Camarines Norte National High School

Daet, Camarines Norte

experienced this?

THE IMPACT OF VERBAL AND/OR EMOTIONAL

ABUSE TO GRADE 10 STUDENTS

Teacher: Daisy Elen

Subject of English

Grade 10 – Charity

Abando, Armin James S.

Alicando, Aj lord Y.

Quinalayo, Dwayne Clifford A.

Rustia, Niecel Q.

May 26, 2023

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The Impact or Verbal and/or emotional Abuse to Grade 10 Students

I. Introduction
Abstract
The intent of this literature consider used to be detect out how verbal and/or emotional abuse can have an impact on a student.
More specifically, it examined academic impact, behavioral impact, emotional impact, and social impact have an effect and have an
influence on adulthood. Verbal abuse influences students in many ways and the effect can be life long. This literature comparison
also discusses symptoms and/or emotional abuse, what educators be aware of about verbal abuse and what they can do to resource
high school students who have been verbally and/or emotionally abused.

Background of the study

Verbal abuse, also known as emotional abuse, is a range of words or behaviors used to manipulate, intimidate, and maintain power
and control over someone. These include insults, humiliation and ridicule, the silent treatment, and attempts to scare, isolate, and
control.

“ Abusive language and swearing a legacy of slavery, humiliation, and disrespect for human dignity, one’s own and that of other
people” -Leon Trotsky.

Verbal abuse is a form of aggressive behavior in which an individual uses words, tone, or gestures to harm, threaten, or manipulate
another person. Verbal abuse can occur in any context, whether it be at home, in the workplace, or at school. Verbal abuse can be
particularly harmful as they are at a sensitive age and are still developing their sense of self and identity.

The background of the study on verbal abuse may involve exploring the prevalence of verbal abuse among this age group, the
different forms of verbal abuse that are commonly experienced, and the impact of verbal abuse on the

psychological and emotional well-being of grade 10 students. The study may also examine the factors that contribute to verbal
abuse, such as social norms, cultural beliefs, and individual characteristics.

Understanding the background of verbal abuse among grade 10 students is important in order to develop effective prevention and
intervention strategies to mitigate the harm caused by verbal abuse. By identifying the risk factors and protective factors associated
with verbal abuse, educators, parents, and mental health professionals can work together to create a safe and supportive
environment for grade 10 students to thrive in.
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Hypothesis: Verbal abuse negatively impacts the psychological well-being of individuals.

Explanation: Verbal abuse refers to the use of derogatory, demeaning, or harmful language to belittle, intimidate, or control another
person. This form of abuse can occur in various contexts, such as personal relationships, workplaces, or educational settings. The
hypothesis suggests that individuals who experience verbal abuse will have lower psychological well-being compared to those who
do not.

Supporting points:

Emotional distress: Verbal abuse often involves insults, humiliation, or threats, which can lead to significant emotional distress.
Continuous exposure to such negative language can erode an individual’s self-esteem, confidence, and overall emotional well-being.

Mental health issues: Verbal abuse has been linked to the development of mental health problems, including anxiety disorders,
depression, and post-traumatic stress disorder (PTSD). The constant barrage of negative words and criticism can contribute to the
onset or exacerbation of these conditions.

Self-perception and identity: Verbal abuse can distort an individual’s self-perception and identity. Persistent negative comments can
make individuals doubt their abilities, worth, and value. This distorted self-perception can hinder personal growth, limit potential,
and lead to a negative self-image.

Interpersonal relationships: Verbal abuse can have a detrimental effect on relationships. It can create a hostile and toxic
environment, eroding trust and intimacy. The emotional scars from verbal abuse can linger even after the abuse ends, making it
challenging for individuals to form healthy and positive relationships.

Physical health consequences: Prolonged exposure to verbal abuse can have physical health consequences. Stress-related disorders,
such as headaches, digestive issues, and sleep disturbances, can arise due to the chronic stress and anxiety caused by verbal abuse.
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Academic or professional impact: Verbal abuse in educational or workplace settings can hinder performance and achievement.
Constant criticism and negative feedback can demotivate individuals, affecting their ability to concentrate, learn, and excel.

It is important to note that this hypothesis assumes a causal relationship between verbal abuse and negative psychological well-
being. Further research, including longitudinal studies and controlled experiments, would be necessary to establish a definitive
causal link. Additionally, the severity and duration of the abuse, as well as individual resilience and support systems, can also
influence the impact of verbal abuse on psychological well-being.

STATEMENT OF THE PROBLEM

The purpose of this research is to know better the Impact of Verbal Abuse. This study will also help the student to be aware and be
more productive to delivered a message to a certain person. It aims not only to avoid experiencing it but to be wise for not doing it.

The researcher also conduct a research question.

1. What are the reasons why the students keep doing it?

2. What are the benefits that the students get from doing it?

3. What is the impact to Grade 10 Students who already experienced this?

4. Will this research help them?

5. What is the possible measures that the students already experienced this?

Significance of the study

The study of verbal abusen in school is particularly significant because verbal abuse can have significant impact on students
academic performances, mental health and overall well being. Verbal abuse in school can take many forms including bullying,
teasing, name calling, and exclusion from social groups or activity.
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And also verbal abuse in school can help identify the prevalence of verbal abuse. The types of students who are more likely to be
victimized, and the effect of verbal abuse on students academic achievements, social development, and mental health. This
information can be used to develop affective prevention and intervention strategies that can help students feel safe and supportive in
their school environment.

Additionally, the study of verbal abuse in school is important because it can help educators and school administrators better
understand the role that they can play in preventing and addressing verbal abuse. This can include implementing policies that
promote a safe and respectful school environment. Training teachers and staffs on how to recognize and respond to verbal abuse and
providing support and resources to students who have been victimized by verbal abuse.

THEORETICAL FRAMEWORK

Future academic failure and

behavior problems

Low self-esteem and emotional

problems
Potential negative
impact of verbal
and/or emotional
abuse (Bukowski,
wanner, viator, and
tremblay)
Social anxiety and depression

Impact of adulthood and having a

trust issue
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Scope and limitations

This study focused on “The Negative Impact of Verbal Abuse” that begins on May 22 to June 5, 2023. The respondents of this study
were 15 to 17 years old in grade 10 from Camarines Norte National High school.

Being a victim of verbal abuse by a fellow student, the student loses self-confidence, loses the desire to go to school, becomes
embarrassed, afraid, and loses confidence in all aspects.

The victim may doubt their self-esteem and ability as a student, it may also cause anxiety and depression in the student and it also
causes PSTD, which is characterized by flashbacks, nightmares, may also this leads to physical health problems for a student. Such
as headache, stomach ache and so on.

REVIEW OF RELATED LITERATURE

In their study. Bredgen, et.al (2008) who revealed that verbal and physical abuse, is especially likely to lead to the development of
negative self-perceptions and consequently emotional problems. Their academic performance was affected for they get into vices,
they become not participative in class or prefer to be absent. This fact was proven by Wang who revealed that physical and verbal
abuse results in aggressive behavior and poor academic performance and may result in a gap between parents and adolescents.

Verbal abuse is the use of words to hurt, control, or manipulate others. It can come in many forms, such as yelling, insulting,
belittling, threatening, and criticizing. Oftentimes, verbal abuse can be insidious and difficult to detect, making it challenging for
victims to seek help. Verbal abuse is a serious problem that affects many people, including teenagers.
Teenagers are particularly vulnerable to verbal abuse because they are still developing their sense of self and may not have the tools
to recognize and cope with abusive behavior. Verbal abuse can have significant negative effects on a teenager's mental health, self-
esteem, and self-worth. It can cause them to feel isolated, anxious, depressed, and hopeless.
One of the most challenging aspects of verbal abuse is that it can happen anywhere, from school to home to social media. It can
come from peers, family members, or authority figures, and can start as seemingly harmless teasing or joking and escalate from
there. It's essential to recognize the signs of verbal abuse and take action to address it.

According to Hamarman and Bernet (2000) some forms of verbal and/or emotional

Abuse include: rejecting, isolating, terrorizing, ignoring, corrupting, verbally assaulting and over-pressuring a child.

Hamarman and Bernet's article on verbal abuse discusses the various forms and consequences of this type of abuse. They note that
verbal abuse can take many forms, such as insults, name-calling, yelling, mocking, and blaming. Verbal abuse can also be subtle,
such as using sarcastic comments or undermining a person's confidence.
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The article also highlights the impact of verbal abuse, which can be severe and long-lasting. Verbal abuse can lead to anxiety,
depression, PTSD, and other mental health issues. It can also have an impact on a person's physical health, such as high blood
pressure and heart disease.
In addition, verbal abuse can damage relationships and affect a person's ability to trust others. It can also increase the risk of
intimate partner violence and contribute to the cycle of abuse.
Hamarman and Bernet stress the importance of recognizing and addressing verbal abuse. This includes seeking support from a
therapist, counselor, or trusted friend or family member. It may also involve setting boundaries and ending the relationship if the
abuse continues.
Overall, the article highlights the destructive nature of verbal abuse and emphasizes the need to seek help and support in addressing
this issue.

Loue(2015) states that “emotional abuse has been called the most elusive and damaging of all types of maltreatment for a child and
represents the core issue and most destructive factors across all types of child abuse and neglect”.

Emotional abuse refers to a form of maltreatment in which a child is subjected to repeated patterns of harmful behaviors that attack
their emotional well-being and sense of self-worth. It involves a consistent pattern of negative interactions, such as belittling,
humiliating, rejecting, or threatening the child. Unlike physical abuse or neglect, emotional abuse is not easily visible and can be
challenging to detect, making it elusive in nature.
The damaging effects of emotional abuse on a child's development and overall well-being are significant. The core issue lies in the
consistent attack on the child's emotional and psychological state. When children are repeatedly exposed to such abusive behaviors,
it can lead to long-lasting emotional, social, and cognitive impairments.
Emotional abuse is considered the most destructive factor across all types of child abuse and neglect because it undermines the
child's core emotional foundation and sense of self. It erodes their confidence, self-esteem, and ability to trust others. The effects of
emotional abuse can extend into adulthood, leading to difficulties in forming healthy relationships, managing emotions, and
achieving overall well-being.
It is crucial to identify and address emotional abuse promptly to protect the child and provide them with the necessary support and
intervention to heal from its damaging effects.

Bukowski, Wanner, Viatro andTremblay (2007) The potential negative impact of verbal and/or emotional abuse on children’s’ self-
perceptions may not only promote future academic failure and behavior problems, but also emotional problems.

Means, Verbal and emotional abuse can have significant negative effects on children's self-perceptions and overall well-being.
Here's how it can lead to academic failure, behavior problems, and emotional difficulties:
Low self-esteem: Verbal and emotional abuse can erode a child's self-esteem and self-worth. Constant criticism, belittling, and
derogatory remarks can make children believe they are worthless or incapable, leading to a negative self-perception.
Academic failure: Children who experience abuse may struggle academically. Verbal abuse can interfere with their ability to
concentrate, impair their cognitive functioning, and hinder their learning process. They may become disengaged from school, lose
motivation, and perform poorly academically.
Behavioral problems: Verbal and emotional abuse can contribute to the development of behavioral issues in children. They may
internalize their feelings of anger, sadness, or frustration and exhibit disruptive behaviors as a result. Aggression, defiance,
impulsivity, and difficulty following rules are common manifestations of such abuse.
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Social difficulties: Children who have experienced abuse may have difficulties forming healthy relationships and interacting with
peers. Verbal and emotional abuse can undermine their social skills, making it challenging for them to trust others, express
themselves, or develop empathy, which can lead to social isolation and further emotional distress.
Emotional problems: Verbal and emotional abuse can contribute to the development of various emotional problems, such as
anxiety, depression, and emotional instability. Children may experience intense feelings of fear, sadness, or anger due to the
ongoing abuse, which can disrupt their emotional well-being and hinder their ability to regulate their emotions effectively.
It's important to note that the impact of verbal and emotional abuse can vary depending on factors such as the severity, frequency,
and duration of the abuse, as well as the child's resilience and support systems. Early intervention, supportive relationships, and
therapy can play crucial roles in mitigating the negative effects and promoting healing and resilience in children who have
experienced such abuse.

According to Twaite and Rodriguez-Srednicki (2004) children who are emotionally abused not only experience in tense social
anxiety as children, but also experience similar social difficulties and problems in adult relationships.

They are unable to trust others; therefore they are unable to allow themselves to become close to others.

Means, Emotionally abused children often face significant challenges that can impact their social and emotional development both
during childhood and in adulthood. Here are some ways in which emotional abuse can affect individuals:
Social Anxiety: Children who experience emotional abuse may develop intense social anxiety. They may feel constantly on guard,
fear judgment or criticism from others, and struggle with low self-esteem. These feelings can make it difficult for them to engage in
social interactions and form healthy relationships.
Trust Issues: Emotional abuse can erode a child's ability to trust others. If they have experienced betrayal, manipulation, or
consistent invalidation of their emotions, they may struggle to trust people, including close friends or romantic partners. This
difficulty in trusting others can persist into adulthood, making it challenging for them to form deep, meaningful connections.
Fear of Emotional Vulnerability: Emotional abuse often involves undermining a child's emotions and feelings, causing them to
suppress or deny their true emotions. As a result, emotionally abused individuals may find it difficult to express their emotions
openly and be vulnerable with others. They may fear being hurt or rejected if they let their guard down, leading to challenges in
forming close relationships.
Relationship Difficulties: The lack of trust and fear of emotional vulnerability can lead to difficulties in adult relationships.
Emotionally abused individuals may struggle with forming and maintaining healthy relationships due to a fear of being hurt again.
They may have difficulty opening up, communicating their needs, and developing intimacy, which can strain relationships and
hinder their ability to experience meaningful connections.
Self-Worth Issues: Emotional abuse can significantly impact an individual's self-esteem and self-worth. Constant criticism,
invalidation, or belittlement can make them feel unworthy or undeserving of love and affection. These negative self-perceptions can
affect their ability to form healthy relationships and seek out supportive connections.
It is important to note that not all individuals who experience emotional abuse will have the same outcomes. The effects of
emotional abuse can vary depending on factors such as the severity and duration of the abuse, the presence of other supportive
relationships, and individual resilience. However, addressing emotional abuse through therapy and support can help individuals heal
and develop healthier relationship patterns.
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Romeo (2000) also states that other forms of verbal and/or emotional abuse include: unrealistic expectations of the

Child ’s behavior, and deliberate humiliation in front of others. She continues by stating that “all children in herently trust and love
their parents and seldom complain directly about emotional abuse. They lack the reasoning ability to realistically challenge their
parents’ attacks upon

Their self-esteem. They may think that this is the normal way of life”.

Means, Children generally have a natural tendency to trust and love their parents and often do not express direct complaints about
emotional abuse they may be experiencing. Due to their limited reasoning abilities and lack of life experience, children may not
have the capacity to challenge their parents' actions that undermine their self-esteem. They may mistakenly believe that such
treatment is normal and acceptable because they don't have a frame of reference to understand healthier alternatives. Essentially, the
statement implies that children may not recognize emotional abuse as such and may perceive it as a typical aspect of their lives.

According to researchers Twaite and

Rodriguez-Srednicki, children who are constantly put down by their parents tend to feel shame.

They are unable to acknowledge their own value or to accept the possibility that any other person might see them as worthy. For this
reason, they tend to withdraw from others. They may isolate themselves physically, avoiding participation in normal social
activities. They may also isolate themselves emotionally, allowing peers to see only limited aspects of their personalities
emotionally abused children tend to be guarded and to lack spontaneity. These tendencies

Constitute major impediments to appropriate function in social situations, including school

(Twaite & Rodriguez-Srednicki, 2004).

Children who are constantly put down by their parents may experience feelings of shame and have a diminished sense of self-worth.
As a result, they may withdraw from others both physically and emotionally.
Physically, these children may isolate themselves by avoiding participation in normal social activities. They may choose to stay
alone or avoid social interactions altogether. Emotionally, they may guard themselves and only show limited aspects of their
personalities to their peers. This emotional self-isolation can make it challenging for them to form meaningful connections and
engage in social situations.
The tendencies described, such as being guarded, lacking spontaneity, and withdrawing from social activities, can hinder their
ability to function appropriately in social settings, including school. They may struggle to form friendships, participate in group
activities, or express themselves openly. These difficulties can impact their overall social and academic experiences, potentially
leading to further challenges in their development and well-being.
Individuals who experience childhood emotional maltreatment, such as being subjected to negative self-cognition's from an abuser
or trying to make sense of the abusive behavior, may develop a tendency towards self-criticism. This self-critical thinking, which
arises from internalizing the negative messages received during childhood, can become ingrained and form a significant part of a
person's personality as they grow older.
Over time, this habitual self-critical thinking can have detrimental effects on relationships, both in general and specifically in
romantic relationships. The constant self-criticism may lead individuals to have low self-esteem, a negative self-image, and
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difficulties trusting and forming healthy connections with others. These issues can manifest as insecurities, fear of rejection, or an
inability to believe in one's own worthiness of love and care.
As a result, this pattern of self-criticism can potentially hinder the development of healthy and fulfilling relationships. It may create
barriers to intimacy, communication, and emotional vulnerability, as individuals may struggle to believe that they are deserving of
love and support. It can also contribute to a cycle of self-sabotage, where individuals may unconsciously seek out or create
situations that reinforce their negative self-perception.
It is important to note that while childhood emotional maltreatment can contribute to the development of self-critical thinking, it
does not mean that all individuals who experience such maltreatment will necessarily exhibit this behavior. The impact of childhood
experiences can vary greatly among individuals, and each person's response will depend on various factors, including their
resilience, support systems, and access to therapy or other forms of assistance.

Lassri and Shahar’s (2012) research concluded that whether self-criticism evolves

As a result of internalizing negative self-cognitions, directly supplied by the abuser, or due to the child’s attempt of understanding
the abusive behavior, their childhood emotional maltreatment

Promotes the tendency for internalizing critical thinking toward the self. Over time, this tendency might be consolidated, becoming
a defining part of a person’s personality; and ultimately derailing relationships in general and romantic relationships in particular
(2012).

Self-Criticism and Relationships

User
Whether self-criticism evolves
As a result of internalizing negative self-cognition, directly supplied by the abuser, or due to the child’s attempt of understanding
the abusive behavior, their childhood emotional maltreatment
Promotes the tendency for internalizing critical thinking toward the self. Over time, this tendency might be consolidated, becoming
a defining part of a person’s personality; and ultimately derailing relationships in general and romantic relationships in particular
Means?
The statement suggests that individuals who experience childhood emotional maltreatment, such as being subjected to negative self-
cognition from an abuser or trying to make sense of the abusive behavior, may develop a tendency towards self-criticism. This self-
critical thinking, which arises from internalizing the negative messages received during childhood, can become ingrained and form
a significant part of a person's personality as they grow older.

Over time, this habitual self-critical thinking can have detrimental effects on relationships, both in general and specifically in
romantic relationships. The constant self-criticism may lead individuals to have low self-esteem, a negative self-image, and
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difficulties trusting and forming healthy connections with others. These issues can manifest as insecurities, fear of rejection, or an
inability to believe in one's own worthiness of love and care.

As a result, this pattern of self-criticism can potentially hinder the development of healthy and fulfilling relationships. It may create
barriers to intimacy, communication, and emotional vulnerability, as individuals may struggle to believe that they are deserving of
love and support. It can also contribute to a cycle of self-sabotage, where individuals may unconsciously seek out or create
situations that reinforce their negative self-perception.

It is important to note that while childhood emotional maltreatment can contribute to the development of self-critical thinking, it
does not mean that all individuals who experience such maltreatment will necessarily exhibit this behavior. The impact of childhood
experiences can vary greatly among individuals, and each person's response will depend on various factors, including their
resilience, support systems, and access to therapy or other forms of assistance.

II. METHODOLOGY

Research Design:

Through qualitative research, this study aims to determine the perspective of students about verbal and/or emotional abuse. Some
cases show students committing suicide to find a easier but wrong way in escaping the abuses they experience. To avoid these
incidents, motivate and encouraging the students to avoid engaging such verbal and emotional abuse.

A qualitative research is essential in revealing the perceptions of the target respondents with regards to a particular issue
(Bhat2020). In a qualitative research, a case study method is used to focus on a unit of individuals and their opinion on a certain
topic that the researchers chose to discuss. Since the main purpose of this study is to identify the overall impact of verbal and/ or
emotional abuse to the students. A case study approach was applied.

Subject of the study:

The target participants in this study are grade 10 junior high school students of Camarines Norte National High School. A purposive
sampling method was used in the process of conducting the survey. The sample of this study is consisted of 50 students from
selected grade 10 students and were given a questionnaire with questions regarding the possible effects of verbal and/or emotional
abuse to students. The participants were given a chance to choose between the given choices in each number. As data were collected
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from the questionnaires answered by the participants, data were examined and the general ideas were carefully obtained and
translated.

III. RESULT AND DISCUSSION

The results of studies on verbal abuse in schools have shown that it is a prevalent issue that adversely affects the academic, social,
and emotional well being of students. The following are some of the key findings from various studies:

1. Prevalence: Research has shown that verbal abuse is a widespread problem in schools, with as many as 80% of students reporting
having experienced it at some point.

2. Effects on Academic Performance: Verbal abuse can negatively impact students’ academic performance, such as by causing them
to lose focus on their studies and leading to mental health issues such as anxiety and depression.

3. Effects on Social and Emotional Well being: Verbal abuse can also result in social isolation, damaged self-esteem, and poor
interpersonal relationships.

4. Perpetrators: The perpetrators of verbal abuse are mostly peers, although teachers and other staff members are also guilty of
engaging in this behavior.

5. Gender: Studies have shown that female students are more likely to be victims of verbal abuse than male students.

The discussion of these results highlights the need for intervention programs to address verbal abuse in schools. Such programs
should focus on creating a safe and supportive environment for all students, educating them about the effects of verbal abuse, and
providing counseling services for students who have been victimized. It is also important for schools to take steps to prevent verbal
abuse from happening in the first place, such as by implementing clear policies and disciplinary actions for perpetrators. By
addressing this issue, schools can create a healthier learning environment that promotes well being for all.
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IV. CONCLUSION AND RECOMMENDATIONS

Overall, the verbal and/or emotional abuse of student are problems in our school and have tremendous consequences. The damage
suffered by verbally abused is both compelling and tragic because these victims are likely to repeat the abusive pattern with their
fellow student.

It is true that being a victim of verbal and/or emotional abuse have effect on their academic performances but as bregden states, "is
specially likely to lead to the development of negative self-perceptions and consequently emotional problems. Their academic
performance was affected for they get into vices, they become not participative in class or prefer to be absent" (2008). It is
extremely have an effect to those students who had been experiencing it. It may also lead this victims to quit going to school or stop
going to school because of what they had been experienced.Overall, the verbal and/or emotional abuse of student are problems in
our school and have tremendous consequences. The damage suffered by verbally abused is both compelling and tragic because these
victims are likely to repeat the abusive pattern with their fellow student.

It is true that being a victim of verbal and/or emotional abuse have effect on their academic performances but as bregden states, "is
specially likely to lead to the development of negative self-perceptions and consequently emotional problems. Their academic
performance was affected for they get into vices, they become not participative in class or prefer to be absent" (2008). It is
extremely have an effect to those students who had been experiencing it. It may also lead this victims to quit going to school or stop
going to school because of what they had been experienced
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REFERENCES

Hamarman and Bernet. (2000) [Verbal and/or emotional abuse] page 11. https://www2.uwstout.edu/content/lib/thesis/2012/2012diventuria.pdf

Loue. (2005) [Emotional abuse] page 11.https://www2.uwstout.edu/content/lib/thesis/2012/2012diventuria.pdf

Bukowski, wanner, Viatro and tremblay. (2007) [verbal and/or emotional abuse on students] page 11. https://www2.uwstout.edu/content/lib/thesis/2012/2012diventuria.pdf

Twaite and Rodriguez-Srednicki. (2004) [emotionally abused children tend to be guarded and to lack spontaneity] page 16.
https://www2.uwstout.edu/content/lib/thesis/2012/2012diventuria.pdf

Romeo (2000) [all forms of verbal abuse] page 15.

Rodriguez Srednicki (2004) [emotionally abuse] page 16. https://www2.uwstout.edu/content/lib/thesis/2012/2012diventuria.pdf

Lassri and Shashar (2012) [self-criticism] page 19. https://www2.uwstout.edu/content/lib/thesis/2012/2012diventuria.pdf

Abusive language and swearing are a legacy of slavery, humiliation, and disrespect for human dignity, one’s own and that of other people.

-Leon Trotsky

https://www.goodreads.com/author/show/65974.Leon_Trotsky.