Promoting the development of resilient academic functioning in maltreated children |
| |
| Institution: | 1. Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States;2. The College of Social Work, The Ohio State University, United States;3. Center for Health Care Research and Policy, Case Western Reserve University, United States;4. School of Social Work, Virginia Commonwealth University, United States;1. sdube2@gsu.edu;1. Division of Epidemiology and Biostatistics School of Public Health, Georgia State University, 140 Decatur Street, Urban Life Building, Suite 465, Atlanta, GA, 30303, United States;2. Georgia Department of Education, Twin Towers East, Suite 2053, 205 Jesse Hill Jr. Drive, Atlanta, GA, 30334, United States;1. School of Allied Health, College of Science, Health and Engineering, La Trobe University, Bundoora, 3086, Australia;2. Berry Street 37-41 Elgin Street, Morwell, VIC, 3840, Australia;3. Victorian Aboriginal Child Care Agency, 340 Bell St, Preston, Vic, Australia;4. Berry Street, Take Two. 1 Salisbury Street Richmond, Vic 3121, Australia;5. School of Health and Human Sciences, Southern Cross University, Gold Coast Campus, Southern Cross Drive, Bilinga, QLD, 4225, Australia;1. Department of Pediatrics, Boston University School of Medicine/Boston Medical Center, 88 East Newton Street, Vose Hall 3, Boston, MA, 02118, USA;2. Department of Biostatistics, Boston University School of Public Health, 801 Massachusetts Avenue, Crosstown Center, Boston, MA, 02118, USA;3. Department of Epidemiology, Boston University School of Public Health, 715 Albany St. Talbot Building, Boston, MA, 02118, USA;1. Department of Human Development and Family Studies, Purdue University, 1202?W. State St., West Lafayette, IN, 47907, USA;2. Department of Human Development and Family Studies and Department of Statistics, Purdue University, 1202?W. State St., West Lafayette, IN, 47907, USA |
| |
| Abstract: | This study examined (a) the extent of heterogeneity in the patterns of developmental trajectories of language development and academic functioning in children who have experienced maltreatment, (b) how maltreatment type (i.e., neglect or physical abuse) and timing of abuse explained variation in developmental trajectories, and (c) the extent to which individual protective factors (i.e., preschool attendance, prosocial skills), relationship protective factors (i.e., parental warmth, absence of past-year depressive episode, cognitive/verbal responsiveness) and community protective factors (i.e., neighborhood safety) promoted the development of resilient language/academic functioning trajectories. Longitudinal data analyses were conducted using cohort sequential Growth Mixture Model (CS-GMM) with a United States national representative sample of children reported to Child Protective Services (n = 1,776). Five distinct developmental trajectories from birth to age 10 were identified including two resilient groups. Children who were neglected during infancy/toddlerhood or physically abused during preschool age were more likely to be in the poorer language/academic functioning groups (decreasing/recovery/decreasing and high decreasing) than the resilient high stable group. Child prosocial skills, caregiver warmth, and caregiver cognitive stimulation significantly predicted membership in the two resilient academic functioning groups (low increasing and high stable), after controlling for demographics and child physical abuse and neglect. Results suggest that it is possible for a maltreated child to successfully achieve competent academic functioning, despite the early adversity, and identifies three possible avenues of intervention points. This study also makes a significant contribution to the field of child development research through the novel use of CS-GMM, which has implications for future longitudinal data collection methodology. |
| |
| Keywords: | Maltreatment Language development Academic competence Resilience Longitudinal |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
