Psychopathology, Peer Relations, and School Functioning of Maltreated Children: A Literature Review

2001 ◽  
Vol 23 (2) ◽  
pp. 85-100 ◽  
Author(s):  
M. M. Staudt
Keyword(s):  
Literature Review ◽  
Peer Relations ◽  
School Functioning ◽  
Maltreated Children

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

2015 ◽  
Vol 8 (3) ◽  
pp. 187-199 ◽  
Author(s):  
Rebecca M. Kanine ◽  
Angela M. Tunno ◽  
Yo Jackson ◽  
Bridget M. O’Connor
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Day Treatment ◽  
Maltreated Children

scholarly journals Zaangażowanie w aktywności szkolne a funkcjonowanie w roli ucznia – wyniki badań przeprowadzonych na grupie młodzieży gimnazjalnej

2020 ◽  
pp. 173-200
Author(s):  
Katarzyna Tomaszek
Keyword(s):  
Peer Relations ◽  
School Environment ◽  
School Engagement ◽  
Sense Of Belonging ◽  
Catholic School ◽  
School Functioning ◽  
Stepwise Multiple Regression ◽  
School Type ◽  
School Life

Student school engagement is a multi-dimensional meta-construct describing identification and sense of belonging with school environment, an acceptance of the goals of schooling and students’ mental investment of physical and psychical energy into academic work and school life. The study aims to investigate the main predictors of student school engagement in the area of pupils’ school functioning. The participants were 291 secondary school children aged between 12 and 15 years. A stepwise multiple regression analysis indicated that the most important predictors of student school engagement are the time spent learning, subjective declaration about school performance, school type (private Catholic school), and quality of family and peer relations. Those variables explain 20% of the variance in the Global Student School Engagement level.

The role of child maltreatment in early deviations in cognitive and affective processing abilities and later peer relationship problems

1995 ◽  
Vol 7 (4) ◽  
pp. 591-609 ◽  
Author(s):  
Fred A. Rogosch ◽  
Dante Cicchetti ◽  
J. Lawrence Aber
Keyword(s):  
Child Maltreatment ◽  
Cognitive Control ◽  
Negative Affect ◽  
Peer Relations ◽  
Low Income ◽  
School Setting ◽  
Affective Processing ◽  
Social Effectiveness ◽  
Maltreated Children ◽  
Teacher Assessments

AbstractDespite considerable research demonstrating the adverse consequences of child maltreatment, including a heightened risk for adaptational failures and psychopathology, longitudinal evaluations of processes contributing to negative outcomes have been limited. Problems in peer relations constitute a critical developmental risk for future maladaptation among maltreated children, transferring relationship disturbance from the family to new interpersonal contexts. The linkages of a history of child maltreatment to early deviations in cognitive/affective processes, which subsequently lead to difficulties in peer relations were examined. Specifically, in a sample of 46 maltreated and 43 nonmaltreated low-income children, laboratory assessments of affect understanding and cognitive control functioning were conducted, followed by later peer and teacher assessments of peer relations in the school setting. Maltreated children were shown to evidence early deviations in their understanding of negative affect as well as immaturity in their cognitive controls. Maltreated children also were shown to have lower social effectiveness and higher levels of undercontrolled and aggressive behavior in the school setting. Physically abused children were found to be more rejected by their peers. Cognitive control functioning partially mediated the effect of maltreatment on later social effectiveness. Negative affect understanding mediated both the relation of maltreatment on later dysregulated behavior in the peer setting and the effect of physical abuse on later rejection by peers. The results are discussed in terms of their support for organizational/transactional theory and the implications they have for prevention and intervention.

Peer relations in maltreated children

1989 ◽  
pp. 529-578 ◽  
Author(s):  
Edward Mueller ◽  
Nancy Silverman
Keyword(s):  
Peer Relations ◽  
Maltreated Children

Perceived and actual competence among maltreated and comparison school children

1989 ◽  
Vol 1 (3) ◽  
pp. 237-255 ◽  
Author(s):  
Joan Vondra ◽  
Douglas Barnett ◽  
Dante Cicchetti
Keyword(s):  
Child Maltreatment ◽  
School Children ◽  
Low Income ◽  
Sixth Graders ◽  
Third Graders ◽  
Causal Chain ◽  
School Functioning ◽  
Maltreated Children ◽  
The Impact ◽  
Parent Child Relationships

AbstractThis research examined the impact of child maltreatment and grade level on perceptions of competence and explored relations between perceived competence and school functioning among a sample of 104 low-income school children, half of whom belonged to families in which child maltreatment had been officially documented. Data were collected on 76 first through third graders and 28 fourth through sixth graders, who were interviewed in a laboratory setting, and on a subset of 74 children, who were evaluated by their teachers on measures of school functioning. Results indicated that maltreated children perceive themselves and/or describe themselves differently than do their low-income peers. However, these differences took the expected negative direction only beginning around the middle of the elementary school years. In earlier grades, maltreated children demonstrated a tendency to describe themselves in exaggerated positive terms, over and above the self-enhancement bias documented here and in other research among younger nonmaltreated children. Differences between maltreated and comparison children also appeared in teachers' ratings of school functioning and in use of special educational services. These results are presented and discussed as suggestive evidence for a causal chain from parent-child relationships, to self-perceptions, to school functioning.

Effect of Computerized Auditory Training on Speech Perception of Adults With Hearing Impairment

2013 ◽  
Vol 20 (3) ◽  
pp. 91-106 ◽  
Author(s):  
Rachel Pizarek ◽  
Valeriy Shafiro ◽  
Patricia McCarthy
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Literature Review ◽  
Low Cost ◽  
Experimental Designs ◽  
Auditory Training ◽  
Hearing Impairments ◽  
Communicative Disorders ◽  
And Training

Computerized auditory training (CAT) is a convenient, low-cost approach to improving communication of individuals with hearing loss or other communicative disorders. A number of CAT programs are being marketed to patients and audiologists. The present literature review is an examination of evidence for the effectiveness of CAT in improving speech perception in adults with hearing impairments. Six current CAT programs, used in 9 published studies, were reviewed. In all 9 studies, some benefit of CAT for speech perception was demonstrated. Although these results are encouraging, the overall quality of available evidence remains low, and many programs currently on the market have not yet been evaluated. Thus, caution is needed when selecting CAT programs for specific patients. It is hoped that future researchers will (a) examine a greater number of CAT programs using more rigorous experimental designs, (b) determine which program features and training regimens are most effective, and (c) indicate which patients may benefit from CAT the most.

Taking Care of Children After Traumatic Brain Injury

2012 ◽  
Vol 13 (3) ◽  
pp. 79-86 ◽  
Author(s):  
Julie Haarbauer-Krupa
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Literature Review ◽  
School Setting ◽  
Leadership Role ◽  
Speech Language Pathologists ◽  
Educational Information ◽  
Taking Care

AbstractPurpose: The purpose of this article is to inform speech-language pathologists in the schools about issues related to the care of children with traumatic brain injury.Method: Literature review of characteristics, outcomes and issues related to the needs serving children.Results: Due to acquired changes in cognition, children with traumatic brain injury have unique needs in a school setting.Conclusions: Speech-Language Pathologists in the school can take a leadership role with taking care of children after a traumatic brain injury and coordination of medical and educational information.

Literature Review

1997 ◽  
Vol 2 (6) ◽  
pp. 7-7
Author(s):  
Robert Haralson
Keyword(s):  
Literature Review
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