Emotional abuse of children: issues for intervention

Doyle, Celia

doi:10.1002/(sici)1099-0852(199712)6:5<330::aid-car355>3.3.co;2-3

Cited by 11 publications

(16 citation statements)

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“…However, the key aspect of emotional abuse is its continuous, repetitive, and sustained nature (Nesbit & Philpott, 2002;O'Hagan, 1993). Furthermore, definitions of child abuse are culturally driven (O'Brian & Lau, 1995), and what may constitute emotional abuse and how it is defined can vary from culture to culture (Doyle, 1997). However, most agree that it exists in some form in developing and developed countries (Finkelhor & Korbin, 1988).…”

Section: Defining Emotional Abusementioning

confidence: 99%

Emotional Abuse in the Classroom: Implications and Interventions for Counselors

McEachern

Aluede

Kenny

2008

Jour of Counseling & Develop

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It had taken Jason several weeks to muster the courage to speak to his assigned school counselor. He was at the peak of his humiliation. Every day when Jason entered the classroom, he had to face his second-period teacher, who would make subtle remarks about his culture and the way he dressed. He felt mortified, degraded, and depressed. He was hoping as he entered the counselor's office that she would understand his problem and might consider changing his second-period class so he could avoid that teacher.Sarah has Down syndrome. She is in a general education classroom with a full-time teacher's aide. At times, her teacher gets frustrated with her behavior. The teacher will speak to Sarah in a curt tone, is very impatient, and frequently yells at Sarah when she takes too long to complete her work. Once she told the class that they had to wait for "slow Sarah" before they could go to recess. Sarah feels uncomfortable when the teacher makes these comments.

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Section: Defining Emotional Abusementioning

confidence: 99%

Emotional Abuse in the Classroom: Implications and Interventions for Counselors

McEachern

Aluede

Kenny

2008

Jour of Counseling & Develop

View full text Add to dashboard Cite

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“…Sullivan & Knutson 2000). It is possible that these particular groups are more vulnerable to emotional abuse because of the greater potential for disruptions in the parent-infant bonding process and for greater parenting stress (Tomison 1996;Doyle 1997).…”

Section: Child Factorsmentioning

confidence: 99%

“…Relationships with same age peers, siblings, adults outside the abusive environment, organizational and religious groups, pets and toys can function as lifelines for children who have a history or who are currently victims of maltreatment (Doyle 1997). Resilience will be enhanced if children are well liked and are able to build and maintain relationships that are pleasurable and rewarding.…”

Section: Peer Relationships and Organizational Groupsmentioning

confidence: 99%

“…It has been well documented that the presence of a supportive relationship can buffer the impact of factors such as emotional abuse and promote resilience. For example, Doyle (1997) found that of a number of internal and external factors that acted to protect children from the damaging effects of emotional abuse, the most important single survival factor was the presence of at least one person who gave unconditional, positive regard, who thought well of them and made them feel important.…”

Section: Supportmentioning

confidence: 99%

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Research Review: Risk and resilience in cases of emotional abuse

Iwaniec¹,

Larkin²,

Higgins

2006

Child & Family Social Work

104

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This paper examines risk and resilience in relation to emotional abuse. Research has identified numerous child and family factors that may increase the risk of emotional abuse occurring and has also identified numerous ways in which an experience of emotional abuse can enhance vulnerability to negative outcomes. However, relatively little is known about the factors that determine the extent to which an experience of emotional abuse predicts later psychosocial functioning. Factors that may determine risk and resilience in children who experience emotional abuse are discussed. These include predisposing factors such as early caregiving experiences; precipitating factors such as the frequency, intensity and duration of the abuse; factors intrinsic to the child such as working models of the self and others, internal or external attributions, behavioural and coping strategies, self‐esteem, and disposition; and external factors such as school and availability of supportive relationships. The need to pay attention to the particular vulnerabilities and protective factors pertaining to each emotionally abused child in order to most effectively enhance resilience is highlighted.

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“…Competing discourses exist concerning the kind of behaviour that constitutes emotional abuse (Glaser & Prior 1997; Iwaniec 1997). Research shows that though emotional abuse is found in families from different ethnic and socio‐economic backgrounds, the likelihood of emotional abuse is increased in families facing multiple stressors (Doyle 1997; Crittenden 1999). It is important to recognize that because it is a highly contested terrain, cultural frames of reference may shape interpretations of emotional abuse.…”

Section: Giving Voice To Specific Categories Of Abuse: Emotional Abusementioning

confidence: 99%

Giving voice to experiences: parental maltreatment of black children in the context of societal racism

Bernard

2002

Child & Family Social Work

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This paper seeks to explore the ways in which black children who have been maltreated within their families come to voice to tell their stories. A discussion of black children's recovery from maltreatment necessitates understanding how they interpret and name their experiences as abusive. Research indicates that while many factors mediate the effects of abuse on children's development, telling your story about childhood trauma is critical in the healing process for promoting psychological well‐being. However, what does the naming and speaking of trauma entail for black children when the broader context of their lived realities is embedded in racism that confers on them a stigmatized status? Where black children's lived experiences encompass the complexity of societal racism as a mutually reinforcing and contradictory reality in their lives, their capacity to name the maltreatment they experience will be particularly problematic. Essentially, parents’ issues silence children and can encourage them to block out painful emotions, ultimately putting their emotional and psychological well‐being at risk. Taking race and gender as benchmarks for analysis, the complexities involved in giving voice to childhood maltreatment are discussed to consider how these dynamics contribute to black children's resilience and adaptive behaviours in the aftermath of abuse.

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Emotional abuse of children: issues for intervention

Cited by 11 publications

References 0 publications

Emotional Abuse in the Classroom: Implications and Interventions for Counselors

Emotional Abuse in the Classroom: Implications and Interventions for Counselors

Research Review: Risk and resilience in cases of emotional abuse

Giving voice to experiences: parental maltreatment of black children in the context of societal racism

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