The impact of bullying on children is greater than what was thought to be. According to a new study, the victims of bullying are more prone to develop post-traumatic stress disorder (PTSD).
Post traumatic stress disorder is a severe anxiety disorder caused by exposure to a traumatic event. PTSD patients relive their traumatic experiences through memories, flashbacks or nightmares and try avoiding anything that reminds them of the trauma.
Researchers from University of Stavanger (UiS) and Bergen's Center for Crisis Psychology in Norway looked at nearly 1000 school children, aged between 14 and 15. They found victims of bullying displaying symptoms associated with PTSD. Girls were found more likely to display PTSD symptoms than boys.
According to the American Psychological Association, about 70 percent of middle and high school students are victims of bullying every year. The findings bring concern as students with PTSD face problems with concentration, hyper vigilance or insomnia.
"This is noteworthy, but nevertheless unsurprising," psychologist Thormod Idsøe, said in a news release. "Bullying is defined as long-term physical or mental violence by an individual or group. It's directed at a person who's not able to defend themselves at the relevant time. We know that such experiences can leave a mark on the victim."
Researchers found victims of bullying who more often bullied other students experiencing the most severe kind of PTSD symptoms.
"One explanation, for example, could be that difficult earlier experiences make the sufferers more vulnerable, and they thereby develop symptoms and mental health problems more easily," the authors said.
Through their findings, investigators urge teachers and parents to support victims to avoid the severe consequences of bullying.
"It's important to monitor how pupils develop after being bullied, and to be aware of the possibility that they might develop PTSD symptoms. It's not always easy to spot that a child is being plagued by intrusive memories and avoidance strategies. So teachers must be offered more information on these conditions," the authors explained. "They need to know how to detect that a pupil needs to be referred on, and must be able to tailor teaching for children with such difficulties."
The report has been published in the Journal of Abnormal Child Psychology.
