Intellectual, Emotional and Social Deficits of Abused Children: A Review (From Child Abuse, P 151-154, 1988 -- See NCJ-116992)

• NCJ Number: 117009
• Author(s): J R Cryan
• Date Published: 1988
• Length: 4 pages
• Sale Source: Phi Delta Kappa
• Publication Type: Literature Review
• Language: English
• Country: United States of America
• Note: Reprinted From Childhood Education, V 61, N 5 (1985).

Annotation

This review examines methodologically sound studies of abused and matched, nonabused children in an attempt to identify the effects of abuse on development.

Abstract

Despite methodological differences among such studies, they have consistently found that abused and nonabused children differ substantially in their emotional, social, and intellectual characteristics, and that maltreatment adversely affects all developmental domains. Abused children tend to be intellectually disadvantaged as measured by intelligence test scores, academic performance, and learning readiness. They tend to be emotionally immature, while possessing poor self-concepts and reduced attachment to others. The most well-documented effect of abuse has been on social development. Abused children are more physically and verbally aggressive, show poor relations with peers at home and in school, and are defensive about social contacts. Abused children also tend to exhibit hypervigilance and a chameleon-like nature. Awareness of these characteristics of abused children can facilitate identification and development of interventions to compensate for deficits and thus help ameliorate the long-term effects of the abuse on victims. 20 references.