The association of maternal depressive symptoms with child externalizing problems: the role of maternal support following child sexual abuse

2011 ◽  
Vol 52 (6) ◽  
pp. e13
Author(s):  
A. Rakow ◽  
D. Smith ◽  
A. Begle ◽  
L. Ayer
Keyword(s):  
Sexual Abuse ◽  
Depressive Symptoms ◽  
Child Sexual Abuse ◽  
Externalizing Problems ◽  
Maternal Depressive Symptoms ◽  
Maternal Support ◽  
Child Externalizing Problems ◽  
Child Externalizing

Child Sexual Abuse and Subsequent Adjustment: Role of Parental Support

2007 ◽  
Author(s):  
Natacha Godbout ◽  
Stephane Sabourin ◽  
Yvan Lussier
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Parental Support

The role of multiple attachments in intergenerational transmission of child sexual abuse among male victims

2020 ◽  
pp. 104864
Author(s):  
Raphaële Miljkovitch ◽  
Camille Danner-Touati ◽  
Isabelle Gery ◽  
Annie Bernier ◽  
Aino Sirparanta ◽  
...  
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Intergenerational Transmission ◽  
Male Victims

scholarly journals Maternal depressive symptoms and children's academic performance: sex differences in the mediating role of school experiences

2020 ◽  
pp. 1-10
Author(s):  
Marilyn N. Ahun ◽  
Lamprini Psychogiou ◽  
Frédéric Guay ◽  
Michel Boivin ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Sex Differences ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
School Engagement ◽  
School Experiences ◽  
Maternal Depressive Symptoms ◽  
Reading And Writing ◽  
Mediating Role ◽  
Writing Scores

Abstract Background Maternal depressive symptoms (MDSs) are negatively associated with children's academic performance, with stronger effects sometimes reported in boys. However, few studies have tested the mechanisms of this association. We examined the mediating role of school engagement and peer victimization in this association and tested for sex differences. Methods Participants were 1173 families from a population-based longitudinal Canadian study. MDSs were self-reported annually using the Centre for Epidemiologic Studies Depression Scale (child's age: 5 months to 5 years). Data on mediators (peer victimization, cognitive, behavioral, and emotional school engagement) were reported annually from ages 6–10 by multiple informants including children, parents, and teachers using items from validated scales. Mathematics, reading, and writing exam scores at age 12 were obtained from standardized exams administered by Québec's Ministry of Education and Teaching. Structural equation modeling was used to test mediation by school experiences in boys and girls. Results Exposure to MDSs was negatively associated with mathematics, reading, and writing scores in girls and with mathematics only in boys. Cognitive and behavioral engagement significantly mediated the association between MDSs and mathematics, reading, and writing scores in girls. There were no significant mediators for boys. Conclusions Prevention and intervention strategies aiming to improve school engagement might be beneficial for daughters of mothers experiencing depressive symptoms. Further research is needed to replicate these findings and to identify the mechanisms explaining this association in boys.

Il bambino abusato diventa adulto: riflessioni su alcune situazioni trattate

2009 ◽  
pp. 161-182
Author(s):  
Stefano Cirillo
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Traumatic Event ◽  
Clinical Population ◽  
Female Victims ◽  
The Spectator ◽  
Clinical Cases

- The author analyses some clinical cases in order to reflect upon the varying consequences of child sexual abuse on the development of abused males. Three distinct cases observed in clinical population are discussed. The typical victim's transformation into offender, the persistent tendency in victims to perpetuate the role of victim and the persistent tendency in the brothers' female victims to perpetuate the role of the spectator. The attachment system (provided both by the protective parent and by the abusing parent) plays a key role in the abused child's development related to the dimension of fear produced by the traumatic event.

scholarly journals Early trajectories of interparental conflict and externalizing problems as predictors of social competence in preadolescence

2010 ◽  
Vol 22 (3) ◽  
pp. 527-537 ◽  
Author(s):  
Chrystyna D. Kouros ◽  
E. Mark Cummings ◽  
Patrick T. Davies
Keyword(s):  
Social Competence ◽  
Prosocial Behavior ◽  
Externalizing Problems ◽  
Interparental Conflict ◽  
Social Problems ◽  
Parallel Process ◽  
Process Models ◽  
Teacher Reports ◽  
Child Externalizing Problems ◽  
Child Externalizing

AbstractConsistent with developmental cascade notions, the present study investigated (a) associations between trajectories of interparental conflict and early externalizing problems during childhood and (b) early trajectories of externalizing problems as a pathway by which interparental conflict impacts children's social competence in preadolescence. Participants were 235 children and their parents and teachers. Children were assessed annually for 3 years, beginning when they were in kindergarten. Parents provided reports of interparental conflict and child externalizing problems. Children's social competence (prosocial behavior, social problems) was assessed approximately 5 years later via parent and teacher reports. Results from parallel process models indicated that changes in interparental conflict were positively associated with changes in externalizing problems during childhood. Further, demonstrating pathways consistent with notions of developmental cascades, early trajectories of externalizing problems accounted for the longitudinal link between early trajectories of interparental conflict and children's social problems in preadolescence.

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