Please answer the bullets. I have two moire articles just in case these are not good for the research project.
For this assignment, you will research one of the topics listed below. In your research, you will need to utilize the library for scholarly sources of information related to your topic. Select a Topic Children who have experienced: · emotional abuse Key Points In a paper of at 5-6 pages, discuss: · A brief summary of the type of trauma (how common it is, factors that put children at risk, etc). · The common effects of the trauma or stressor on children at varying ages and developmental stages. · Factors that can protect children from the negative impact of the trauma and help build resilience. · Treatments and interventions that have found to be helpful with children experiencing the type of trauma. Note: You are expected to use at least 5 scholarly sources for this assignment and to support your conclusions and statements with evidence from your research. Please answer all bullets and I have provided you with some scholarly reviewed articles. If you can add one more greatly appreciated. A systematic review of the emotional, behavioural and cognitive features exhibited by school-aged children experiencing neglect or emotional abuse A systematic review of the emotional, behavioural and cognitive features exhibited by school-aged children experiencing neglect or emotional abuse S. A. Maguire,* B. Williams,† A. M. Naughton,‡ L. E. Cowley,* V. Tempest,* M. K. Mann,§ M. Teague¶ and A. M. Kemp* *College of Biomedical and Life Sciences, School of Medicine, Cardiff University, Cardiff, UK †ST6 Community Child Health, Cardiff and Vale University Health Board, University Hospital of Wales, Cardiff, UK ‡Safeguarding Children Service, Public Health Wales NHS Trust, Cardiff, UK §Support Unit for Research Evidence, Cardiff University, Cardiff, UK, and ¶Masters in Education Programme, Cardiff University, Cardiff, UK Accepted for publication 30 November 2014 Keywords emotional maltreatment, evidence-based practice, neglect Correspondence: Sabine A. Maguire, College of Biomedical and Life Sciences, School of Medicine, Cardiff University, Cardiff CF14 4XY, UK E-mail:
[email protected] Abstract Background Interventions to minimize the long-term consequences of neglect or emotional abuse rely on prompt identification of these children. This systematic review of world literature (1947–2012) identifies features that children aged 5–14 years experiencing neglect or emotional abuse, as opposed to physical or sexual abuse, may exhibit. Methods Searching 18 databases, utilizing over 100 keywords, supplemented by hand searching, 13,210 articles were identified and 111 underwent full critical appraisal by two independent trained reviewers. Results The 30 included studies highlighted behavioural features (15 studies), externalizing features being the most prominent (8/9 studies) and internalizing features noted in 4/6 studies. Four studies identified attention deficit hyperactivity disorder (ADHD) associated features: impulsivity, inattention or hyperactivity. Child difficulties in initiating or developing friendships were noted in seven studies. Of 13 studies addressing emotional well-being, three highlighted low self-esteem, with a perception of external control (1), or depression (6) including suicidality (1). A negative internal working model of the mother increased the likelihood of depression (1). In assessing cognition or academic performance, lower general intelligence (3/4) and reduced literacy and numeracy (2) were reported, but no observable effect on memory (3). Conclusions School-aged children presenting with poor academic performance, ADHD symptomatology or abnormal behaviours warrant assessment of neglect or emotional abuse as a potential underlying cause. Introduction Child neglect is the most ubiquitous form of child maltreat- ment, a significant public health concern and has devastating short- and long-term consequences for children (Burgess et al. 2012). In addition, the greater prevalence and deleterious effects of childhood emotional abuse (EA) have been clearly docu- mented (Gardner 2008; Stoltenborgh et al. 2012; NSPCC 2013a). EA entails persistent disregard of a child’s emotional and psychological needs, and although it has been described as a distinct type of maltreatment, there is often substantial overlap with varying forms of neglect (Iwaniec 2006; Gardner Review Article doi:10.1111/cch.12227 © 2015 John Wiley & Sons Ltd 641 bs_bs_banner Child: care, health and development mailto:
[email protected] 2008). As schools are legally obliged to take responsibility for ‘safeguarding and promoting the welfare of children and young people’ (Great Britain 2002), it is important that identifiable features of school-aged children experiencing neglect or EA are drawn from the current scientific literature. Education staff come into contact with children on an almost daily basis and are thus in an ideal position to observe the children’s behaviour and demeanour and make themselves available to those who may want to confide in them (Gilbert et al. 2009; Burgess et al. 2012; McGarry & Buckley 2013; NSPCC 2013b; King & Scott 2014). However, international literature shows that teachers worldwide are uncomfortable with the practice of informing child protection authorities of known or suspected maltreatment (Gilbert et al. 2009; McGarry & Buckley 2013), even where mandated to do so (Smith 2010). Reasons cited include a lack of knowledge about the indicators of neglect, a lack of confidence concerning what represents reasonable grounds for suspicion, a desire to convey lower levels of concern or fear that features overlap with other childhood conditions (Gilbert et al. 2009; Burgess et al. 2012). Whereas physical or sexual abuse might be limited to acts of commission, neglect and EA are inherently more difficult to identify as neglect implies acts of omission and EA represents a sustained pattern of maladaptive interaction with the caregiver. It is well established that both child maltreatment impacts not only on daily life but also on a range of developmental events (De Paúl & Arruabarrena 1995; Finzi et al. 2003); thus, a number of researchers have emphasized the importance of adopting a developmental perspective when investigating any aspect of child maltreatment (Kendall-Tackett & Eckenrode 1996; Manly et al. 2001; Ayoub et al. 2006). The developmental approach concedes that over time, children are exposed to new experiences and must negotiate specific developmental tasks, which are dynamically integrated as increasingly complex abil- ities evolve (Manly et al. 2001). This process is influenced by a number of elements, including risk and protective factors; the interaction between the child, family and environment; and relations between and within social, biological and psychologi- cal systems (Manly et al. 2001). Difficulty negotiating earlier developmental tasks impacts on a child’s ability to negotiate subsequent tasks (Aber & Allen 1987). This systematic review aims to identify the scientific evi- dence behind the observable features in children aged 5–14 completed years who are experiencing neglect and/or EA, in the absence of physical or sexual abuse, to aid in their prompt recognition and gain an understanding of the behaviours they may exhibit. Methods The systematic review was carried out by Core Info: Cardiff Child Protection Systematic Reviews (www.core-info.cardiff.ac .uk) following a well-established methodology. An all language literature search across 18 bibliographic databases (Appendix S1) was conducted to identify original articles published from database inception to August 2012. The search strategy (Appendix S2) was developed across the Ovid MEDLINE database using a combination of Medical Subject Headings and free text, which was then modified for the remaining databases. The search was limited to included studies from Organisation for Economic Co-Operation and Develop- ment countries. These countries are likely to have a comparable economy; hence, the studies would be more likely to be of equal relevance across settings. Supplementary searching was carried out to include non-indexed journals, relevant organizations, web sites, consultation with subject experts and relevant refer- ences of all full-text articles. Identified articles, once scanned for duplicates and relevancy, were transferred to a purpose-built Microsoft Access database. Where applicable, authors were contacted for primary data and confirmation of information such as data duplication across publications, age range of subjects or the confirmation of neglect/EA as appropriate. Relevant studies with an English- language version available were scanned for eligibility by the lead researcher and selected for review. A panel of paediatricians, social workers, psychologists, teachers and child protection researchers conducted two inde- pendent reviews of all relevant articles (Appendix S3). All reviewers underwent critical appraisal training purposefully designed for this review and used standardized forms based on criteria defined by the National Health Service’s Centre for Reviews and Dissemination (2009) and supplemented by sys- tematic review advisory guidance [Polgar & Thomas 1995; Rychetnik & Frommer 2002; Weaver et al. 2002; Weightman et al. 2004; Critical Appraisal Skills Programme (CASP) (http:// www.casp-uk.net)]. A third review was undertaken to resolve any disagreements. Inclusion criteria were all primary studies of children aged 5–14 years (where the majority of children were aged 6–12 years) experiencing neglect and/or EA, in the absence of physi- cal or sexual abuse, for which the authors explicitly recorded emotional, behavioural or cognitive features in the child. We used the World Health Organization’s (2002) definitions of neglect and EA. We used the American Professional Society on the Abuse of Children’s (1995) definition of psychological maltreatment as this encompasses both EA and emotional 642 © 2015 John Wiley & Sons Ltd, Child: care, health and development, 41, 5, 641–653 S.A. Maguire et al. http://www.core-info.cardiff.ac.uk http://www.core-info.cardiff.ac.uk http://www.casp-uk.net http://www.casp-uk.net neglect. Because there is no universal UK or world definition of educational neglect, we derived a working definition from the American Humane Association, the Public Health Agency of Canada (2010) and Horwath (2007) (Fig. 1). To minimize the risk of circularity, we used a quality ranking of confirmation of neglect/EA for the studies based on stand- ards derived for previous systematic reviews including studies ranked A–C (Fig. 1). The quality standards achieved by the included studies are detailed in Table 1. Of 111 full-text articles reviewed, 30 articles from 26 studies were included (Fig. 2). Results The 30 included articles reported data from 26 studies (Appen- dix S4), with more than one article published from some studies leading to overlapping data (Table 2). Because of this, and the widely varying age bands among included studies, a valid meta- analysis could not be performed. Although the studies span the age range of 5–14 years, the majority addressed children aged 7–11 years, and thus are summarized by key features. Behavioural features Fifteen studies (18 publications) addressed behavioural features (Reidy 1977; Kaufman & Cicchetti 1989; Reyome 1993; Kaufman et al. 1994; Manly et al. 1994, 2001; De Paúl & Arruabarrena 1995; Kendall-Tackett & Eckenrode 1996; Shields & Cicchetti 1998; Bolger & Patterson 2001; Finzi et al. 2001, 2002, 2003; Kantor et al. 2004; Cullerton-Sen et al. 2008; Valentino et al. 2008a; Fishbein et al. 2009; Alink et al. 2012). Fourteen different measures of child behaviour were used (Appendix S4). Kantor and colleagues (2004) set out to validate a neglect rating scale in two age groups: 6–9 and 10–15 years, identifying that older neglected children exhibited significantly more behavioural problems than controls, and their proposed neglect rating scale performed better for the older children. The most commonly recorded behavioural issue among chil- dren experiencing neglect (Reidy 1977; Reyome 1993; Manly et al. 1994, 2001; De Paúl & Arruabarrena 1995; Cullerton-Sen et al. 2008) or EA (Kaufman et al. 1994; Manly et al. 2001; Cullerton-Sen et al. 2008) was externalizing, i.e. aggressive, assaultive, destructive, antisocial/delinquent behaviour. One study showed a significant difference between neglected and lower middle-class controls, which was no longer sustained when the neglected children were compared with lower socio- economic subjects (Reyome 1993). Only one study showed no difference in aggressive behaviour between neglected/EA children and controls utilizing a combined peer/teacher rating; Definitions of Neglect Used for the Purpose of This Review Definition of Neglect Neglect refers to the failure of a parent to provide for the development of the child – where the parent is in a position to do so – in one or more of the following areas: health, education, emotional development, nutrition, shelter and safe living conditions. Neglect is thus distinguished from circumstances of poverty in that neglect can occur only in cases where reasonable resources are available to the family or caregiver. (World Health Organization 2002) Definition of Emotional Abuse Emotional abuse includes the failure of a caregiver to provide an appropriate and supportive environment, and includes acts that have an adverse effect on the emotional health and development of a child. Such acts include restricting a child’s movements, denigration, ridicule, threats and intimidation, discrimination, rejection and other non-physical forms of hostile treatment. (World Health Organization 2002) Definition of Psychological Maltreatment Psychosocial evaluation of suspected psychological maltreatment in children and adolescents Practice Guidelines Six forms of psychological maltreatment: • Spurning (verbal and non-verbal hostile rejecting/degrading) • Terrorizing (behaviour that threatens or is likely to physically harm the child or place the child or the child’s loved objects in danger) • Exploiting/corrupting (encouraging the child to develop inappropriate behaviours) • Denying emotional responsiveness (ignoring the child’s need to interact, failing to express positive effect to the child, showing no emotion in interactions with the child) • Isolating (denying the child opportunities for interacting/communicating with peers or adults) • Mental, health, medical, and educational neglect (ignoring or failing to ensure provision for the child’s needs) (American Professional Society on the Abuse of Children 1995) *In the absence of an identifiable UK/World definition of educational neglect, we have developed our own for the purposes of the review: Educational neglect involves one or more of the following: The parent or caregiver’s - • Failure to enrol a child of mandatory school age in school • Failure to comply with state requirements regarding school attendance • Failure to access/provide appropriate home schooling • Failure to avail of recommended special educational provision • Failure to cooperate with treatment if