ familiarity with mental health………………………….24
Table 3.5: The participants’ family’s openness to the topic of mental health….25
Table 3.6: Participants’ friends’ openness to the topic of mental health……….26
Table 3.7: Participants’ ease to talk about mental health with their
surroundings……………………………………………………………………27
Table 3.9: Participants’ exposure to bullying from their peers………………….28
Table 3.10 Participants’ experience with belittlement, shaming and
degradation……………………………………………………………………..29
Table 3.11: Participants’ ability to remember important dates and
names…………………………………………………………………………...30
Table 3.12: Participants’ ability to memorize the lessons of History &
Geography……………………………………………………………………...31
Table 3.15: Participants’ retrieval of childhood memories…………………….33
Table 3.16: Participants’ tendency to remember personal significant
events……………………………………………………………………….......34
Table 3.17: Participants’ tendency to recall the names and faces of people they
have only seen once…………………………………………………………….35
Table 3.18: Participants’ recall of what the last person they saw was
wearing…………………………………………………………………………36
Table 3.19: Participants’ retrieval of what the last lesson they studied was
about……………………………………………………………………………36
Table 3.20: Participants’ retrieval of relevant dates and information………….37
Table 3.23: Participants’ quality of friendships………………………………..39
Table 3.25: Participants’ hobbies………………………………………………40
IV
Table 3.26: Participants’ tendency to miss school when not mentally
well……………………………………………………………………………..41
Table 3.27: Participants’ focus in school when emotionally/mentally
unwell…………………………………………………………………………..42
List of Figures
Figure 3.1: Participants’ gender………………………………………………...22
Figure 3.2: Participants’ ages…………………………………………………...23
Figure 3.3: Participants’ academic performance………………………………..24
Figure 3.4: Participants’ familiarity with mental health………………………..25
Figure 3.5: The participants’ family’s openness to the topic of mental health…26
Figure 3.6: Participants’ friends’ openness to the topic of mental health………27
Figure 3.7: Participants’ ease to talk about mental health with their
surroundings……………………………………………………………………28
Figure 3.9: Participants’ exposure to bullying from their peers………………..29
Figure 3.10 Participants’ experience with belittlement, shaming and
degradation……………………………………………………………………..30
Figure 3.11: Participants’ ability to remember important dates and
names…………………………………………………………………………...31
Figure 3.12: Participants’ ability to memorize the lessons of History &
Geography……………………………………………………………………... 32
Figure 3.15: Participants’ retrieval of childhood memories…………………….33
Figure 3.16: Participants’ tendency to remember personal significant
events……………………………………………………………………….......34
Figure 3.17: Participants’ tendency to recall the names and faces of people they
have only seen once…………………………………………………………….35
Figure 3.18: Participants’ recall of what the last person they saw was
wearing…………………………………………………………………………36
Figure 3.19: Participants’ retrieval of what the last lesson they studied was
about……………………………………………………………………………37
V
Figure 3.20: Participants’ retrieval of relevant dates and information…………37
Figure 3.23: Participants’ quality of friendships………………………………..39
Figure 3.25: Participants’ hobbies………………………………………………40
Figure 3.26: Participants’ tendency to miss school when not mentally
well……………………………………………………………………………..41
Figure 3.27: Participants’ focus in school when emotionally/mentally
unwell…………………………………………………………………………..42
Figure 3.28 Participants’ identification with certain traits in their
childhood……………………………………………………………………….43
VI
Table of Contents
Dedication………………………………………………………………………..I
Acknowledgement…………………………………………………………….....II
Abstract………………………………………………………………………….III
List of Tables and Figures………………………………………………….......IV
List of Abbreviations…………………………………………………………...X
General Introduction…………………………………………………………….1
Chapter One: Emotional Abuse and Memory……………………………….5

Introduction……………………………………………………………………...5
1.1 Definition of Abuse………………………………………………………...5

1.1.1 Definition of Physical Abuse…………………………………………..6
1.1.2 Definition of Psychological Abuse…………………………………….6
1.1.3 Definition of Emotional Abuse………………………………………...6
1.2 Child Emotional Abuse…………………………………………………….7

1.2.1 Definition of Child Emotional Abuse………………………………... 7
1.2.2 Who are the Perpetrators? .....................................................................8
1.2.3 Forms of Child Emotional Abuse……………………………………..8
1.3 Memory…………………………………………………………………….9
1.3.1 Definition of Memory………………………………………………....9
1.3.2 Types of Memory…………………………………………………….10
1.3.3 Previous Studies on the Impact of Child Emotional Abuse on Memory
Retention and Academic Performance………………..................................11
Conclusion……………………………………………………………………...13
VII
Chapter Two: Research Methodology and Design………………………….15
Introduction…………………………………………………………………….15
2.1 Method of the Study………………………………………………………15
2.2 Data Collection Instrument………………………………………………..16
2.3 Sample and Setting………………………………………………………..17
2.4 Participants’ Profile……………………………………………………….18
2.5 Administering the Questionnaire………………………………………….19
2.6 Method of Data Analysis………………………………………………….19
Conclusion……………………………………………………………………...20
Chapter Three: Presentation and Analysis of the Data…………………….21
Introduction…………………………………………………………………….21
3.1 Presentation of the Quantitative and the Qualitative Data………………..21
Conclusion……………………………………………………………………..44
Chapter Four: Discussion of the Key Findings and Recommendations for

the Academic Staff …………………………………………………………...45
Section 1: Discussion of the Key Findings…………………………………….45

Introduction…………………………………………………………………….45
4.1.1.1 Students’ Awareness of Mental Health and their Experience with
Childhood Abuse…………………………………………………………….45
4.1.1.2 Exploring the Memory of Emotionally Abused Students…………...47
4.1.1.3 The Effect of Poor Mental Health on Students’ Academic
Performance…………………………………………………………………48
VIII
Conclusion……………………………………………………………………..50
Section 2: Recommendations and Implications for the Academic Staff………51
4.2.1 Recommendations for the Academic Staff…………………………....51
General Conclusion………………………………………………………….....54
Limitations of the Study………………………………………………………..57
List of References
Appendix
IX
List of Abbreviations
EFL: English as a Foreign Language
SBMHS: School-based mental health services
X
General Introduction
Mental Health has been recognized by the World Health Organization as a necessary and a
crucial component of health. In the academic field and according to prior research, mental
health plays a significant role in developing the social and emotional capacities of a student as
well as being a prominent element in potential academic success (Askell-Williams & Lawson,
2014; Brener, 2007; Flannery, Wester, & Singer, 2004; Whitley, 2010).However, a
phenomenon called Child Abuse has been prevalent in certain countries worldwide, affecting
every aspect of people’s lives. Thus, the study of child abuse, more notably child emotional
abuse is of an utmost importance, as the student’s mental state is a crucial factor in predicting
his/her academic success and impacts immensely the learning abilities of students, namely
Memory.
1. Background Study
Emotional abuse, as The American Psychological Association dictionary defines it is “a
pattern of behavior in which one person deliberately and repeatedly subjects another to
nonphysical acts that are detrimental to behavioral and affective functioning and overall
mental well-being”. In 1966, the term emotional abuse had no scientific consensus. It was
viewed as anything from constant criticism to silent treatment to blaming or shaming.
Health Canada, in 1966, argued that the basis of emotional abuse is power and control. It also
defines emotional abuse as denying emotional responsiveness.
When it comes to children experiencing emotional abuse, several studies have been
conducted. In Australia, for instance, the current evidence shows that the prevalence rate for
emotional maltreatment is between 9% and 14% (Moore, 2015 and Chu, 2013).
Another evidence of the prevalence of adverse childhood experiences is the study that was
conducted in Riyad in 2012. The results revealed that 18% of adult participants did not
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experience childhood maltreatment, while 32% had four or more encounters with it.
(AlMuneef M, Qayad M, AlEissa M, 2014). In the academic sphere, recent studies in the
United States have proved that emotional maltreatment affects children’s academic
performance negatively, which consequently lowered academic achievement and led to
difficulty in behavioral adjustment. (Shonk SM and Cicchetti D, 2001). Other studies have
revealed that maltreatment is also associated with difficulties accomplishing homework,
frequent nonattendance in school and overall academic performance. (Slade EP and Wissow
LS, 2007)
The aforementioned studies have been, among other reasons, the catalyst for conducting our
study. They have been extremely helpful and provided further insight and motivation to
explore the topic of emotional abuse and its impact of students’ memory.
2. Statement of the Problem
The exposure to abuse and neglect in childhood is a serious issue, which, besides emotional
and behavioral difficulties, can also lead to cognitive deficits (Hart & Rubia, 2012). The
studies which have researched the relationship between child abuse and specific cognitive
deficits in adulthood (Hart & Rubia, 2012) suggest the detrimental effect of abuse and neglect
on short-term memory capacity. Thus, the researchers of this study attempt to explore and
discover the possible harm child emotional abuse can inflict on the victims, most particularly
third year English as a Foreign Language (EFL) secondary school students.
3. Purpose of the Study
The aim of this study is to examine the impact of Child Emotional Abuse on English as a
Foreign Language (EFL) third year secondary school learners. The researchers intend to ask
the following research question: “How does child emotional abuse impact third year EFL
secondary school students’ memory and academic performance?”
2
4. The Rationale of the Study
First and foremost, one of the aims this research, the impact of child emotional abuse on third
year EFL secondary school students’ memory is being conducted is because it is of great
value to the researchers themselves. It also is an attempt to encourage the discussion around
mental health and child emotional abuse in Algeria. Teaching-wise, the researchers are
motivated to shed light on the possible mental health factors that can contribute to the
learners’ low performance in school, so that teachers and the academic staff can contribute in
promoting positive mental health attitudes and offer support.
This research is also of utmost importance to teachers and educators as it aims to offer a new
perspective, new suggestions and ensure that educators are well informed and equipped to
adopt the necessary adjustments and reforms to their teaching approaches in hopes to
encourage a collectively more inclusive, and health conscious learning experience.
An important limitation of previous studies on this subject matter has also a lot to do with the
stigma regarding mental health, especially in our current society. It would be an
understatement to state that we have yet to create a safe space for people to come forward
with their mental health struggles and comfortably discuss how it has impacted them in all
areas of life, let alone attempting to delve into and thoroughly examine the impact through an
academic lens which renders this topic ever so necessary to examine.
5. Dissertation Structure
The dissertation at hand is divided into two major parts: the theoretical and practical part, four
chapters total. The first chapter provides the existing literature and the theoretical data on
mental health, abuse and memory. The second chapter, however, is devoted to the practical
part of our research. It presents the method, instrument and the research design selected for
the study. The third chapter presents and analyzes the findings of the research and the fourth
3
chapter discusses the findings and puts forward some recommendations to implement in
schools so as to support students struggling with mental health issues.
4
Chapter One: Emotional Abuse and Memory
Introduction
This chapter thoroughly explores the impact of child emotional abuse on the educational
learning process, with direct emphasis on memory retention. There has been various
literature reviewing the effect of abuse in all its forms on the developing brain of children
among psychologists, researchers and trauma experts, which has provided many theories
directly linking academic underperformance with childhood trauma worth exploring. First,
the chapter defines the concept of abuse in all its forms, delving into the complexity of
childhood emotional abuse and highlighting the major signs to look out for. Finally, the
researchers collect some of the previous studies conducted about emotional abuse and its
impact on memory and overall academic achievement.
1.1 Definition of Abuse
According to the American Psychological Association dictionary, abuse refers to
“interactions in which one person behaves in a cruel, demeaning, invasive manner toward
another person or animal. The term though is most commonly used to refer to physical
mistreatment but also encompasses sexual and psychological (emotional) mistreatment.”
The definition often used by psychologists to help identify and break down the term is any
pattern/string of behavior a person uses over time to gain and maintain power and control
over another, which can take on many forms, and may differ in terms of degree, types of
sequelae yet share the equally damaging impact left by the perpetrator. The most prevalent
forms of abuse are the physical, emotional and psychological abuse.
5
1.1.1Definition of Physical Abuse
According to the New York State Office of Children and Family Services, physical abuse
is: “Non-accidental use of force that results in bodily injury, pain, or impairment. This
includes, but is not limited to, being slapped, burned, cut, bruised or improperly physically
restrained.”
It is also commonly referred to as physical assault, or domestic violence depending on the
circumstances and the environment in which it occurs.
1.1.2Definition of Psychological abuse:
Psychological abuse is a type of abuse involving the use of verbal and social tactics in
order to control someone’s way of thinking. Abusers will often convince the victim that
they are crazy, manipulate them, or make harmful threats towards them.
1.1.3Definition of Emotional abuse:
Emotional abuse deals with severe hostile actions that have short and long term effects on
the victim's self-perception and well-being. It manifests through consistently repetitive
patterns of non-physical harmful behavior intended to emotionally inflict pain to a certain
individual (American Psychological Association, 2005). This type of abuse is highly
similar to psychological abuse. However, the latter targets the emotional well-being of the
victim. Abusers will often demean their victim, engage in victim blaming, and cause their
victim to undergo intense humiliation.
Many tactics of psychological abuse can also be classified as emotional abuse, and vice
versa. Many confuse between the two. However, the distinguishing factor between them is
that psychological abuse has stronger effects on a victim’s mental capacity. While
emotional abuse affects what people feel, psychological abuse affects what people think.
6
But what they do have in common is the fact that they have always both been long
regarded by researchers in the field of abuse as less damaging, less severe and given far
less attention than physical abuse (K, Daniel O Leary, Violence and Victims, 1999).
As it has been implicitly assumed that physical harm is more detrimental however, this
greatly reflects the human tendency of judging mainly through what can detected through
visual observation. In the case of physical abuse, it manifests itself as apparent injuries on
the victim’s body, but for emotional abuse, it can rarely be observed from the first
encounter, nor is it conceptually anchored in a way which provides a sound basis for its
measurements (Diane, R Follingstad, 2007).
This long held view of emotional abuse has resulted in apparent neglect by mental health
associations. According to a new study published by the American Psychological
Association, psychological and emotional abuse are poorly addressed in prevention
programs or in treating victims.
Joseph Spinazolla, PhD of the trauma center at justice institute, Massachusetts states:"
given the prevalence of childhood abuse and the severity of the harm to young victims, it
should be at the forefront of mental health and social service training."
1.2. Child Emotional Abuse
1.2.1 Definition of Child Emotional Abuse
Also known as psychological abuse, it is a pattern of behavior that impairs a child’s
emotional growth and development. The American Academy of Pediatrics Committee
defines emotional abuse as ‘when a person conveys to a child that he or she is worthless,
flawed, unloved, unwanted, endangered, or only of value in meeting the other’s needs.’
(Kairys, Johnson, and the committee on Child Abuse and Neglect, 2002, p1). It can also
7
include rejecting, frightening or silent-treating the child. Emotional abuse is often difficult
to prove, and, therefore, child protective services may not be able to intervene without
evidence of harm or mental injury to the child (Prevent Child Abuse America, 2016).
Emotional abuse can be detrimental to a child’s overall health, as it impacts every aspect of
their life.
This type of abuse can be caused by people surrounding the child. In psychology, they are
named « The perpetrators ».
1.2.2 Who are the Perpetrators?
Any person in touch with a child can be a potential perpetrator. Parents, teachers or
neighbors may all be capable of emotional maltreatment.
1.2.3 Forms of Child Emotional Abuse
As cited in Prevent Child Abuse America, emotional abuse can take up several forms:
 Constant blaming, belittling, or berating the child,
 Describing the child negatively,
 Rejection of the child.
Steven W. Kairys within the American Academy of Pediatrics also identified the following
nine types of emotional abuse:
 Spurning: belittling, degrading, shaming or ridiculing a child; singling out a child to
criticize or punish; and humiliating a child in public.
 Terrorizing: making a child feel unsafe, setting unrealistic expectations with threat of
loss, harm, or danger if they are not met; and threatening or perpetrating violence
against a child or child’s loved ones or objects.
8
 Exploiting or corrupting that encourages a child to develop inappropriate behaviors
(modeling, permitting, or encouraging antisocial or developmentally appropriate
autonomy; restricting or interfering with cognitive development.
 Denying emotional responsiveness: ignoring a child or failing to express affection,
caring and love for a child.
 Rejecting: avoiding or pushing away.
 Isolating: confining, placing unreasonsable limitations on freedom of movement or
social interactions.
 Unreliable or inconsistent parenting : contradictory and ambivalent demands.
 Neglecting mental health, medical and educational needs: ignoring, preventing, or
failing to provide treatments or services for emotional, behavioral, physical or
educational problems.
 Witnessing intimate partner violence: domestic violence.
The exposure to abuse and neglect in childhood is a serious stress, which, besides
emotional and behavioral difficulties, can also lead to cognitive deficits, namely concerned
with Memory. (Hart & Rubia, 2012).
1.3 Memory
1.3.1 Definition of Memory
Memory is the faculty of the brain by which information is encoded, stored and retrieved
when needed. It is the culmination of information overtime for the purpose of influencing
future action. (Sherwood, 2015). If past events could not be remembered it would be
impossible for language, relationships or personal identity to develop (Eysenck Michael,
2012)
9
Memory is the superior logical or intellectual cognitive process that is responsible for our
mental organization. It has an active and fundamental role in our life as well as helping to
ensure continuity between what was and what is going to be in all areas however it is not
considered to be a perfect processor and has been proven to be affected by many factors.
The amount of attention given can diminish the amount of information encoded for storage
and the storage process itself can become corrupted by damage to areas of the brain that
are associated with memory storage such as the hippocampus.
1.3.2 Types of memory
According to the Canadian Institutes of Health Research, the types of memory are:
 Sensory memory: takes the information provided by the senses and retains it
accurately but very briefly. Sensory memory lasts such a short time (from a few
hundred milliseconds to one or two seconds) that it is often considered part of the
process of perception. Nevertheless, it represents an essential step for storing
information in short-term memory.
 Short-term memory: Temporarily records the succession of events in our lives. It may
register a face that we see in the street, or a telephone number that we overhear
someone giving out, but this information will quickly disappear forever unless we
make a conscious effort to retain it. Short-term memory has a storage capacity of only
about seven items and lasts only a few dozen seconds. Just as sensory memory is a
necessary step for short-term memory, short-term memory is a necessary step toward
the next stage of retention,
 Long-term memory: Long-term memory not only stores all the significant events that
mark our lives, it lets us retain the meanings of words and the physical skills that we
10
have learned. Its capacity seems unlimited, and it can last days, months or years. It
sometimes distorts the facts, and it tends to become less reliable as we age.
1.3.3 Previous Studies on the Impact of Child Emotional Abuse on
Memory Retention and Academic Performance
“The trauma experienced due to abuse directly impairs the ability to learn, both
immediately after the event and over time. Children are particularly vulnerable to these
consequences as their brains are still developing,” says Dr. Elizabeth Studwell, a New
York City Clinical Psychologist, whose work centers around children and young adults.
“Traumatic events cause the brain to enter a heightened state of awareness, activating our
limbic system and flooding the brain with the stress hormone cortisol. Excess cortisol is
toxic to the brain and primarily damages the hippocampus and prefrontal cortex. These
areas of the brain are directly related to memory and executive functioning respectively. As
a result, there becomes an overall decreased ability to process new information, objectively
analyze complex data, and engage in memory consolidation.”
The studies which have researched the relationship between child abuse and specific
cognitive deficits in adulthood (Hart & Rubia, 2012) suggest the detrimental effect of
abuse and neglect on short-term memory capacity, episodic verbal memory, working
memory, speech and language abilities, planning and organizational abilities, executive
functioning, and abilities to direct and sustain attention, difficulties in learning and
remembering (McCrory, De Brito, & Viding, 2010). Moreover, abused individuals achieve
poorer results on general cognitive ability tests (McCrory, 2010).
In regards to emotional abuse, studies investigating the effects of emotions on attention
have indicated that anxiety caused by emotional distress is precisely what limits attention,
that is, it reduces attention to the threatening stimuli (Pacheco-Unguetti, 2012; Robinson,
Krimsky, & Grillon, 2013). In persons who have been psychologically abused, the greater
11
part of the cognitive capacity is directed towards “fighting stress” which leads to a division
of attention. As a result of insufficiently directed attention, difficulties can arise in the
retention of verbal information.
Further studies also suggest that individuals exposed to neglect, a form of abuse which
consists of denying emotional responsiveness, have significantly poorer verbal memory
capacity in adulthood than do non-abused individuals (Grassi-Oliveira, Ashy, & Stein,
2008). Neglect, as opposed to other forms of abuse, has a more significant influence on
difficulties in executive functioning according to the results of a longitudinal study by
Nikulina and Widom (2013).
Bullying, is also another form of emotional abuse which is mainly prevalent in schools. It
manifests through repeated intimidation and victimization over time, often involving
verbal threatening and cursing, teasing and mocking. (Meyer-Adams and Conner 2008, p.
212).
School bullying is a major social problem affecting adolescents in all parts of the world
(Hong and Espalege 2012, 311). Research studies report high prevalence of bullying
worldwide and resultant increases in somatic complaints, depression, anxiety, school
refusal, and an overall lower self-esteem. (Bowllan M, Nancy 2011, p. 167).
Furthermore, Harvard Medical School study of young adults who had never experienced or
even witnessed physical abuse but had been bullied in their adolescence showed a lack of
connection between the right and left sides of the brain. Failing to develop these
connections in the brain increases the chances of “anxiety, depression, anger, hostility,
dissociation and drug abuse.” further proving that yelling, name calling and humiliation
can be just as, if not more detrimental as physical abuse.
Overall, abuse and neglect in childhood have a devastating effect on brain maturation and
organization processes (Bremner, 1999; De Bellis, 2005; Glaser, 2000), including
12
functional and structural changes in childhood, adolescence, and adulthood (Grassi-
Oliveira, Ashy, & Stein, 2008). Child maltreatment can lead to specific deficits in short-
term verbal memory (Bremner 1995), visual memory (Savitz 2007), executive functions
(Mezzacappa 2001), and sustained attention (Beers & De Bellis, 2002). Child maltreatment
may also be associated with global cognitive deficits, including impaired intelligence, poor
academic performance, and memory and learning disabilities (De Bellis, 2009; Goodman,
2010). Children with a history of abuse and post-traumatic stress disorder (PTSD) perform
poorly on measures of attention and executive function (Beers & De Bellis, 2002).
Maslow’s Hierarchy of Developmental Needs for instance suggests that children whose
needs are not met, such as the need for safety, struggle to achieve to their full potential
(Duplechain, 2008). If children are focused on basic needs – such as physiological needs, a
sense of security, and emotional needs – they are more likely to be unable to concentrate in
school. These children tend to have “attention problems, lower cognitive functioning,
behavioral problems, decrease in school attendance, grade repeats, and achievement
problems,” (p. 119). In terms of achievement, children who have experienced trauma have
“poorer school performance, decreased IQ and reading ability, lower GPA, and more days
of school absence” (Kuban & Steele, 2011, p. 41).
Conclusion
The first chapter explored the most important points related to abuse with its forms,
narrowed down to child emotional abuse. The researchers have reviewed the definition of
child emotional abuse, how it showcases and who can engage in it. Finally, the chapter
sheds light on Memory, its types and previous research on the impact of abuse on students’
memory and overall academic achievement. The next chapter deals with the issue of child
emotional abuse and its effects on memory, which is the recurring theme of the practical
part of this study tackled in the following chapter. It clarifies the method of the study, the
13
used instrument (questionnaire), the sample and the setting, the participants’ profile and
lastly the methods of data analysis.
14
Chapter Two: Research Methodology and Design
Introduction
This chapter presents the practical part of our research on the effect of child emotional
abuse on students’ memory retention. The researchers chose to employ a mixed approach;
both qualitative and quantitative. They divided this chapter into its most essential
segments: first, the method of study. Second the instrument we chose to conduct our
research and the reasoning behind it. Third the sampling technique we selected, as well as
the criteria set for the participants, their profile. Lastly, the chapter ends with the method of
data analysis.
In this segment, the researchers aim to explore the impact of child emotional abuse on third
year EFL secondary school students’ memory.
2.1 Method of the study
The researchers have opted for the exploratory case study design. A case study is the
process of thoroughly exploring a modern phenomenon in its real-life context. (Yin, 2002).
Creswell (2013) also states that in case study research the investigator explores a “real-life,
contemporary bounded system (a case) or multiple bounded systems (cases) over time,
through detailed, in-depth data collection involving multiple sources of information” (p.
97). It is regarded as an ideal methodology for issues that require a holistic investigation.
(Feagin, Orum, Sjoberg, 1991)
The exploratory case study design as the name implies aims to explore the main research
questions in order to provide a clearer understanding of the issue, it does not give any
definite conclusions to the study rather it seeks to uncover new aspects and areas of the
issue that have been given little to no previous interest before. (Brown, R B 2006)
15
Hence why the researchers have selected this design to fulfill the main aim of this study
which is to obtain an extensive comprehension of how emotional abuse endured during
childhood can influence teenagers, particularly third year high school students’ current
academic performance.
2.2 Data Collection Instrument
Questionnaire
The mixed approach is used to merge both measurable information along with above
surface level accounts and unfiltered personal experiences of the participants with child
emotional abuse. Creswell (2012) defines it as: "a procedure of collecting, analyzing and
mixing both quantitative and qualitative research in a single study in order to understand a
research problem"(p. 5). Therefore, the instrument which best fits the exact aspirations of
the research is a questionnaire.
A questionnaire is a structured data collection instrument which seeks to collect primary
data through a series of written questions. It has proven to be an excellent inductive
method to obtain data regarding respondents’ attitudes, past behavior, opinions, and
experiences (Bell 1999).
The researchers chose this data collection instrument to conduct the practical part of their
research into the impact of emotional child abuse due to sensitivity and complexity of the
topic, a Google form questionnaire guarantees anonymity which encourages participants to
open up and express their point of views and experiences without the pressure of being
judged, or having to face an interviewer, rather, the researchers prefer to offer a set of
questions through an online Google form without a set time limit.
16
Saunders (2001) states that questionnaires are not meant for the kind of research that
focuses mainly on open-ended questions, which is why the researchers designed the
questionnaire on a balanced set of open ended as well as close ended questions. Close
ended questions such as yes or no questions and multi-choice / multi-chotomous questions
are meant to offer a range of possible answers to facilitate for the participants the process
of evaluating their mental state and academic performance. Additionally, open ended
questions have been designed to offer responders the ability to use their own words and
vocabulary to elaborate on their thoughts and recall personal accounts in a more honest
way. Combined, the researchers aim to generate complementary data to accurately reflect
the traces of emotional abuse on the respondents’ memory and their academic success.
2.3 Sample and setting
The sample of our study originally consisted of 35 third year EFL Secondary school
students. However, while reviewing the answers, the researchers found that some of the
respondents’ ages do not align with the age range and the criteria already set, hence the
invalidity and elimination of their responses. The researchers selected purposeful sampling,
or what is also referred to as “deliberate sampling”. It is a judgmental form of selection in
which the participants are chosen based on their prior knowledge of the topic of the study.
“In purposive sampling, the researcher selects sampling units based on his or her judgment
of what units will facilitate an investigation” (Adler & Clark, 2008, p. 121). One main
disadvantage of purposive sampling is selection bias. Many believe it is difficult to not be
biased in the process of picking and choosing the participants. However, selection bias can
only affect the credibility of a study if the researchers’ criteria are not legitimately clear. In
regards to the present study, we have carefully established our criteria which consists of
selecting participants based on their awareness, knowledge and willingness to open up
regarding the subject of emotional abuse. Additionally, to best fulfill the research
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objectives, we limited the age range to only third year EFL secondary school students,
whose age varies between 17 and 20 years old.
Furthermore, the advantages of purposive sampling far outweigh the perceived
disadvantages. It permits us to confine the target sample needed for our research to include
solely those who are familiar with our research topic and are willing to openly answer all
the components of the questionnaire from general to specific, personal and open ended
question. The carefully selected participants have shown interest in mental health, as 15 of
them are members of a social media group called Mental Health Talks Community (Link
of the group:
https://m.facebook.com/groups/2153025911660785?group_view_referrer=search) . The
latter is led by one of the researchers of this paper and works on de-stigmatizing Mental
Health in Algeria by organizing events and creating online content. The rest are of the
participants, however, are third year students at Rabeh Bitat high school in Bab Ezzouar,
Algiers, who have been eager and have shown their interest to participate in the present
study.
Most importantly, purposive sampling enables us, in our role as researchers to directly
access relevant, effective and insightful findings beneficial to our research without the
downside of other time and cost effective methods of sampling.
2.4 Participants’ profile
All the participants of this study are third year EFL secondary school students selected
among an active Facebook mental health-related group. The remaining 20 respondents
belong to Rabah Bitat high school in Bab Ezzouar, Algiers. The selection of the
participants was based on a certain awareness, background knowledge on mental health
and an overall maturity given their age. Compared to learners among a lesser age category,
18
the selected sample is more likely to be aware of its mental and emotional state and be
open about the related struggles they undergo in their day to day life.
2.5 Administering the Questionnaire
The questionnaire the researchers have administered is composed of four sections, 29
questions total. The first section includes general questions about the participants’ age,
gender and academic performance, followed up in the sections to come by more specific
questions. The second section revolves around the participants’ prior knowledge about
mental health as well as their mental and emotional states and their interpersonal
relationships. Section three dives into their memory processing in regards to certain events
and details in their life. Lastly, the fourth section questions their current mental health,
aiming to collect information about how the exposure to child emotional abuse has affected
the participants.
2.6 Method of Data Analysis
For the analytical part of our research, we have chosen to employ the content analysis
method as it allows us best to detect, break down and analyze the most crucial elements of
our collected qualitative and quantitative data. Content Analysis can be defined as "Any
technique for making inferences by systematically and objectively identifying special
characteristics of messages.” (Holsti, 1968) as well as: "An interpretive and naturalistic
approach. It is both observational and narrative in nature”. In a topic such as ours, which
deals with mental health, content analysis serves as the most advanced tool for it permits
the researchers to identify the intentions of our participants, help determine their
psychological or emotional state as well as reveal patterns of differences and similarities
found in their close and open ended answers to our questionnaire.
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Conclusion
As aforementioned, the researchers used the mixed approach for both the open-ended and
the close-ended questions, with an exploratory research design. The instrument used is a
questionnaire to collect data from third year EFL secondary school students, which were
selected from a Facebook mental health group and Rabah Bitat high school in Bab
Ezzouar, Algiers. The output will be presented in the following chapter.
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Chapter Three: Presentation and Analysis of the Data
Introduction
The previous chapter of this research presented the methodology followed by the
researchers to conduct their study. This chapter’s aim is to collect the data received by the
participants both quantitatively and qualitatively. A questionnaire in the form of a Google
form was administered to 25 third year EFL secondary school students, among whom are
16 females and 9 males. The form was meant to discover the possible damage child
emotional abuse can inflict on the students’ memory. It was posted on a Facebook mental
health group, forwarded to Rabah Bitat third year students on the 14th of April, 2021 and
the results were collected on the 29th of April 2021.
3.1 Presentation of the Quantitative and the Qualitative Data
The combining of the qualitative and the quantitative approach permits a more complete
use of the data collected. Through integrating both open ended (Qualitative) and close
ended (quantitative) ways of soliciting information, researchers are able to elucidate a rich
analysis which encapsulates the full spectrum of the data obtained (numerical, statistical
and theoretical). Qualitative method allows researchers to obtain insight into the
participants’ beliefs, experiences, attitudes, which cannot be measured through numerical
data but rather turned into themes, which perfectly aligns with the purpose of our research
about child emotional abuse, a personal topic that requires us to fully process and take into
account the experiences of each participant as we recognize that each individual's
encounter and way of dealing with it differs. The quantitative approach, however, is used
as a way of tabulating the data gathered and turning them into graphs and charts for a
statistical and more extensive analysis of the output.
21
The findings of our research are presented in detail in the following analyses.
Question 1: What is your gender?
This question aims at knowing the participant’s gender, which might be a standard to
measure with and help provide a possible link with the outcome of this study.
Answers Participants Percentage

Yes 16 64%
No 9 36%
Table 3.1: Participants’ gender
Figure 3.1: Participants’ gender
The above figure shows that most of the participants (16) are female, and 9 of them are
male.
Question 2: How old are you?
The intended aim in this question is to know whether there is a possible correlation
between the participants’ age and the final findings of the research.
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Answers Students Percentage
17 11 44%
18 6 24%
19 6 24%
20 2 8%
Table 3.2: Participants’ ages
Figure 3.2: Participants’ ages
The table proves that most of the respondents’ ages vary between 17 and 19 years old, with
only two 20 year old students.
Question 3: Academic performance
This question targets the academic performance in order to explore the possible existing
link between child emotional abuse and overall performance in school.
Less than average 1 4%

Average 12 48%
Good 11 44%
Excellent 1 44%
Table 3.3: Participants’ academic performance
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Figure 3.3: Participants’ academic performance
According to the graphs, only one student’s level is less than average in school. The rest,
however, (24 students) score from average to excellent.
Question 4: Do you know what mental health is?
If your answer is “yes”, what does mental health mean to you?
The researcher in this question seeks out answers in relation to pre-existing knowledge and
awareness about the field of mental health.
Yes 23 92%
No 2 8%
Table 3.4: Participants’ familiarity with mental health
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Figure 3.4: Participants’ familiarity with mental health
Most students (92%) are aware of what mental health is. They define it as the overall
psychological and emotional well-being and balance in relation to themselves.
Question 5: How often do you have conversations around mental health with your
family?
If your answer was “Never” or “Rarely”, justify.
The intended purpose here is to discover the openness (or lack thereof) of the participant’s
family to the topic of mental health.

Never 13 52%
Rarely 10 40%
Always 2 8%
Table 3.5: The participants’ family’s openness to the topic of mental health
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Figure 3.5: The participants’ family’s openness to the topic of mental health
When it comes to discussing mental health with their families, only 8% frequently do, 40%
said it is a rarity, and most of them (52%) reported never talking about it. Those who never
or rarely discuss mental health with their families, justified it by the fact that the topic has
always been taboo in our society and something that their families have little knowledge
about.
Question 6: What about with friends?
The researcher attempts to receive further information on whether mental health is a topic
of conversation within the participants’ circle of friends.

Never 2 8%
Rarely 14 56%
Always 9 36%
Table 3.6: Participants’ friends’ openness to the topic of mental health
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Figure 3.6: Participants’ friends’ openness to the topic of mental health
With friends, however, the results are slightly different. Only 2 of the participants claimed
to never engage in conversations about mental health, 56% rarely do and 36% always do.
Question 7: Are you comfortable talking about mental health with your surroundings?
As far as this question is concerned, the aim is to explore the participant’s willingness to
and ease at expressing himself/herself about mental health.

Yes 9 36%
No 16 64%
Table 3.7: Participants’ ease to talk about mental health with their surroundings
27
Figure 3.7: Participants’ ease to talk about mental health with their surroundings
From the above figure (3.6), it seems that most of the students do not tackle issues linked
to mental health with their surroundings as it is considered taboo in the Algerian society.
The remaining 36% approved their openness to the topic.
Question 8: What do you think of Abuse?
This question was asked so the researchers can construct an overall idea about the
participants’ background knowledge of Abuse. Most of the participants shared the same
opinion, describing abuse as a “bad”, “harsh”, and “leaves an impact on the victims”.
Question 9: Have you ever experienced bullying from your peers?
The researcher is being more personal, intending to seek out answers in regards to the
experience of the participant with bullying, which is a prevalent form of emotional abuse.
Answers Students Percentage
Yes 19 76%
No 6 24%
Table 3.9: Participants’ exposure to bullying from their peers
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Figure 3.9: Participants’ exposure to bullying from their peers
When it comes to bullying, a staggering amount of participants (76%) admitted having
been bullied by peers, and only 24% have not.
Question 10: Have you ever been belittled, degraded or shamed when you were a child?
Other forms of emotional abuse are targeted in this question. The researcher is directly
questioning the participant’s exposure to them.

Yes 22 88%
No 3 12%
Table 3.10 Participants’ experience with belittlement, shaming and degradation
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Figure 3.10: Participants’ experience with belittlement, shaming and degradation
According to the table below, most of the participants (88%) went on to confirm their
exposure to belittlement, shaming and degradation and only 12% have not experienced
them.
Question 11: Do you find it easy to remember important dates and names?
This question is about memory, more specifically long term memory. It is crucial to
discover the functionality of this type of memory.
Yes 17 68%
No 8 32%
Table 3.11: Participants’ ability to remember important dates and names
30
Figure 3.11: Participants’ ability to remember important dates and names
Memory-wise, an important amount of participants (68%) are able to remember important
dates and names, whereas only 32% cannot.
Question 12: Do you find it easy to memorize the lessons of History & Geography?
The researcher here questions the participant’s ability to memorize a subject that requires
long-term memory capacities.

Yes 15 60%
No 10 40%
Table 3.12: Participants’ ability to memorize the lessons of History & Geography
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Figure 3.12: Participants’ ability to memorize the lessons of History & Geography
In this question about memorization, more than a half of the participants (60%) do not have
difficulties with memorizing the lessons of History & Geography, unlike 40% who do find
it difficult.
Question 13: Which subject is easiest for you to learn and understand?
And why?
The answers to this question included a group of repetitive subjects. Mathematics, English
and Biology topped the list particularly because they do not involve memorization and they
are enjoyable to learn. However, subjects that require Memorization such as Philosophy
and History & Geography seem to be overlooked by the learners.
Question 14: Which subject is the most difficult for you to revise?
And why?
For this question, the answers varied. Several students have mentioned mathematics,
physics, biology and Arabic literature either due to the level of difficulty or the
32
unsatisfying teacher-student relationship. Most of the remaining ones, however, expressed
their lack of interest in history & geography and philosophy as they require extensive
efforts in memorization and mastering of the details.
Question 15: Do you remember your childhood memories?
The researcher seeks out answers linked to the retrieval of childhood memories, which not
only is a big indicator of whether or not there has been a history of emotional abuse in
his/her childhood but also provides valuable details about their long-term memory.
Yes 10 40%
Some of them 15 60%
Table 3.15: Participants’ retrieval of childhood memories
Figure 3.15: Participants’ retrieval of childhood memories
Concerning the retrieval of childhood memories, there was no negation in remembering
childhood memories. 40% of the participants do remember their childhood memories
clearly, and the remaining majority (60%) only remembers some of them.
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Question 16: Do you have difficulties remembering significant events that have
happened to you in your life?
The purpose of this question is to find out about the state of the participant’s long term
memory, in order to detect any possible impact child emotional abuse has had on their
ability to remember important moments in their life.
Yes 9 36%
No 16 64%
Table 3.16: Participants’ tendency to remember personal significant events
Figure 3.16: Participants’ tendency to remember personal significant events
More than half of participants (64%) in this question reported not having issues with
remembering significant events in their lives, unlike 36% who do find it easy to remember.
Question 17: Can you recall the faces and names of people you have met only once?
This question aims at exploring the participants’ long term memory capacity.
34
Yes 13 52%
Some of them 12 48%
Table 3.17: Participants’ tendency to recall the names and faces of people they have
only seen once
Figure 3.17: Participants’ tendency to recall the names and faces of people they have
only seen once
This question received converging answers, with 52% of the participants being able to
recall the names and faces of people they have only seen once. However, 48% cannot.
Question 18: Do you recall what the last person you saw this morning was wearing?
This question targets the participant’s sensory memory. Most specifically, their ability to
store and recall what their sensory receptors detect in their surroundings.
35
Yes 16 64%
No 9 36%
Table 3.18: Participants’ recall of what the last person they saw was wearing
Figure 3.18: Participants’ (recall) of what the last person they saw was wearing
This question reveals that most participants (64%) are capable of recalling what the last
person they saw was wearing, and 36% are not.
Question 19: Can you remember what the last session you attended in school was about?
Here, the question is meant to inquire about the participant’s short term memory, his/her
answer are meant to provide us with further insight on their capacity to retain recent
subjects and lessons they have dealt with in high school.

Yes 20 80%
No 5 20%
Table 3.19: Participants’ retrieval of what the last lesson they studied was about
36
Figure 3.19: Participants’ retrieval of what the last lesson they studied was about
A large amount of participants (80%) in this question expressed their ability to remember
the content of the last lesson they studied, unlike 20% of the remaining ones.
Question 20: Do you struggle to remember dates and important information?

Yes 13 52%
No 12 48%
Table 3.20: Participants’ retrieval of relevant dates and information
37
Figure 3.20: Participants’ retrieval of relevant dates and information
Based on the graph below, 52% stated their ability to remember dates and important
information in opposition to 48% of them.
Question 21: How would you describe your current relationship with your mother?
The quality of mother-child relationship is a crucial point to investigate in this question. It
provides insights about the overall nature of their relationship.
Most of the participants described their relationship to their mothers as “good” and
“stable”. One participant went on to say “I'm lucky to have such a great mother with
whom I can share almost anything without the fear of being judged or misunderstood,
although we often disagree on some points but I guess it's natural. Our relationship is
based on love and respect and I consider her to be my bestfriend”. A few of them,
though, described it as “intense” and another one confessed they do not communicate
much due to her depression.
Question 22: How would you describe your current relationship with your father?
The aim in this question is to find out the kind of relationship the participant shares with
his/her father.
A very small amount of participants described the relationship as “good”. However, all the
remaining ones described it as “average”. Here are some of the other relevant answers:
 “My relationship with my father is less about talking. I greatly respect him and our
conversations are less sillly but we get along”.
 “Nice but I hope if he can understand that I need time with him more than money”.
 “Very nonexistent”.
 “Hanging on the edge”.
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Question 23: How is the quality of your friendships currently?
And why?
The intended purpose in this question is to receive data about the interpersonal
relationships of the participants, as it is a big indicator of the quality of their social life.

Weak 5 20%
Average 10 40%
Good 10 40%
Table 3.23: Participants’ quality of friendships
Figure 3.23: Participants’ quality of friendships
80% of the respondents classified the quality of their friendships equally average and good.
The rest of them (20%) deem it weak. The participants who described it as weak and
average justified it by their selectiveness of the people they choose to surround themselves
with, and the tendency to distance themselves often.
Question 24: What do you do when your mental health is not stable?
This question targeted the capacity of the participants to self-soothe in moments of distress.
39
Some of the participants reported sleeping, going for a walk, talking about it with their
mother or practicing an activity they enjoy like drawing. Others prefer to isolate or self-
harm as a coping mechanism.
Question 25: Are there any activities you enjoy practicing?
If the answer is yes, what are they?
The objective of this question is to track down the creative or artistic side of the participant
as it is linked to an overall mental well-being. The more mentally and emotionally healthy
a person is, the more invested he/she becomes in their free time and hobbies.
Yes 21 84%
No 4 16%
Table 3.25: Participants’ hobbies
Figure 3.25: Participants’ hobbies
40
For this question, the answers varied greatly. Most of the participants’ hobbies include
drawing, reading, gaming and practicing sports, cooking or listening to music. The four
remaining students reported not having any hobbies.
Question 26: Have you ever missed school because your mental health was not stable?
Here, the researcher tries to find out how in tune the participant is with his/her mental
health and whether it is a priority in their life.

Yes 17 68%
No 8 32%
Table 3.26: Participants’ tendency to miss school when not mentally well
Figure 3.26: Participants’ tendency to miss school when not mentally well
The vast majority of the learners (68%) admitted not attending when they are feeling
mentally unwell while 32% do not seem to face attendance issues.
Question 27: Are you able to focus in school when you are not doing well mentally
/emotionally?
41
This question addresses the relationship between a stable mental health and the ability to
concentrate in school and whether they are correlated.
Yes 7 28%
No 18 72%
Table 3.27: Participants’ focus in school when emotionally/mentally unwell
Figure 3.27: Participants’ focus in school when emotionally/mentally unwell
The answers to this question was surprising, as 72% of the participants mentioned their
lack of focus when they are not feeling well mentally / emotionally. Less than a half
(28%), however, do not have difficulties with focusing.
Question 28: Among the following words, select the ones you often felt when you were a
child.
The focus in this question is on the participant’s reflection about their childhood and the
traits they identified most with. It is a huge indicator of the potential presence of emotional
abuse.
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Figure 3.28 Participants’ identification with certain traits in their childhood
As far as this question is concerned, the highest votes were on “Misunderstood”,
“Anxious” and “Loved”. The second most voted group of options was “Invisible”,
“Terrified” and “Isolated”. Some participants believe to have been encouraged, praised and
loved and lastly, 20% of the votes went to the option “Neglected”.
Question 29: Describe yourself using only three words
This question is about self-perception. It seeks out answers linked to the way the
participant views himself/herself. Self-image and self-perception are directly linked to the
overall mental health.
Several repetitive answers were found, such as “weird”, “unique”, “anxious” and
“ambitious”. Two students seemed to not have an idea what to write, and the remaining
responses included “shy”, “awkward” and “introverted”. Below are some other answers:
 Mysterious, doesn’t fit in, underappreciated.
 Courageous, funny, lovely
 Calm, Introverted, Smart
 Unique , smart , good looking
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 Hypersensitive, caring, extroverted-introvert
 sensitive/anxious/awkward
 Unique , indecisive and hard to understand
 Cool, ambitious, anxious
 Nice short maybe funny
 the brighthest star in the sky
 Destined for greatness
 Strong
 sensitive, caring,optimistic
 Appreciated , loved , misunderstood
 not mature enough
Conclusion
In this chapter, the researchers gathered the data received from the learners both
quantitatively and qualitatively. The quantitative approach was used to treat the close-
ended questions such as the extent to which the participants are knowledgeable about
mental health. The qualitative data, however, was extracted from the open-ended questions
related to the parent-child relationship and the participants’ preferences in terms of the
subjects studied in school. Numerical data was tabulated and also presented in charts and
graphs. Simultaneously, the researchers grouped and presented the diverse responses
concerned with the participants’ mental health, relation to their parents, friends and their
overall social life. The next chapter discusses the information already presented and puts
forward several recommendations that can be implemented in an academic setting to offer
a space that supports students with mental health challenges.
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Chapter Four: Discussion of the Key Findings and Recommendations for
the Academic Staff
Section 1: Discussion of the Key Findings
Introduction
While the previous section of our study dealt with the integral presentation of the results
obtained through the data collection process, both qualitatively and quantitatively, this
chapter focuses on the interpretation of the findings as the researchers delve into an
extensive discussion meant to pinpoint and bring forth the major discoveries that have
emerged out of the data analysis.
The intent behind the discussion brought forth reflects the main rationale responsible for
the researchers’ decision to conduct the present study, that is; to answer the following
question: "How does emotional abuse experienced in childhood influence a teenagers’
ability to retain and perform academically?”
4.1.1. Students’ Awareness of Mental Health and their Experience with
Childhood Abuse
The data collected through the questionnaire has shown that students have an accurate
understanding of the concept of mental health. When asked to define it, most associated it
with their emotional and mental state or overall well-being. However, on the subject of
the occurrence of discussions around mental health with their family members and friends,
the data indicates that the chances of students discussing this topic with their parents are
either rare or non-existent. Whereas with their friends, the results slightly differ but the
numbers remain low nonetheless. When asked why, some have stated that their parents are
not aware of the topic of mental health or tend to deny the seriousness of the issue, others
45
have claimed that the mere idea of discussing their mental health issues with family is
simply not normalized in Algerian households, or often met with ridicule.
Furthermore, upon examining their answers regarding the state of their relationships with
their parents, the researchers have deduced that the participants' relationship with their
parents falls under 2 circumstances: either they regard their parent as their confidant, their
best friend a term participants usually used to describe their mother, or, completely non-
existant and deteriorating or at best average, often used to describe their relationship with
their father. In both cases, they rarely talk to their parents. Thus, the possibility of them
discussing a subject as sensitive and personal as mental health significantly reduces even
further. Dr Jason Soriano, teen psychologist at Rosecranse, has stated that no matter how
loving and caring the parents are, teenagers will still often hide how they feel out of fear
that no one can help them, they are also more reluctant to open up due to the sensitive
nature of the emotional issues they may be dealing with. (Ackhard, Newark sztainer,
2001).
In fact, the data reveals that most of the students have previously experienced some form
of abuse throughout the course of their childhood, most specifically verbal abuse, as 88%
of them have admitted to feeling belittled and shamed as children. In addition, 76%
of students have previously experienced bullying, an expected finding for the researchers,
as previous literature drew attention to the prevalence of bullying among teenagers.
When participants were questioned about abuse, some did not shy away from giving
answers that often revealed how they personally felt when they had to undergo it, 2
participants went as far as to state it as: "the worst experience someone can go through".
According to the results obtained, the researchers can conclude that students are no
strangers to the concept of abuse, as most of them have been subjugated to at least one of
its forms (verbal abuse) throughout the course of their childhood. They are also
46
consciously aware of what mental health is. However, its taboo nature has certainly not
encouraged them to openly discuss it with their loved ones.
4.1.2 Exploring the Memory of Emotionally Abused Students
According to the results obtained, the students have no apparent trouble with any
significant area of memory. As previously stated in the literature review, memory consists
of 3 main categories; long term memory, short term memory, and sensory memory. Thus,
the researchers had to design specific questions aimed to target all 3 main types of memory
in order to reach a more accurate result of the research.
Based on the participants’ responses, it could be said that students’ long term memory
capacities show no warning signs, as the participants rarely expressed difficulty recalling
significant events they have experienced throughout their lives.
Additionally, the results also reveal that their short term memory as well as their sensory
memory remain relatively intact, given that the majority of the students expressed their
ability to: recall the lessons they have recently learned in school (80%) and the ability to
remember what the person they last saw was wearing (64%). The percentage slightly drops
when it comes to recalling faces of the people they have only met once in their life (52%)
and the ability to remember their own childhood memories (40%) in addition to 60% only
remembering some of them but as discovered in the previous paragraph, 88% of the
students have endured verbal abuse over the course of their childhood. Maury Joseph,
Clinical Psychologist in Washington DC has explained that certain stressful experiences,
such as childhood abuse are so traumatic that it forces the memories to hide into a non-
conscious zone in the brain which cannot ever be consciously accessed.
Nonetheless, the overall data gathered visibly affirms that the number of students who have
not expressed any struggles in regards to memory, far exceeds the latter.
However, according to the data, students easiest subject to learn in school is mathematics,
47
which consists of logical reasoning and mental stimuli instead of memory retention, while
it was also considered to be simultaneously hard, based on the responses of the students.
Subjects such as history and geography and philosophy are deemed to be the most difficult.
Interestingly, when asked to provide a reason, the participants’ responses all pointed to the
task of memorization, as the majority complained about the difficulty to recall important
philosophical concepts and historical events and figures as well as the ability to remember
dates which they have separately confessed to struggle with on its own.
After thoroughly analyzing their responses, the researchers can conclude that a majority of
students do not appear to actively struggle with memory retention. While emotional abuse
endured in childhood could explain why they are unable to fully remember their childhood
memories, it has no consequential effect on memory retention as a whole, which did not
align with the results brought forth by previous studies conducted on the impact of
childhood abuse on cognitive deficits, presented in the literature review, most notably that
of Hart & Rubia, 2012, Savita 2007.
However, it could be said that how they feel towards the task of memorizing information
still manifests itself through their academic preferences, as they favored math over any
subject that requires extensive memory retention skills, nonetheless, their mere displeasure
for the task of memorization itself does not pose a notable obstacle.
4.1.3 The Effect of Poor Mental Health on Students’ Academic
Performance
While a majority of students estimate their academic performance as mostly good or
average, an overwhelming percentage of them (72%) expressed being unable to pay
attention in class when undergoing periods of poor mental health, often prompting them to
miss school, a key finding which corroborates with previously cited results of the research
48
led by Kuban & Steele 2011.
School absences have important consequences on adolescents, they can result in the
teenager being separated from his peers and diverted from a normal developmental
trajectory. (Birmaher, 1996).When asked how they cope with poor mental health, the
students mentioned: isolating, keeping themselves occupied, researching the religious and
psychological point of view of their struggles, watching online content to educate
themselves how to overcome them and attending therapy sessions.
Coincidently, the researchers noticed that these productive coping tools are only available
to them outside of school, as there are no mental health resources available designed to
tend to struggling students in the current Algerian school system, which could provide a
reason as to why they miss school when compelled to choose between attending class and
seeking help for their deteriorating mental health. However, it can be presumed that
students would not have to sacrifice their health nor their studies if only they were granted
support within the school system. Researchers have long asserted that students’ mental
health must be addressed in order for students to learn effectively (Adelman & Taylor,
1998)
Schools are also considered to be best positioned to offer comprehensive mental health
services to their students (Langer, 2015).
The responses gathered uncovered a visible area of difficulty for the participants.
The researchers can conclude that poor mental health has a direct impact on a students’
academic capacities to actively focus in class and to attend regularly which further
validates claims presented in previous literature.
Additionally, it can also be said that according to the students, the resourceful means to
comprehend, cope and resolve their mental health struggles do not reside within the walls
of their academic institutions.
49
Conclusion
The aim of the present study is to explore the impact of childhood emotional abuse on
students’ memory. However, the thorough discussion of the data uncovered key findings
that expanded counter and further than the researchers initial expectations.
The data that has been previously presented and discussed revealed that the students are
well aware of mental health since the majority of them experienced emotional verbal abuse
at a young age (88%), yet it has not propelled them to discuss it with their parents. The
researchers were also able to conclude through their responses, that the factor of emotional
abuse in childhood does not appear to have had a significant impact on students’ memory,
as they rarely expressed having to struggle to remember school related subjects or personal
experiences and details of their everyday life. However, the data analysis exposed the
immediate impact of poor mental health on students’ academic abilities, as their
deteriorating mental health deprives them significantly of the ability to fully focus on and
understand the lessons they're being taught in class and more often than not causes them to
miss school entirely.
50
Section 2: Recommendations and Implications for the Academic Staff
Introduction
4.2.1 Recommendations and Implications for the Academic Staff
The previous section has shed light on the key findings of the data collected from the
participants. This section suggests several approaches and tips that teachers and the whole
academic staff can implement for an environment that is supportive to students with mental
health issues.
 Interdisciplinary collaboration: Providing mental health professionals such as
educational psychologists or school counselors, for the school personnel as well as
students can be a great initiative to help struggling students and even the school staff.
A study has been conducted by Flaherty (1998) and the Reback (2010) who concluded
that when mental health services are provided to students, not only is the student’s
academic performance improved but his/her mental health can also be positively
impacted. School psychologists, for example, can be specifically helpful in giving
teachers and students individualized teaching and learning strategies depending on the
case at hand. Ruff (2011)
 Training teachers about mental health issues: In an academic setting, the teacher is
more likely to notice the slightest change in a student’s behavior. Thus, offering
teachers adequate and sufficient trainings on how to identify mental health disorders as
well as equipping them with the basic mental health education can be a game changer.
Wei, Kutcher, and Szumilas (2011) stated that teachers become more adept at
recognizing students who are struggling when involved in mental health programs,
making it easier for them to apply preventative measures before the student’s state
worsens.
51
 Adding mental health educational programs: Based on the findings of our research,
and specifically the fact that most students are clueless as to how to cope when they
are not feeling well which leads to less attendance and focus, educational programs in
schools are highly advised. (Capella, 2011; Kutcher & Wei, 2013; Rowling, 2009).
The teachers and their students need to be equipped with the necessary strategies and
information to help them understand, identify and reduce their mental health
challenges. Additionally, incorporating mental health concepts in the curriculum in a
way that is understandable for and relating to the students can break the stigma that
comes with experiencing mental health challenges.
 Implementing SBMHS: School-based mental health services (SBMHS) is the holistic
combination of small support services provided by a school counselor, integrated
prevention programs and identification and treatment within an academic setting. In
fact, to analyze the impact of a school-based mental health prevention program, 174
Latino at-risk students participated in a study conducted in the 2008-2009 school year.
Teachers were told to pre- and post-report students’ attendance rates and grades. The
findings showed that unlike a group of students who were not exposed to the program,
school-based mental health services actually boosted pro-social behavior, proper
classroom behavior, attendance rates and the overall academic achievement.
(Montañez, Berger-Jenkins, Rodriguez, McCord, & Meyer, 2015). Consequently,
more than 1300 SBHC’s providing mental health services currently exist worldwide.
 Engaging parents in the interdisciplinary programs: Another key finding of our
study is the absence of communication with parents around the topic of mental health.
What can be done in this case is inviting the parents of the struggling student to
collaborate through consultations (Flaherty, 1998). Teachers, school psychologists and
counselors can all coordinate with parents via community programs (Ruff, 2011).
52
Another strategy is organizing group therapy sessions that bring together students and
their parents, to discuss relevant matters and offer a safe space for the student to open
up.
53
General Conclusion
This dissertation sought to explore how emotional abuse endured in childhood impacts the
memory and the overall academic performance of EFL third year secondary school
students. This research began with a general introduction which presented a definition of
the concept of mental health, the background, the statement of the problem, and most
importantly the purpose and the rationale behind this study.
The first chapter presents the definitions of the key terms and themes this study revolves
around such as: abuse, the most prevalent forms in which it manifests in our society
(physical, psychological, emotional), as well as an emphasis on the aftermath of childhood
emotional abuse which constitutes the principal theme of this study. In addition to an
introduction into the functioning process of memory and its crucial role in determining the
academic trajectory and overall mental well-being of children, teenagers and adults alike.
Moreover, the literature review sought to present what other researchers in the
psychological domain have previously discovered upon investigating how abuse impacts
memory and interferes with its capacity to function properly, highlighting the main
challenges it creates for teenagers uncovered by decades of research such as: learning
disabilities, impaired intelligence, global cognitive deficits and inability to analyze
complex data.
The second chapter encompasses the methods and procedures the researchers implemented
in order to fulfill the aim of the study. It is comprised of: the method chosen, the data
collection instrument used, the sample and the criteria the researchers set for the
participants and the method of data analysis.
The implementation of the quantitative and the qualitative approaches together
tremendously contributed to the advancement of the research as it merged both measurable
54
information from the questionnaire administered such as the students age, academic
performance, the subjects they often struggled to learn, prior knowledge of the key terms
along with above surface level personal accounts of the abuse they endured in childhood,
their experiences with mental health, their relationship with their parents, their reasoning
behind not opening up and informing their parents regarding the state their mental well-
being providing a rich, insightful complementary set of data to analyze.
The third chapter dealt with the presentation and the analysis process.
In this section, the researchers showcased the entirety of the results gathered during the
data collection process, then proceeded to analyze the content both qualitatively and
quantitatively, compiling together charts and tables and relevant numerical data which
were used to exhibit the results of close ended questions along with quotes and personal
disclosures of the participants which presented the results of the open ended questions. The
researchers also sought to briefly explain the aim behind each and every single of the 30
questions administered.
This chapter sought to accurately present and analyze the full spectrum of the results
previously solicited. The presentation and the analysis process carefully reflected the
students’ familiarly with mental health, their exposure to abuse, their ability to memorize
their lessons, as well as their capacity to retrieve significant events.
The fourth chapter is divided into the discussion of the key findings discovered and the
additional recommendations that might benefit both the academic staff and the students
alike. In the first section, discussion was brought forth in order to meticulously interpret
the main findings of the study and finally draw an answer to the question which formed the
basis of the entire research: "how does emotional abuse affect third year secondary school
students’ memory and overall academic performance?"
55
The results obtained varied, as some confirmed what the previous researchers claimed
while other results contradicted what the researchers expected.
The students’ answers undoubtedly confirmed that most of them are no strangers to abuse,
they also revealed that they do not appear to actively struggle with memory retention.
While it is important to note that they did express a certain inability to remember their
childhood experiences fully, the researchers suspect that to be due to maltreatment in
childhood.
The collective results of the questions aimed specifically to target all forms of memory
(short term, long term and sensory) proved that the impact of abuse has not caused any
critical damage to their memory retention as a whole. As most students did not report to
struggle with the task of memorizing or recalling lessons or sensory information.
While the discussion unveiled this key finding which could negate and dispute the
detrimental impact on memory previously supposed by researchers in the field, it also went
on to confirm the direct impact of poor mental health on students capacities to focus in
class and attend school regularly. This finding brought the researchers attention to another
issue impacting Algerian teenagers; which is the resounding lack of mental health
awareness and resources in our academic institutions. Thus, in this section of the chapter,
the researchers sought to present a set of tested recommendations to implement such as
encouraging the collaboration of mental health professional and educational psychologists
and counselors within the school, proposing educational programs in order to invest in
mental health awareness and most importantly training teachers so that they can be well
equipped and well able to detect struggling students in the classroom.
Finally, this study was propelled by the researchers aspiration to open up a candid,
productive, much needed discussion around mental health in Algeria, it is an honest
56
attempt to shed light on the mental struggles teenagers face and all the ways we, as
students and teachers alike can educate ourselves on how to reach out and offer support to
the individuals around us.
We sincerely hope that this humble research will be one of the many to come after it, to be
dedicated to the cause of mental health in our country as there is so much more left to
uncover with an even broader array of participants and better circumstances.
Limitations of the Study
The researchers encountered throughout the process of this study certain limitations that
need to be stated. First, a certain number of participants’ responses had to be omitted from
the study due to the fact that they were sent by individuals who were over the age of 20
years old, which clearly does not fit the criteria the researchers set for the target sample.
Second, while carefully reading through the participants’ responses, the researchers noticed
that some of them misexpressed themselves, or used incorrect and often confusing terms
which if included, would hinder the quality and the validity of the analysis. Third, the
circumstances of the COVID-19 pandemic undoubtedly diminished the possibility to reach
a wider selection of third year high school students.
57
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62
Appendix
People’s Democratic Republic of Algeria

Ministry Of Higher Education and Scientific Research
Teachers Training School
Ben Mohamed Ibrahimi El Mili - Bouzareah -
Department of English Language
63
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69
Résumé de l’étude
L'objectif de cette étude est d'explorer la relation entre la santé mentale et la performance
académique, plus précisément l'impact de la violence émotionnelle des enfants sur la
mémoire des étudiants et leur réussite scolaire. Pour mener à bien l'étude, un questionnaire
sous forme d’un formulaire Google a été distribué à vingt-cinq (25) élèves de troisième
année lycée qui appartiennent à un groupe Facebook nommé « Mental Health Talks » et au
lycée Rabah Bitat à Bab Ezzouar, Alger, dont les réponses ont été recueillies à la fois
quantitativement et qualitativement. Le résultat de la recherche a pris une tournure
différente de celle à laquelle les chercheurs s'attendaient, puisque les résultats ont identifié
un impact plus considérable de la violence psychologique envers les enfants sur l'assiduité
et la concentration des élèves, plutôt que sur leurs capacités de mémorisation. Diverses
recommandations sont incluses que le personnel académique et les enseignants peuvent
mettre en œuvre pour promouvoir les pratiques et les attitudes positives en matière de santé
mentale et offrir un soutien aux étudiants en difficulté.
70
‫ملخص البحث‬
‫الغرض من هذه الدراسة هو اكتشاف العالقة بين الصحة العقلية واألداء األكاديمي‪ ،‬وعلى وجه ال ُخصوص تأثير اإلساءة‬
‫العاطفية لألطفـال على ذاكرتهم كطـلبة وإنجازهم األكاديمي العام‪ .‬وإلجراء الدراسة‪ ،‬تم نشر وتوزيع استبيان ‪Google‬‬
‫‪Form‬لخمسة وعشرين (‪ )25‬طالبا دارسين للغة االنجليزية في السنة الثالثة ثانوي ُمـنتمين إلى " ‪Mental Health‬‬
‫‪ "Talks‬وهي مجموعة على وسائل التواصل االجتماعي‪ .‬كما تم توزيع االستبيان على بعض طُـالب ثانوية رابح بيطاط‬
‫ال ُمـتواجدة بباب الزور‪ ،‬الجزائر العاصمة‪ .‬تم جمع إجاباتهم كميا ونوعيا‪ .‬اتخذت نتائج البحث منعطفا مختلفا عما توقعه‬
‫الباحثان‪ ،‬حيث حددت النتائج أن اإلساءة العاطفية لألطفال تؤثـر بنسبة كبيرة على حضور الطالب وتركيزهم‪ ،‬بدال من‬
‫تأثيرها على ذاكرتهم‪ .‬في األخير‪ ،‬تقترح الدراسة توصيات مختلفة يمكن للموظفين األكاديميين والمعلمين تنفيذها لتعزيز‬
‫الممارسات اإليجابية في مجال الصحة العقلية وتقديم الدعم للطالب الذين يعانون من مشاكل نفسية‪.‬‬
‫‪71‬‬

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People’s Democratic Republic of Algeria

Ministry Of Higher Education and Scientific Research

The Impact of Child Emotional Abuse on

Third Year EFL Secondary School Students’

Dissertation submitted in (Exploratory

Achieved by: Supervised by:

BOUIZEGARENE Manel Mrs TEBAA Wassila

Academic year 2020/2021

I dedicate this work to my family and friends who relentlessly supported me

is absolutely nothing I could not accomplish in life.

made me into the woman I am today.

yet are in a better place now.

who I will become.

every single step of this process.

her kindness of heart.

My acknowledgment goes to my absolute favorite teacher in ENSB, Ms. Fersaoui

someone I look up to.

attitudes and offer support to struggling students.

Table 3.1: Participants’ gender………………………………………………….22

Chapter One: Emotional Abuse and Memory……………………………….5

1.1 Definition of Abuse………………………………………………………...5

1.2 Child Emotional Abuse…………………………………………………….7

Chapter Three: Presentation and Analysis of the Data…………………….21

Chapter Four: Discussion of the Key Findings and Recommendations for

Section 1: Discussion of the Key Findings…………………………………….45

Emotional abuse, as The American Psychological Association dictionary defines it is “a

viewed as anything from constant criticism to silent treatment to blaming or shaming.

defines emotional abuse as denying emotional responsiveness.

performance negatively, which consequently lowered academic achievement and led to

revealed that maltreatment is also associated with difficulties accomplishing homework,

2. Statement of the Problem

third year English as a Foreign Language (EFL) secondary school students.

3. Purpose of the Study

secondary school students’ memory and academic performance?”

promoting positive mental health attitudes and offer support.

encourage a collectively more inclusive, and health conscious learning experience.

stigma regarding mental health, especially in our current society. It would be an

academic lens which renders this topic ever so necessary to examine.

schools so as to support students struggling with mental health issues.

impact on memory and overall academic achievement.

1.1 Definition of Abuse

According to the American Psychological Association dictionary, abuse refers to

mistreatment but also encompasses sexual and psychological (emotional) mistreatment.”

forms of abuse are the physical, emotional and psychological abuse.

It is also commonly referred to as physical assault, or domestic violence depending on the

circumstances and the environment in which it occurs.

1.1.2Definition of Psychological abuse:

1.1.3Definition of Emotional abuse:

the victim's self-perception and well-being. It manifests through consistently repetitive

patterns of non-physical harmful behavior intended to emotionally inflict pain to a certain

individual (American Psychological Association, 2005). This type of abuse is highly

victim to undergo intense humiliation.

measurements (Diane, R Follingstad, 2007).

associations. According to a new study published by the American Psychological

Association, psychological and emotional abuse are poorly addressed in prevention

programs or in treating victims.

should be at the forefront of mental health and social service training."

1.2. Child Emotional Abuse

1.2.1 Definition of Child Emotional Abuse

Also known as psychological abuse, it is a pattern of behavior that impairs a child’s

emotional growth and development. The American Academy of Pediatrics Committee

named « The perpetrators ».

1.2.2 Who are the Perpetrators?

neighbors may all be capable of emotional maltreatment.