Young Maltreated Children Research Articles

Correlates of caregiver's help seeking behavior among young maltreated children

BackgroundRelatively few maltreated children receive mental health services, despite the importance of treatment in combating the deleterious impact of maltreatment. Characteristics of the child, caregiver, and family have been investigated in relation to caregiver's help seeking behavior for children's psychological difficulties; yet, these associations have been inconsistent, and are very understudied among younger maltreated children. Other aspects of the child's environment, such as father involvement, negative life events, and neighborhood risk and satisfaction have not been examined. It is also uncertain how cumulative maltreatment and the specific forms of maltreatment - sexual, physical, and emotional abuse, neglect, and domestic violence, are associated with mental health consultation. ObjectiveThe aim of the current study was to utilize an ecological model that included child, caregiver, family, neighborhood, and maltreatment factors to better understand caregiver's help seeking behavior. Participants/setting/methodThe study relied upon 448 six-year-old maltreated children (47.5% male; 48.7% Black) from the Longitudinal Studies in Child Abuse and Neglect (LONGSCAN) study. ResultsSeveral factors, including child's gender and externalizing symptoms, and caregiver educational attainment and depression and were associated with mental health consultation. Cumulative maltreatment, however, was unrelated. When the specific forms of maltreatment were included, none of the individual maltreatment types were tied to help seeking behavior. ConclusionsChild and caregiver factors, such as child's level of behavioral challenges as caregiver's level of education and depression, may contribute to decisions regarding seeking services for young, maltreated children. However, neither cumulative nor the forms of maltreatment may correspond with help seeking among young, maltreated children.

Sleep ecology, sleep characteristics and behavior problems in young maltreated children: A scoping review

BackgroundBehavior problems are highly prevalent in young maltreated children. Their etiology is multifactorial and has been widely documented. Lately, researchers paid increased attention to the role of sleep in non-maltreated children's behavior problems. They showed that poor sleep (e.g., short sleep duration, nocturnal awakenings) increased behavior problems. In addition, an inadequate sleep ecology (e.g., lack of sleep hygiene or bedtime routine) may lead to sleep problems. ObjectiveAs maltreated children often live in disorganized environments, this study aims to map knowledge about sleep ecology and sleep characteristics, as well as their associations with behavior problems in young maltreated children from one to five years old. MethodA scoping review was performed according to the PRISMA-SR checklist. Bibliographic databases were searched from 1993 to May 2020. ResultsFrom the 650 studies screened, nine reported results about sleep ecology or sleep characteristics or their associations with behavior problems in young maltreated children. Only one study described their sleep ecology. Eight studies documented or compared sleep characteristics, showing slight differences between maltreated and non-maltreated children (e.g., longer nighttime sleep duration or shorter naps in maltreated children). Four studies revealed associations between sleep characteristics and behavior problems in young maltreated children (e.g., shorter sleep duration was associated with more externalizing behaviors). ConclusionLiterature about sleep ecology, sleep characteristics, as well as with their associations with behavior problems in young maltreated children is scarce. Their sleep ecology especially deserves to be investigated. Longitudinal studies, studies with comparison groups, combining objective and subjective validated sleep measures, and taking into account maltreatment characteristics and children's developmental stage should be pursued.

Don't know responding in young maltreated children: The effects of wh- questions type and enhanced interview instructions.

Two studies examined 4-7-year-old maltreated children's "I don't know" (IDK) responses to wh- questions after receiving various interview instructions. We predicted (H1) children would be less inclined to give IDK responses and more inclined to guess to color/number questions compared to other wh- questions; (H2) IDK instructions would increase children's IDK responding compared to no instructions, with an increase in accuracy; but (H3) instructions would be less effective in reducing guessing for color/number questions than other wh- questions. In Study 1, we predicted that (H4) verbalizing a commitment to answer IDK would be particularly effective. In Study 2, we predicted that (H5) IDK instructions would reduce children's accurate corrective responses, but that (H6) the negative effect of IDK instructions on corrective responses would be alleviated by a "correct the interviewer" instruction. Across 2 studies, 301 four- to seven-year-old (M = 5.60, SD = 1.09) maltreated children viewed videos and answered wh- questions about true and false details. Both studies included a within-subjects manipulation of wh- types (color/number & wh- detail) and a between-subjects manipulation of instructions (Study 1: IDK practice, IDK practice/verbalize, control; Study 2: IDK, correct me, IDK + correct me, control). In both studies, (a) color/number questions elicited more guessing than wh- detail questions, (b) IDK instructions decreased inaccurate responses, but they also decreased accurate responses, including accurate corrective responses, and (c) IDK instructions had a larger effect on wh- detail questions, reducing accurate corrective responses. In Study 1, verbalization failed to enhance the effect of instructions. In Study 2, the negative effect of IDK instructions on accurate corrective responses was not alleviated by instructions to correct the interviewer. Among young maltreated children, color/number questions elicit higher rates of guessing than other wh- questions. IDK instructions reduced inaccurate responses, but also reduced accurate responses. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Supplemental Material for Don’t Know Responding in Young Maltreated Children: The Effects of Wh- Questions Type and Enhanced Interview Instructions

Supplemental Material for Don’t Know Responding in Young Maltreated Children: The Effects of Wh- Questions Type and Enhanced Interview Instructions

Disinhibited social engagement behaviors in young maltreated children: Dysfunctional behavior of biological parents and child attachment

BackgroundStudies on children with disinhibited social engagement behavior (DSEB) and their caregivers have primarily been limited to institution-reared children. ObjectiveUsing a sample of intact parent-child dyads, the current study examined the distinct contributions of dysfunctional (disconnected/extremely insensitive) parental behaviors and type of maltreatment on maltreated children’s levels of DSEB. Child time in foster care and quality of attachment to caregiver were taken in account. ParticipantsThe sample comprised 67 children (1–5 years old) and their biological parent with substantiated maltreatment and recruited through child protective services between the years of 2008 and 2012. MethodsObservations of parent-child interactions were collected and child CPS files were consulted. ResultsResults indicate that very few children (4%), in this predominantly neglected sample (79 %), showed high levels of DSEB. Levels of socioeconomic risks, child age, child sex, time in placement, or attachment to caregiver were not significantly related to DSEB. The vast majority of the children developed an insecure attachment to their parent (76 %), especially of the disorganized type (51 %). Finally, beyond neglect, which was no longer associated with DSEB in the final model, we found that the more the parent showed disconnected and extremely insensitive behavior (R2 = .10), in particular withdrawn behavior, the more the children exhibited DSEB. ConclusionAlbeit of a small magnitude, we suggest that the quality of parental behavior could play a role in children’s development and recovery of DSEB.

Trajectories of sleep in Child Protective Services (CPS)-referred children predict externalizing and internalizing symptoms in early childhood

BackgroundPrevious studies have established links between poor sleep and negative developmental outcomes. However, it remains unclear whether young maltreated children demonstrate atypical sleep patterns and whether sleep duration is associated with emotional and behavioral problems. ObjectiveExplore trajectories of sleep among Child Protective Services (CPS)-referred children and examine whether sleep duration is significantly associated with externalizing and internalizing symptoms, even when controlling for the home environment. ParticipantsParticipants included 197 children (Mage at first assessment = 10.24 months, SD = 6.39) whose parents were referred to CPS due to allegations of maltreatment. MethodsParents completed sleep diaries for their children at up to five time-points and the preschool version of the Child Behavior Checklist (CBCL) when children were approximately 2 years of age (Mage = 26.40 months, SD = 3.36). The Home Observation for Measurement of the Environment Scale (HOME) assessed the quality of the early home environment. ResultsResults from latent growth curve modeling demonstrated that CPS-referred children significantly varied (B = 3.28, SE = 0.90, p < .001) in the amount they slept in a 24-hour period at baseline (i.e., 4.1 months of age), and the amount of total sleep in a 24-hour period significantly decreased across time (B1 = −0.03, SE = 0.01, p < .001). When controlling for characteristics of the home environment, total sleep in a 24-hour period at baseline significantly inversely predicted externalizing (B = −1.03, SE = 0.06, p < .001) and internalizing symptoms (B = −0.19, SE = 0.03, p < .001) in early childhood. ConclusionsThis study is an important first step in exploring trajectories of sleep among CPS-referred children. Findings underscore sleep as a promising target for interventions aimed at promoting regulation and highlight the need for future research to examine sleep in maltreated children as a predictor of later developmental outcomes.

Fostering Resilient Development: Protective Factors Underlying Externalizing Trajectories of Maltreated Children

This study investigated patterns of the developmental trajectories of externalizing behavior problems among 449 young maltreated children (ages 4–5) over a period of approximately eight years and examined the roles of maltreatment and protective factors in shaping various trajectory patterns. Secondary research was conducted using data from the National Survey of Child and Adolescent Well-Being (NSCAW-I). Latent class growth analysis identified three distinctive externalizing trajectory groups: high–decreasing (10%); moderate–increasing (13%); low–stable (77%). Physically or sexually abused children were more likely to be in the high–decreasing group whereas male and Black children were more likely to be in the moderate–increasing group. Child prosocial skills and caregiver well-being decreased the probability of membership in the high–decreasing group compared to the low–stable group. The findings suggest that, despite early exposure to trauma, many maltreated children display a low or normal level of externalizing behavior problems over time, providing empirical evidence of resilience in maltreated children. Interventions focusing on enhancing child prosocial skills and caregiver well-being may be helpful in lowering the risk of clinically significant externalizing behavior problems over the course of childhood among maltreated children.

Emotion Regulation of Preschool Children in Foster Care: The Influence of Maternal Depression and Parenting

Emotion regulation is a core developmental process that is related to children’s academic success and mental health. A small body of research has documented that maltreated children show deficits in this developmental arena. The current study was designed to add to the limited literature on emotion regulation in maltreated children in foster care. Emotion regulation tasks were administered to preschool foster children, videotaped, and later coded. Parenting was assessed via coded observations of mother-child interactions. Mothers reported on their experience of depressive symptomatology. We examined the relation of foster parenting and foster mother depression, as well as child characteristics and child welfare experiences, to emotion regulation, specifically in the joy and anger domains. Findings revealed that maternal depression and parental structuring significantly contributed to children’s anger regulation, but not to their regulation of joy. These findings are considered in the context of future research with respect to young maltreated children in foster care.

Therapeutic Day Treatment for Young Maltreated Children: A Systematic Literature Review

This review examines the literature on the effectiveness of therapeutic day treatment for young maltreated children (birth to 5-years old). Nine peer-reviewed articles reporting treatment outcomes were included. Two independent reviewers evaluated methodological quality. Programs focused on therapeutic, educational, and developmental goals, and services were multi-modal. Many programs offered ancillary services, such as parenting support. Although there were several shared components, there was no standard protocol that guided service delivery, which has implications for replicating and evaluating this treatment approach. Seven studies used a pre-post design, two were follow-up studies, and three included comparison groups. Given the range of problems attributable to early maltreatment and challenges to providing services for foster children, results suggest day treatment may be an effective approach in improving maltreated children’s social-emotional skills, behavior problems, and developmental delays. However, the methodological quality of the studies ranged from poor to fair. Suggestions for future research are discussed.

Caregiver instability and early life changes among infants reported to the child welfare system

This study describes the extent of caregiver instability (defined as a new placement for 1 week or longer in a different household and/or with a new caregiver) in a nationally representative sample of infants, followed for 5–7 years. Data were drawn from the National Survey of Child and Adolescent Well-Being (NSCAW), a longitudinal study of 5,501 children investigated for child maltreatment. The analysis sample was restricted to 1,196 infants. Overall, 85.6% of children who were infants at the time of the index maltreatment experienced at least one caregiver instability event during their first 2 years of life. Caregiver instability was associated with the child having a chronic health condition and the caregiver being older than 40 years of age at baseline. The levels of instability reported in this study from infancy to school entry are extremely high. Children with more risk factors were significantly more likely to experience caregiver instability than children with fewer risk factors. The repeated loss of a young child's primary caregiver or unavailable, neglectful care can be experienced as traumatic. Some evidence-based programs that are designed to work with young maltreated children can make a substantial positive difference in the lives of vulnerable infants.

Relations Between Emotion Regulation, Parenting, and Psychopathology in Young Maltreated Children in Out of Home Care

Young maltreated children, birth to three years, represent the age group with the highest rates of maltreatment in the United States (ACYF 2007). There are few studies to date that have investigated early childhood maltreatment and its effects on emotion regulatory processes and psychopathology. In response, the current investigation uses a dyadic assessment procedure to examine the relationship between parenting, emotion regulation, and symptoms of psychopathology among maltreating and non-maltreating parent–child interactions. The participants in this study were 123 children (66 maltreated and 57 nonmaltreated) from ages 1–3. Child and parent affect and child effortful control were observed during a parent–child interaction task. Symptoms of psychopathology were measured using the Child Behavior Checklist. The maltreated children exhibited more anger, more internalizing symptomatology, and less positive affect compared to non-maltreated children. Among maltreated children, emotion dysregulation was associated with internalizing symptomatology. Moreover, these data reveal parental positive affect was associated with lower child internalizing symptomatology and parental anger was associated with higher child internalizing symptomatology in the entire sample. This investigation offers evidence that emotion dysregulation subsequent to poor dyadic interactions is associated with early child maltreatment. These data suggest that maltreated children experience difficulties in emotion regulation which may be related to their higher levels of behavioral symptomatology.

Truth induction in young maltreated children: The effects of oath-taking and reassurance on true and false disclosures

Objective Two studies examined the effects of the oath or reassurance (“truth induction”) on 5- to 7-year-old maltreated children's true and false reports of a minor transgression. Methods In both studies an interviewer elicited a promise to tell the truth, reassured children that they would not get in trouble for disclosing the transgression, or gave no instructions before questioning the child. In Study 1, children were encouraged to play with an attractive toy by a confederate, who then informed them that they might get in trouble for playing. In Study 2, a confederate engaged children in play, but did not play with the attractive toy. Results In Study 1, the oath and reassurance increased disclosure among children who would qualify as competent to take the oath. In Study 2 neither the oath nor reassurance increased false reports among children who would qualify as competent, whether yes/no questions or tag questions were asked. Among non-competent children, reassurance (but not the oath) increased false reports. Children were more likely to accuse the confederate of the transgression than to implicate themselves. Conclusions The results suggest that a promise to tell the truth may increase true disclosures without increasing false allegations. Reassurance that specifically mentions the target activity also increases true disclosures, but may increase acquiescence among some children. Practice implications A child-friendly version of the oath may be a useful addition to child interviews.

Coaching, Truth Induction, and Young Maltreated Children’s False Allegations and False Denials

This study examined the effects of coaching (encouragement and rehearsal of false reports) and truth induction (a child-friendly version of the oath or general reassurance about the consequences of disclosure) on 4- to 7-year-old maltreated children's reports (N = 198). Children were questioned using free recall, repeated yes-no questions, and highly suggestive suppositional questions. Coaching impaired children's accuracy. For free-recall and repeated yes-no questions, the oath exhibited some positive effects, but this effect diminished in the face of highly suggestive questions. Reassurance had few positive effects and no ill effects. Neither age nor understanding of the meaning and negative consequences of lying consistently predicted accuracy. The results support the utility of truth induction in enhancing the accuracy of child witnesses' reports.

Cognitive and emotional differences in young maltreated children: A translational application of dynamic skill theory

Through a translational approach, dynamic skill theory enhances the understanding of the variation in the behavioral and cognitive presentations of a high-risk population-maltreated children. Two studies illustrate the application of normative developmental constructs from a dynamic skills perspective to samples of young maltreated and nonmaltreated children. Each study examines the emotional and cognitive development of maltreated children with attention to their developing world view or negativity bias and cognitive skills. Across both studies, maltreated children demonstrate negativity bias when compared to their nonmaltreated counterparts. Cognitive complexity demonstrated by the maltreated children is dependent upon a positive or negative context. Positive problem solving is more difficult for maltreated children when compared to their nonmaltreated counterparts. Differences by maltreatment type, severity, timing of the abuse, and identity of the perpetrator are also delineated, and variation in the resulting developmental trajectories in each case is explored. This translation of dynamic skill theory, as applied to maltreated children, enhances our basic understanding of their functioning, clarifies the nature of their developmental differences, and underscores the need for early intervention.

Assessment of Depressive Symptomatology in Young Maltreated Children

SUMMARY The present study examined the characteristics of a self-report measure of depression in young maltreated children. Two samples, Foster Care (N= 197) and Clinic Referred (N= 107), of maltreated children between the ages of 3- and 7-years, were administered the Preschool Symptom Self-Report (PRESS). In addition, a subsample of the foster and all of the clinic children between the ages of 4- and 7-years responded to Harter's measure of Perceived Competence and Social Acceptance. Finally, caregivers completed the Child Behavior Checklist. Results indicate (1) good internal consistency of the measure across samples, ethnic groups, gender, and age (alphas = .86-.89), (2) children removed for physical abuse, younger children and girls were more likely to report depressive symptomatology, (3) self-reported depressive symptomatology was inversely related to self-reported competence and acceptance, and (4) external raters were more likely to agree with each other and with self-reported depressive symptomatology in the youngest children. Thus, some support for the reliability and validity of the PRESS was obtained.

Maltreated Children's Emotional and Behavioral Problems: Do Teachers and Parents See the Same Things?

We examined whether parent/caregivers and teacher/therapists differ in their perceptions of the behavior problems of young maltreated children. The sample consisted of 33 maltreated preschoolers (58% neglected, 24% sexually abused, 18% physically abused, 59% African American, 41% Caucasian) enrolled in a metropolitan-area treatment center providing an educational/intervention program for maltreated children and their families. Most (82%) of the participant families had an annual income of $10,000 or less. Parent/caregivers and teacher/ therapists provided data about the children, employing the Colorado Child Temperament Inventory, Child Behavior Checklist, and Preschool Behavior Questionnaire. The results indicate that the teacher/therapists and the parent/caregivers perceived the same child as behaving differently. Implications concerning how teachers and parents might communicate are discussed, as well as possible reasons for the two different perceptions of the same child. Three potential reasons for the differences are that they are due to the different perspectives of parents and teachers in assessing child behaviors, to situational variation in child behavior (e.g., home versus school), or to some combination of both effects.