When a child is verbally abused, several negative emotional and psychological problems arise, especially at the most critical stages of his development. One of the outcomes is that he is likely to develop interpersonal difficulty which defines a personality disorder characterized with the sense and emotions of doubt, guilt, mistrust and inferiority (Johnson et al. 16). It also entails a distorted way of thinking as well as behaving. For people who were verbally abused as children, they usually suffer from personality disorders as adults.
This negative emotional effect caused by verbal abuse can be linked with increased risk of fanatical and irrational behavior from childhood even to his adulthood. Alloy defines negative cognitive style as a characteristic way of attributing the causes of negative life events to stable, internal, and global factors (e.g. I did not pass my exam because I am stupid), inferring negative consequence (e.g. I will never make it in life) and making self-critical judgments of ones character (e.g., I am not worthy), with Beck adding that it also involves having dysfunctional attitudes and maladaptive self-schemas (qtd.
in Sachss-Ericsson et al. 72). The child suffers low self-esteem and belittles himself to the point where he does not see his sense of worth. This cognitive style may result to the child getting into depression as he advances into maturity. Besides parents, the teacher is one of the people a child spends most of his time with. As a result of this, there develops a teacher-child relationship which largely influences the child’s social skills, behavior with other children, his academic performance, as well as the emotional aspect.
Brendgen et al. say that a child, who has a negative relationship with the teacher instigated by verbal abuse will adversely be affected, with the likelihood of missing out on learning opportunities as well as suffering behavioral
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