Child abuse & neglect · 2024
How school and community supports influence psychosocial outcomes of children experiencing emotional maltreatment.
СтатьяПоддержка NIH: внешняя программаНазвание и аннотация: Перевод в очереди
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DiMarzio Karissa, Hare Megan, Sisitsky Michaela, Cadet Geraldine, Satoba Suggizett, Parent Justin
Аннотация
BACKGROUND: Research has shown that experiences of emotional maltreatment (i.e., emotional abuse and neglect) can compromise children's development. However, less work has been done to further our understanding of protective factors, which would serve to inform how we can best assist families at risk of emotional maltreatment and strengthen children's resilience.
OBJECTIVE: The current study evaluates whether school and/or community supports moderate relations between emotional abuse or neglect and child psychosocial health (i.e., internalizing and externalizing problems).
PARTICIPANTS AND SETTING: Participants included youth (N = 3475, 48 % female) and their primary caregivers, a majority of whom identified as biological mothers (68.5 %). Data were from the Future of Family and Child Wellbeing Study, a longitudinal investigation of youths' health and development from across the United States.
METHODS: Data from Waves 5 and 6 were analyzed for this study. Four longitudinal path analyses were conducted to evaluate associations in a moderation model in which school (i.e., school climate and school connectedness) and community supports (i.e., community cohesion and extracurricular involvement) were observed as possible moderators of the relation between emotional maltreatment and psychosocial outcomes.
RESULTS: School climate emerged as a significant moderator, such that a more supportive school climate buffered the detrimental impact of emotional neglect on youth externalizing problems. No other significant moderating effects were observed.
CONCLUSION: Although only one significant interaction was observed in the current study, findings help support the importance of social supports outside the home environment in promoting resilience and youths' healthy psychosocial functioning.
OBJECTIVE: The current study evaluates whether school and/or community supports moderate relations between emotional abuse or neglect and child psychosocial health (i.e., internalizing and externalizing problems).
PARTICIPANTS AND SETTING: Participants included youth (N = 3475, 48 % female) and their primary caregivers, a majority of whom identified as biological mothers (68.5 %). Data were from the Future of Family and Child Wellbeing Study, a longitudinal investigation of youths' health and development from across the United States.
METHODS: Data from Waves 5 and 6 were analyzed for this study. Four longitudinal path analyses were conducted to evaluate associations in a moderation model in which school (i.e., school climate and school connectedness) and community supports (i.e., community cohesion and extracurricular involvement) were observed as possible moderators of the relation between emotional maltreatment and psychosocial outcomes.
RESULTS: School climate emerged as a significant moderator, such that a more supportive school climate buffered the detrimental impact of emotional neglect on youth externalizing problems. No other significant moderating effects were observed.
CONCLUSION: Although only one significant interaction was observed in the current study, findings help support the importance of social supports outside the home environment in promoting resilience and youths' healthy psychosocial functioning.