Resilience in Physically Abused Children: Protective Factors  for Aggression

Holmes, Megan R.; Yoon, Susan; Voith, Laura A.; Kobulsky, Julia M.; Steigerwald, Stacey

doi:10.3390/bs5020176

Cited by 56 publications

(43 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This was consistent with previous study of Milot et al [30] who found a significant relation between maltreatment and development of externalizing problems in 3 to 6 years old children raised in economically disadvantaged families. In addition, Holmes et al [31] revealed that children who were physically abused were 1.5 times more likely to demonstrate clinical levels of aggressive act relative to children who were not physically abused. The study suggested that early behavioral adaptations could determine either enhanced or disrupted behavioral functioning during later life.…”

Section: Discussionmentioning

confidence: 99%

Behavior rating and intelligence testing in primary school children exposed to multiple adverse experiences

El-Din

Shehata

Elwakkad

et al. 2019

Middle East Curr Psychiatry

View full text Add to dashboard Cite

Background: Early childhood frequent exposure to toxic stress such as abuse or neglect, parental substance abuse or parental mental illness, and violence can have a cumulative impact on the child's mental health. Therefore, the study aimed to assess the association between frequent exposures to family-related adverse experiences and the development of behavioral and cognitive impairment in a random sample of Egyptian primary school children. Results: Witnessing household member treated violently was the most prevalent adversity in 90.4% of the studied students, followed by emotional neglect in 88.6%. The highly exposed children were more likely to have below-average performance IQ, 2.5 times more than the exposed group (P = 0.03) [IQ score is considered average if it ranged 90-110 and below average if it ranged 70-89]. They were nearly 3 times at risk to develop behavioral problems (P = 0.003), 2.5 times more likely to develop attention deficit (P = 0.02), and nearly 5 times more likely to develop externalizing behavior (P < 0.001) than their peers. Conclusion: Early exposure to adverse experiences increases the child's vulnerability to attention deficit and externalizing behavior with negative impact on IQ scores especially performance IQ.

show abstract

Section: Discussionmentioning

confidence: 99%

Behavior rating and intelligence testing in primary school children exposed to multiple adverse experiences

El-Din

Shehata

Elwakkad

et al. 2019

Middle East Curr Psychiatry

View full text Add to dashboard Cite

show abstract

“…Searching for those protective factors acting at different stages of the model, such as cognitive reappraisal, self‐control, cognitive control, or well‐being, has been the focus of a number of research studies (Bates, Archer, & Graham‐Kevan, ; Denson, ; Gutiérrez‐cobo, Cabello, & Fernández‐berrocal, ; Holmes, Yoon, Voith, Kobulsky, & Steigerwald, ). Previous studies have found two relevant variables acting as risk and protective factors of aggression, respectively, negative affect (NA) and emotional intelligence (EI).…”

Section: Introductionmentioning

confidence: 99%

The role of emotional intelligence and negative affect as protective and risk factors of aggressive behavior: A moderated mediation model

Gutiérrez‐Cobo

Megías

Gómez‐Leal

et al. 2018

Aggressive Behavior

View full text Add to dashboard Cite

The General Aggression Model (GAM) offers an integrative explanation of the aggressive behavior based on three stages: 1) inputs: personal and situational factors; 2) routes or individual internal states: affect, cognition, and arousal; and 3) outcomes: decision processes with a (non) aggressive result. Researchers are interested in looking for protective factors within the GAM to diminish aggression. Previous studies have found two relevant variables acting independently as risk and protective factors: emotional intelligence (EI) and negative affect (NA). The aim of the present study is to analyze a moderated mediation model including these variables as an explanation of aggressive behavior and integrate it within the GAM. Four hundred and six participants were assessed on EI, NA, and aggression. The moderated mediation analysis showed a significant negative indirect effect of the perceiving EI branch on total aggression mediated through NA levels, which, in turn, was moderated by the managing EI branch. Moreover, this relationship was also observed for the physical, anger, and hostility sub-scales of aggression. Our study demonstrates the importance of having a high ability to perceive emotions as a protective factor in the first stage of the GAM. These individuals will present lower NA in the second stage of the model, resulting in a reduction in aggression. Moreover, having a high ability to perceive emotions is particularly relevant for individuals that are less able to manage emotions, given that those participants with higher scores on the managing EI branch can reduce their aggressive behavior by mitigating the effect of NA on aggression in the third stage of the GAM.

show abstract

“…Child behavior problems have been investigated by many researchers in developed countries. A large body of literature provides empirical support for the hypothesis that factors other than the children themselves are responsible for behavior problems; these factors include dysfunctional parenting, maltreatment, an adverse relationship between the child's mother and father, and high stress in the parents . Dysfunctional parenting, such as harsh or excessively lax discipline, is significantly associated with CBP .…”

mentioning

confidence: 99%

“…A large body of literature provides empirical support for the hypothesis that factors other than the children themselves are responsible for behavior problems; these factors include dysfunctional parenting, maltreatment, an adverse relationship between the child's mother and father, and high stress in the parents. [7][8][9][10][11][12][13][14] Dysfunctional parenting, such as harsh or excessively lax discipline, is significantly associated with CBP. 15 This dysfunctional parenting aggravates CBP, which are likely to increase over time.…”

mentioning

confidence: 99%

Behavior problems and dysfunctional parenting: Cross‐sectional study in Japan

Suzuki

Yoda

Kanda

et al. 2019

Pediatrics International

View full text Add to dashboard Cite

Background The Japanese government has established a law encouraging early detection and treatment of developmental disorders in children. Child behavior problems (CBP) tend to be recognized at school as a result of developmental disorders. The aim of this study was to identify factors associated with CBP in Japan. We hypothesized that factors other than developmental disorders are important in explaining CBP. Methods The study was conducted between February and March 2015. Parents of 3,515 children aged 2–5 years attending one of 34 public nursery schools in Takamatsu, Kagawa, Japan received self‐administered questionnaires addressing parental socioeconomic factors, mental health, parenting style (i.e. hostile, overreactive, or lax), developmental disorders in children, and CBP. A multiple regression analysis was applied to explore associations between CBP and possible factors. Results Overall, 1,410 mothers were eligible to participate in the study. Children diagnosed with developmental disorders accounted for 7.8% of the sample, while on the Eyberg Child Behavior Inventory 17% of children had behavior problems needing clinical intervention. After adjustment for confounding factors, as well as for the diagnosis of developmental disorders, poor mental status and all three dysfunctional parenting styles had strong associations with CBP, and hostile, overreactive, and lax parenting had standardized β‐values (β) of 0.29, 0.28, and 0.15, respectively (P < 0.01). A problematic relationship between the parents was also significantly associated with CBP (β = −0.29, P < 0.01). Conclusion When CBP are identified, parenting skills, mental health status and parental relationships should be considered along with the possibility of developmental disorders in the development of interventions.

show abstract

Resilience in Physically Abused Children: Protective Factors for Aggression

Cited by 56 publications

References 58 publications

Behavior rating and intelligence testing in primary school children exposed to multiple adverse experiences

Behavior rating and intelligence testing in primary school children exposed to multiple adverse experiences

The role of emotional intelligence and negative affect as protective and risk factors of aggressive behavior: A moderated mediation model

Behavior problems and dysfunctional parenting: Cross‐sectional study in Japan

Contact Info

Product

Resources

About