Emotional abuse as a predictor of early maladaptive schemas in adolescents: Contributions to the development of depressive and social anxiety symptoms

The schema therapy model posits that maltreatment generates early maladaptive schemas (EMSs) that lead to the development of emotional disorders throughout the life span. The model also stipulates that temperament moderates the influence of maltreatment on EMSs. This study examines (a) whether emotional abuse perpetrated by parents and peers, both alone and interactively with temperament, predicts the worsening of EMSs; and (b) whether EMSs in turn predict an increase in depressive and social anxiety symptoms in adolescents. A total of 1,052 adolescents (M_age = 13.43; SD = 1.29) were assessed at three time points, each of which was separated by 6 months. The subjects completed measures of emotional abuse by parents and peers, neuroticism, extraversion, EMSs, depressive symptoms, and social anxiety. The findings indicate that emotional bullying victimization and neuroticism predict a worsening of all schema domains over time. Contrary to expectations, there was no significant interaction between temperament dimensions and emotional abuse. The results confirmed the mediational hypothesis that changes in EMSs mediated the predictive association between bullying victimization and emotional symptoms. This study provides partial support for the schema therapy model by demonstrating the role of emotional abuse and temperament in the genesis of EMSs.     

Children's sleep regulation is linked to mothers’ sleep-related childhood experiences

The present research explored how mothers’ own childhood experiences are linked to their perceptions of their children's sleep regulation. It focused on collective sleeping; a practice used in the past in the Israeli kibbutz, and used a quasi-experimental research design to examine whether mothers who were raised in collective sleeping arrangements differed from mothers who were raised in home sleeping. Two typically developing cohorts: infants (n = 68; ages 9–15 months; M = 12.2, SD = 2.2) and preschool children (n = 113; ages 48–55 months; M = 51.5, SD = 1.85) participated in this investigation. Sleep regulation and temperament were reported for infants and children, whereas for mothers data were collected on separation anxiety and appraisal of the ecology in which they were raised. Collectively raised mothers evaluated their upbringing significantly more negatively than home-raised mothers, expressed higher separation anxiety with regard to an alternative caregiver, but were not different in their views of their child's sleep difficulties. For infants, it was maternal separation anxiety that contributed uniquely to the explained variance in maternal view of sleep regulation difficulties. For preschool children, it was maternal evaluation of own childhood ecology and child's temperament that contributed uniquely to the explained variance in maternal view of sleep regulation difficulties. These findings suggest that mothers’ representations of their sleep-related early experiences, rather than their childhood ecology in and of itself, influenced their perceptions about their child's sleep, which, in turn, affect child's sleep patterns. Implications to caregiving are discussed.     

Early achievement in rural China: The role of preschool experience

Two studies examined the relationship between preschool experiences and the early academic achievement of rural Chinese children. In both Study 1 (n = 165) and Study 2 (n = 205), the school preparedness, and the literacy and mathematics attainment of first graders with different preschool experiences (kindergarten, separate pre-primary class, “sitting-in” a Grade 1 class, no preschool experience) were assessed. In Study 1, educational attainment was evaluated using end-of-semester examinations designed by local educational authorities; whereas in Study 2, better-constructed and identical tests were administered at the beginning and end of the academic year. Further, in Study 2, the different types of preschool programs attended by participating children were directly observed. Findings from both studies showed that children with developmentally appropriate preschool experiences (kindergartens or separate pre-primary classes) had higher school readiness scores than other children. Results from Study 2 also indicated that (i) disparities in children's school attainment were associated with the type of their preschool experience; and (ii) children from the developmentally appropriate kindergarten program showed higher mathematics and literacy achievement at the end of Grade 1 than children who merely “sat in” Grade 1 classes or had no preschool experience. Implications of the findings for the scaling up of preschool services in rural China are discussed.     

Institutional abuse of children in the Austrian Catholic Church: Types of abuse and impact on adult survivors’ current mental health

The aim of this study was to explore the nature and dimensions of institutional child abuse (IA) by the Austrian Catholic Church and to investigate the current mental health of adult survivors. Data were collected in two steps. First, documents of 448 adult survivors of IA (M = 55.1 years, 75.7% men) who had disclosed their abuse history to a victim protection commission were collected. Different types of abuse, perpetrator characteristics, and family related risk factors were investigated. Second, a sample of 185 adult survivors completed the Posttraumatic Stress Disorder Checklist (PCL-C) and the Brief Symptom Inventory (BSI). Participants reported an enormous diversity of acts of violent physical, sexual, and emotional abuse that had occurred in their childhood. The majority of adult survivors (83.3%) experienced emotional abuse. Rates of sexual (68.8%) and physical abuse (68.3%) were almost equally high. The prevalence of PTSD was 48.6% and 84.9% showed clinically relevant symptoms in at least one 1 of 10 symptom dimensions (9 BSI subscales and PTSD). No specific pre-IA influence was found to influence the development of PTSD in later life (e.g. poverty, domestic violence). However, survivors with PTSD reported a significantly higher total number of family related risk factors (d = 0.33). We conclude that childhood IA includes a wide spectrum of violent acts, and has a massive negative impact on the current mental health of adult survivors. We address the long-term effects of these traumatic experiences in addition to trauma re-activation in adulthood as both bear great challenges for professionals working with survivors.     

An intervention for relational and physical aggression in early childhood: A preliminary study

A preventive intervention for reducing physical and relational aggression, peer victimization, and increasing prosocial behavior was developed for use in early childhood classrooms. Nine classrooms were randomly assigned to be intervention rooms (N = 202 children) and nine classrooms were control rooms (N = 201 children). Classroom was the unit of analysis and both observations and teacher-reports were obtained at pre and post-test. Focus groups were used to develop the initial program. The 6-week program consisted of developmentally appropriate puppet shows, active participatory sessions, passive concept activities and in vivo reinforcement periods. Preliminary findings suggest that the “Early Childhood Friendship Project” tended to reduce physical and relational aggression, as well as physical and relational victimization and tended to increase prosocial behavior more for intervention than control classrooms. Teachers and interventionists provided positive evaluations of the program and there is evidence for appropriate program implementation.     

Changes in the prevalence of child sexual abuse, its risk factors, and their associations as a function of age cohort in a Finnish population sample

Objective

We examined (1) the prevalence of childhood sexual abuse (CSA) experiences as a function of cohort and gender, (2) the prevalence of factors associated with CSA as a function of cohort and whether the association of these factors with CSA remained the same irrespective of cohort, and (3) whether any cohort differences could be explainable by cohort differences in reporting bias.

Method

We used the responses of 4,561 men (M = 29, SD = 7 years) and 8,361 female (M = 29, SD = 7 years) Finnish participants who responded to the Childhood Trauma Questionnaire-Short Form as well as questions regarding family structure.

Results

The prevalence of CSA experiences varied between 0.7-4.6% for men and 1.8-7.5% for women depending on the item. Younger cohorts reported less CSA as well as less of the risk factors (physical neglect and abuse, emotional neglect and abuse, parental substances abuse, not growing up with both biological parents) that were positively associated with the likelihood of CSA. The effects of these risk factors did not vary as a function of the cohort. Also, the declining trend was not explainable by social desirability being higher in the younger cohorts.

Conclusions

The results suggest that there is a real decline in the prevalence of CSA and it is associated with a simultaneous decline in factors associated with CSA.     

Physical and sexual abuse in orphaned compared to non-orphaned children in sub-Saharan Africa: A systematic review and meta-analysis

This systematic review assessed the quantitative literature to determine whether orphans are more likely to experience physical and/or sexual abuse compared to non-orphans in sub-Saharan Africa (SSA). It also evaluated the quality of evidence and identified research gaps. Our search identified 10 studies, all published after 2005, from Zimbabwe, South Africa, Kenya and Uganda. The studies consisted of a total 17,336 participants (51% female and 58% non-orphans). Of those classified as orphans (n = 7,315), 73% were single orphans, and 27% were double orphans. The majority of single orphans were paternal orphans (74%). Quality assessment revealed significant variability in the quality of the studies, although most scored higher for general design than dimensions specific to the domain of orphans and abuse. Combined estimates of data suggested that, compared to non-orphans, orphans are not more likely to experience physical abuse (combined OR = 0.96, 95% CI [0.79, 1.16]) or sexual abuse (combined OR = 1.25, 95% CI [0.88, 1.78]). These data suggest that orphans are not systematically at higher risk of experiencing physical or sexual abuse compared to non-orphans in sub-Saharan Africa. However, because of inconsistent quality of data and reporting, these findings should be interpreted with caution. Several recommendations are made for improving data quality and reporting consistency on this important issue.     

Effects of vocabulary instruction on measures of language processing: Comparing two approaches

This study examined effects on kindergartners (n = 131) of two approaches to vocabulary instruction, repetition and interactive, and a control condition, along a progression of language processing, using a within subject design. The repetition condition featured repeated readings of a story and practice with definitions. The interactive condition featured multiple contexts and active processing of the words. Students were assessed with experimenter-designed measures of meaning recognition, comprehension, and production. Repetition and interactive approaches enabled students’ recognition of word meanings and higher-order processing compared to the control. Two measures of higher-order processing showed advantage for interactive instruction relative to repetition instruction.     

The impact of Child Development Associate training on the beliefs and practices of preschool teachers

This study examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework. Preschool teachers who were enrolled in CDA classes (n = 76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and practices. Repeated measures Multivariate Analyses of Variance indicated that the CDA training teachers decreased the amount they endorsed beliefs and practices that contrast with Developmentally Appropriate Practice over time more than the comparison teachers. Results suggest that CDA training can be an effective means of increasing the developmentally appropriateness of beliefs and self-reported practices of early childhood teachers, which past research suggests will ultimately impact classroom quality.     

Social supports from teachers and peers as predictors of academic and social motivation

Young adolescents’ perceptions of teachers’ and peers’ multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). Responses from sixth (n = 120), seventh (n = 115), and eighth (n = 123) grade students concerning four dimensions of support (expectations for specific behavioral and academic outcomes, provisions of help, safety, and emotional nurturing) indicated that social supports differ as a function of students’ sex, grade level, teacher, and classroom, and in their relations to interest and social goal pursuit. Relations of students’ perceptions to motivational outcomes differed as a function of source of support. In addition, students’ perceptions of teacher and peer supports differed as a function of teacher and classroom. In general, findings confirm the utility of a multi-dimensional approach to social support that acknowledges the independent as well as interactive contributions of teachers and peers to student motivation.     

Identifying children at high risk for a child maltreatment report

Objective

To help professionals identify factors that place families at risk for future child maltreatment, to facilitate necessary services and to potentially help prevent abuse and neglect.

Method

The data are from a prospective, longitudinal study of 332 low-income families recruited from urban pediatric primary care clinics, followed for over 10 years, until the children were approximately 12 years old. Children with prior child protective services involvement (CPS) were excluded. The initial assessment included sociodemographic, child, parent and family level variables. Child maltreatment was assessed via CPS reports. Risk ratios (RRs) and their 95% confidence intervals (CIs) were estimated using Cox regression models.

Results

Of the 224 children without a prior CPS report and with complete data who were followed for an average of 10 years, 97 (43%) later had a CPS report. In a multivariate survival analysis, 5 risk factors predicted CPS reports: child's low performance on a standardized developmental assessment (RR = 1.23, 95% CI = 1.01-1.49, p = .04), maternal education ≤ high school (RR = 1.55, CI = 1.01-2.38, p = .04), maternal drug use (RR = 1.71, CI = 1.01-2.90, p < .05), maternal depressive symptoms (RR per one standard deviation higher score = 1.28, CI = 1.09-1.51, p < .01), and more children in the family (RR per additional child = 1.26, CI = 1.07-1.47, p < .01).

Conclusions

Five risk factors were associated with an increased risk for later maltreatment. Child health care and other professionals can identify these risk factors and facilitate necessary services to strengthen families, support parents and potentially help prevent child maltreatment.     

Influences of family based prerequisites,reading attitude,and self-regulation on reading ability

This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n = 4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling (SEM) with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (β = .43 for final and β = .56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p < .001).     

Feelings of existential fulfilment and burnout among secondary school teachers

Teacher burnout is recognized as a serious problem. In research it has been related to many person-specific variables; one of these, the variable of existential fulfilment, has received very little attention thus far. The present study focuses on the relationship between existential fulfilment and burnout among secondary school teachers in the Netherlands (N = 504). Existential fulfilment was made operational by means of the Existential Fulfilment Scale, which distinguishes between three dimensions: self-acceptance, self-actualization, and self-transcendence. A confirmatory factor analysis revealed a three-dimensional construct with interdependent dimensions. Burnout was measured by the Dutch version of the Maslach Burnout Inventory for teachers. Negative relationships between the existential fulfilment dimensions on the one hand and the burnout dimensions exhaustion and cynicism on the other were hypothesized, as well as positive relationships between the existential fulfilment dimensions and the burnout dimension professional efficacy. The hypotheses were confirmed, except for the relationships between self-transcendence and exhaustion and self-transcendence and cynicism, which appeared not to be significant. The inquiry demonstrated the importance of existential fulfilment for the prevalence and prevention of burnout among teachers. The study concludes with a discussion of the implications for future research.     

Factors predictive of mathematics achievement in kindergarten,first and third grades: An opportunity–propensity analysis

A secondary analysis of the Early Childhood Longitudinal Study – Kindergarten Sample (N = 17,401) was conducted to determine the factors that are most strongly associated with math achievement during kindergarten, first grade, and third grade. Factors from the following three categories were considered: antecedent factors (e.g., family socio-economic status), opportunity factors (e.g., frequency of being exposed to mathematical content), and propensity factors (e.g., pre-existing mathematics skills). Structural equation modeling showed that math achievement was strongly predicted by a combination of specific propensity, opportunity, and antecedent factors. However, propensity factors were the most important determinants of achievement. The amount of variance accounted for by gender and ethnicity was substantially reduced when other factors in the antecedent, opportunity, and propensity categories were controlled. The implications of the findings for intervention are discussed.     

Functions of aggressive behavior and future functional impairment

The present study investigated relations between proactive and reactive functions of physical and relational aggression and functional impairment across early childhood. It was hypothesized that reactive functions of aggression would be associated with functional impairment. Hypotheses with regard to proactive functions of aggression were exploratory. Participants were 36 children (22 girls) from a longitudinal study. At Time 1 (M = 50.31 months old, SD = 10.97), observations of aggressive behavior were collected during preschool free-play. At Time 2 (M = 73.33 months old, SD = 10.88), parent-report of functional impairment was collected. Reactive physical aggression was a significant and unique predictor of future impairment when controlling for gender and all other types of aggression. Implications of these findings are discussed from a developmental perspective.     

Coping with boredom in school: An experience sampling perspective

The present study explored students’ use of boredom-related coping strategies at trait and state levels. Two trait-based dimensions of coping relevant to boredom were considered, namely approach - versus avoidance-oriented and cognitively - versus behaviorally-oriented coping strategies. The two dimensions were assessed in a self-report questionnaire administered to 537 grade 11 students (55.3% female, M_age = 17.15 years). Additionally, 79 of these participants completed state-based boredom-related coping measures over a 2-week period using an experience sampling method. Analyses of the trait measures suggested that two contrasting, broad approaches characterized participants’ strategies for coping with boredom, namely a cognitive-approach orientation and a behavioral-avoidance orientation. In both the trait- and state-based analyses, the cognitive-approach orientation was associated with lower levels of boredom. Implications for interventions promoting the use of cognitive-approach strategies for dealing with boredom in the classroom are discussed.     

Adverse childhood experiences,health perception,and the role of shared familial factors in adult twins

To examine the relationship between adverse childhood experiences (ACE) and health perception in adulthood, and to explore the contribution of shared familial factors to these associations. Data were collected from 180 female twins (90 pairs) from the community-based University of Washington Twin Registry. Participants completed questionnaires including the modified ACE Questionnaire, Traumatic Life Events Questionnaire, McGill Pain Questionnaire-Short Form, and the SF-36. Mixed effects linear regression modeling investigated the effects of ACE on indices of health perception controlling for correlated twin data. Additional models examined the associations while controlling for the experience of physical and/or sexual abuse in childhood; within-twin pair models that inherently adjust for familial factors explored shared familial influences. After controlling for relevant demographic variables, more ACE was associated with worse perceptions of general health (p = .01) and vitality (p = .05) on the SF-36. After controlling for childhood physical and/or sexual abuse, the relationship between ACE and general health remained significant (p = .01) while vitality was no longer significant. None of the associations remained significant after accounting for the influence of familial factors. These results support previous findings on the negative link between ACE and perceived health in adulthood. The detrimental effects of ACE on vitality may be accounted for by the experience of childhood physical and/or sexual abuse. Shared familial factors might play a partial role in the relationship between ACE and health perception. Future research should further investigate the genetic and environmental mechanisms that may explain this relationship.     

An evaluation of trauma focused cognitive behavioral therapy for children in Zambia

To monitor and evaluate the feasibility of implementing Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) to address trauma and stress-related symptoms in orphans and vulnerable children (OVC) in Zambia as part of ongoing programming within a non-governmental organization (NGO). As part of ongoing programming, voluntary care-workers administered locally validated assessments to identify children who met criteria for moderate to severe trauma symptomatology. Local lay counselors implemented TF-CBT with identified families, while participating in ongoing supervision. Fifty-eight children and adolescents aged 5–18 completed the TF-CBT treatment, with pre- and post-assessments. The mean number of traumas reported by the treatment completers (N = 58) was 4.11. Post assessments showed significant reductions in severity of trauma symptoms (p < 0.0001), and severity of shame symptoms (p < 0.0001). Our results suggest that TF-CBT is a feasible treatment option in Zambia for OVC. A decrease in symptoms suggests that a controlled trial is warranted. Implementation factors monitored suggest that it is feasible to integrate and evaluate evidence-based mental health assessments and intervention into programmatic services run by an NGO in low/middle resource countries. Results also support the effectiveness of implementation strategies such as task shifting, and the Apprenticeship Model of training and supervision.     

Measures of preschool children's interest and engagement in literacy activities: Examining gender differences and construct dimensions

Multiple approaches to measuring preschool children's literacy interest and engagement (i.e., parent-, teacher-, child-reported child literacy interest and observer-reported child literacy engagement) were examined in a sample of 167 four- and five-year-old children (M = 56.62 months, SD = 6.01) enrolled in Head Start. Associations among measures as well as gender differences and dimensions of preschooler's literacy interest and engagement were examined across measures. Measures were not strongly associated. There were small, but significant correlations between parents’ and teachers’ reports of children's literacy interest, and teachers’ reports of children's literacy interest and observers’ reports of children's literacy engagement. Gender differences were found for parent- and teacher-report measures, with teachers and parents rating girls higher on interest. Patterns of factor loadings differed between adult and child measures. Implications of findings are discussed.     

Maternal mental illness and the safety and stability of maltreated children

Objective

Children of mothers with mental illness are at risk for multiple untoward outcomes, including child maltreatment and foster care placement. The purpose of this analysis was to determine the association between maternal mental illness and children's long term safety and stability.

Methods

A multi-sector administrative dataset from the Department of Social Services (DSS) and Department of Mental Health (DMH) was analyzed. The sample was 4,895 low income families (mother and child dyads) first reported to child welfare in 1993 or 1994. Families were followed until March of 2009. Dates of new report and foster care placement were obtained from DSS data. ICD-09 or ICD-10 diagnostic codes were obtained from Department of Mental Health data. Schizophrenic disorders, episodic mood disorders, anxiety disorders and personality disorders were examined.

Results

New reports were more likely for children of mothers with mental illness, regardless of diagnosis. While overall 67% of children had a new report over the course of their childhood, rates ranged from 80 to 90% for children of mothers with mental illness and occurred within a shorter time frame than for other children. In the multivariate models, mood (HR = 1.41, p < .001) and anxiety disorders (HR = 1.32, p < .05) placed children at greater risk for new reports. The proportion of children with foster placements was more than double for children of mothers with mental illness than for other children. In the multivariate model, anxiety disorders were strongly associated with the risk of placement (HR = 1.75, p < .001).

Conclusions and Practice implications

Important differences in safety and stability were found between children of mothers with and without mental illnesses, as well as some variability across diagnoses. Since these mothers had already received services our findings suggest that access is not enough. The services they are receiving or have received may be an ineffective approach to helping them parent safely.