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

Abstract: Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or mental violence performed by an individual on another person who is not capable of defending him/herself (Roland and Idsoe (2001) ). The aim of this longitudinal study is to observe the impact of post-traumatic stress linked with bullying at school, on self-concepts and assumptions. The sample was composed of 524 pupils ages 8 to 12 (m =9.44). Results show that levels of trauma were rated as high with greater exposure to bullying. Moreover, in case of post-traumatic stress, the victims exhibited inferior self-concepts to other pupils and shattered assumptions. However, the analysis showed that the dominating factor with this deterioration of the cognitive schemata is not the post-traumatic stress but the victimization. These results are discussed in the light of work completed on complex post-traumatic stress. [Copyright &y& Elsevier]