The potential benefits of remaining in school on the long-term mental health functioning of physically and sexually abused children: Beyond the academic domain.

2006 ◽  
Vol 76 (1) ◽  
pp. 18-22 ◽  
Author(s):  
Simon Williams ◽  
Harriet MacMillan ◽  
Ellen Jamieson
2000 ◽  
Vol 17 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Martin Herbert

AbstractA great deal is at stake for children who are sexually abused; not only in the here-and-now, but also the possibility of long-term blight in their future relationships and mental health. This puts a heavy responsibility on the professionals who are required to investigate, and further assess for treatment or other interventions, cases where sexual maltreatment is confirmed or suspected. The multidimensional, multicomponent elements that make up an assessment (in particular, the ASPIRE process) are described here in terms of their practical and theoretical implications. The difficulties of finding reliable and valid methods (be they interviews or psychometric instruments) for this onerous task are discussed.


2020 ◽  
Author(s):  
Anthony D Mancini

In this commentary, I argue that the mental health impact of COVID-19 will show substantial variation across individuals, contexts, and time. Further, one key contributor to this variation will be the proximal and long-term impact of COVID-19 on the social environment. In addition to the mental health costs of the pandemic, it is likely that a subset of people will experience improved social and mental health functioning.


2021 ◽  
pp. 088626052110139
Author(s):  
Rachel Langevin ◽  
Martine Hébert ◽  
Audrey Kern

The effects of child sexual abuse (CSA) have been found to surpass generations as maternal history of CSA is associated with increased difficulties in sexually abused children. However, little is known about the mechanisms underlying this association. The present study aimed to test maternal mental health symptoms including psychological distress, post-traumatic stress disorder (PTSD) symptoms, and dissociation as mediators of the relationship between maternal CSA and children’s internalizing, externalizing, and dissociation symptoms in a large sample of sexually abused children. A total of 997 sexually abused children aged 3-14 years old and their mothers were recruited at five specialized intervention centers offering services to sexually abused children and their families. The children were divided into two groups depending on their mothers’ self-reported history of CSA. Mothers completed a series of questionnaires assessing their mental health and children’s functioning. Maternal history of CSA was associated with increased maternal psychological distress, PTSD symptoms, and dissociation following children’s disclosure of CSA. In turn, maternal psychological distress and maternal dissociation were associated with increased child internalizing, externalizing, and dissociation symptoms. Maternal PTSD symptoms were associated with child internalizing symptoms. Maternal mental health difficulties mediated the association between maternal CSA and sexually abused children’s maladaptive outcomes. Clinicians should assess for possible history of CSA in mothers of sexually abused children and determine how best to support them to cope with the aftermaths of their child’s disclosure and with their own traumatic past.


2012 ◽  
Author(s):  
Amy L. Wevodau ◽  
Carol L. Woods ◽  
Alexandra Tellez ◽  
Amy Percosky ◽  
Brian J. Allen

1985 ◽  
Vol 10 (3) ◽  
pp. 175-182 ◽  
Author(s):  
Katherine W. Pettis ◽  
R. Dave Hughes

The purpose of this article is three fold in its approach to educators regarding child sexual abuse. By utilizing the literature, detection and intervention strategies are outlined. Symptoms of sexually abused children are discussed and profiles of high risk children are given. Steps involving the reporting of suspected sexual victimization are set forth, as are some common pitfalls of involvement in the referral system. Treatment and long-term management strategies are discussed and also the practical implications for prevention that educators and school systems might follow.


1983 ◽  
Vol 12 (1) ◽  
pp. 93-97 ◽  
Author(s):  
Marla R. Brassard ◽  
Ann Tyler ◽  
Thomas J. Kehle

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