The Relationship Between Child Maltreatment, Intimate Partner Violence Exposure, and Academic Performance

Kiesel, Lisa; Piescher, Kristine; Edleson, Jeffrey L.

doi:10.1080/15548732.2016.1209150

Cited by 67 publications

(52 citation statements)

References 48 publications

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“…Thirty-five percent of women worldwide are victims of violence, of whom 30 percent are partner related (World Health Organization, 2013). Recent research suggest that exposure to intimate partner violence have even more severe impact on children´s school attendance and performance than child maltreatment, and the authors argue that this might be due to a lack of interventions for these children (Kiesel, Piescher, & Edleson, 2016). The n for victimization of violence was low, and nobody reported sexual abuse, which might be due to stigma related to sexual violence, implying that we need to interpret these results with caution.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Parenting Interventions to Prevent Violence Against Children in Colombia: A Randomized Controlled Trial

Skar

Sherr

Macedo

et al. 2017

J Interpers Violence

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The effects of the International Child Development Programme (ICDP) and the specific addition of a violence prevention module were observed in a preidentified population in Colombia where children are experiencing high levels of violence. Participants were 176 parents of 3- to 4-year-olds attending child centers who were randomly allocated to one of three conditions: organized Community Activities at child centers and ICDP (CA + ICDP), CA, ICDP, and a preventive Violence Curriculum (CA + ICDP + VC), or a comparison group with only CA. The parents completed questionnaires about corporal punishment, intimate partner violence, community violence, and mental health at baseline and at 6 months follow-up. Univariate logistic regressions were used to examine uses of child violence, predictors of intimate partner violence, and prevalence of mental health problems. McNemar tests were used to assess differences between intervention groups and comparison group at two different time points. Participants were mostly female (78.5%) and had an average age of 32 years. Among these, 58.5% had been exposed to community violence and 98.3% reported using physical assault to discipline their children. Reported prevalence of child violence decreased in all groups whereas the reduction of severe forms of violence was larger for the intervention groups, and especially for the CA + ICDP + VC group. There was a significant reduction of victimization of intimate partner violence in both intervention groups as well as a decrease in mental health problems, especially for the CA + ICDP group (from 22.4% to 5.1%). The general ICDP seems effective in reducing violence. The addition of a specific violence intervention component seemed to reduce intimate partner violence, but not violence related to children. The comparison group attending the child center and other social activities also reported reduced violence but to a lesser extent than the groups who attended specific interventions.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Parenting Interventions to Prevent Violence Against Children in Colombia: A Randomized Controlled Trial

Skar

Sherr

Macedo

et al. 2017

J Interpers Violence

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“…Research shows that children's education and their psychosocial health are intertwined (Olofsson et al 2011). Children with poor psychosocial health show lower reading levels (Assad et al 2016), lower reading and math scores (Kiesel et al 2016), and higher levels of school dropout (Durand et al 2011). In addition, a study by Holmes et al (2015) shows a connection between living with domestic violence and aggressive behavior in (pre)school environments.…”

Section: Previous Researchmentioning

confidence: 99%

School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence – Tensions and Gaps

Münger

Markström

2019

J Fam Viol

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The purpose of the work presented here was to study how the Swedish compulsory school, identifies and acts relative to the social problem of children living with domestic violence. More specifically: how do the various professional groups in school and professionals within the child protection services (CPS) describe and understand their own and other professionals' responsibilities and tasks with respect to children living with domestic violence? The study consisted of 10 focus groups whose members were taken from five professional groups in schools and the CPS in Sweden. The results show that professionals in school lack knowledge about living with domestic violence, one example of which is child abuse. They navigate through the large open space that exists between the pedagogic and psychosocial missions of schools, and use different strategies to interpret the child's symptoms of maltreatment. They point at an unclear distribution of responsibility between different professionals in school, which can be interpreted as a tension between domains within the institutional school domain. They also point at a "gap" between the school and CPS domains, and find confidentiality to be an obstacle to collaboration. Furthermore, the article sheds light on the complexities, the conflicting understandings, and the different priorities of the different professionals and institutions working with children living with domestic violence. It also discusses practical implications of the results.

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“…Whereas the negative impact of child maltreatment on academic performance in children has been well documented (e.g., Perzow et al, 2013; Kiesel et al, 2016), an examination of college achievement and adaptation in students with a history of maltreatment has not been a priority in research. In the only longitudinal study to date, Duncan (2000) followed 210 college freshmen, 36% who were identified as having experienced child abuse (emotional, physical, and/or sexual).…”

Section: History Of Child Maltreatment and College Academic Outcomes:mentioning

confidence: 99%

History of Childhood Maltreatment and College Academic Outcomes: Indirect Effects of Hot Execution Function

2017

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College students who report a history of childhood maltreatment may be at risk for poor outcomes. In the current study, we conducted an exploratory analysis to examine potential models that statistically mediate associations between aspects of maltreatment and aspects of academic outcome, with a particular focus on executive functions (EF). Consistent with contemporary EF research, we distinguished between relatively “cool” EF tasks (i.e., performed in a context relatively free of emotional or motivational valence) and “hot” EF tasks that emphasize performance under more emotionally arousing conditions. Sixty-one male and female college undergraduates self-reported childhood maltreatment history (emotional abuse and neglect, physical abuse and neglect, and sexual abuse) on the Childhood Trauma Questionnaire (CTQ), and were given two EF measures: (1) Go-No-Go (GNG) test that included a Color Condition (cool); Neutral Face Condition (warm); and Emotion Face condition (hot), and (2) Iowa Gambling Task (IGT), a measure of risky decision making that reflects hot EF. Academic outcomes were: (1) grade point average (GPA: first-semester, cumulative, and semester concurrent with testing), and (2) Student Adaptation to College Questionnaire (SACQ). Correlational patterns suggested two EF scores as potential mediators: GNG reaction time (RT) in the Neutral Face condition, and IGT Block 2 adaptive responding. Indirect effects analyses indicated that IGT Block 2 adaptive responding has an indirect effect on the relationship between CTQ Total score and 1st semester GPA, and between CTQ Emotional Abuse and concurrent GPA. Regarding college adaptation, we identified a consistent indirect effect of GNG Neutral Face RT on the relationship between CTQ Emotional Neglect and SACQ total, academic, social, and personal–emotional adaption scores. Our results demonstrate that higher scores on a child maltreatment history self-report negatively predict college academic outcomes as assessed by GPA and by self-reported adaptation. Further, relatively “hot” EF task performance on the IGT and GNG tasks serves as a link between child maltreatment experiences and college achievement and adaptation, suggesting that hot EF skills may be a fruitful direction for future intervention efforts to improve academic outcomes for this population.

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The Relationship Between Child Maltreatment, Intimate Partner Violence Exposure, and Academic Performance

Cited by 67 publications

References 48 publications

Evaluation of Parenting Interventions to Prevent Violence Against Children in Colombia: A Randomized Controlled Trial

Evaluation of Parenting Interventions to Prevent Violence Against Children in Colombia: A Randomized Controlled Trial

School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence – Tensions and Gaps

History of Childhood Maltreatment and College Academic Outcomes: Indirect Effects of Hot Execution Function

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