NCJ Number
189291
Journal
Trauma, Violence, & Abuse: A Review Journal Volume: 2 Issue: 3 Dated: July 2001 Pages: 215-239
Date Published
July 2001
Length
25 pages
Annotation
This literature review investigates whether infants and primary school-age children with a history of maltreatment really have been shown to struggle at school as a result of developmental delay.
Abstract
The purpose of this review is to introduce some underlying problems in the study of maltreatment, review the effects of authoritarian and/or neglecting parenting on child cognitive development, and to find the strength of evidence for the hypothesis that maltreated children underachieve academically as a result, at least in part, of the specific cognitive delays they suffer. The article discusses the extent of maltreatment, definition problems, and parenting styles, and presents the results of a systematic review of empirical studies. The majority of studies cited indicate that child abuse is related in some way to delayed language, cognitive development, low IQ, and poor school performance. The article includes incidence rates of child abuse and neglect in the United States, Australia, and England, along with the theoretical background as to why school-age children with a history of maltreatment may struggle at school. Tables, references, bibliography