scholarly journals Socioemotional Outcomes of Children Sexually Abused during Early Childhood

2007 ◽  
Author(s):  
Jennifer L. Becker
Keyword(s):  
Early Childhood ◽  
Sexually Abused ◽  
Socioemotional Outcomes

scholarly journals A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated With Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?

2017 ◽  
Vol 39 (3) ◽  
pp. 407-428 ◽  
Author(s):  
Jocelyn Bonnes Bowne ◽  
Katherine A. Magnuson ◽  
Holly S. Schindler ◽  
Greg J. Duncan ◽  
Hirokazu Yoshikawa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Effect Size ◽  
Class Size ◽  
Small Sample ◽  
Effect Sizes ◽  
Cognitive Achievement ◽  
Childhood Education ◽  
Standard Deviations ◽  
Socioemotional Outcomes

This study uses data from a comprehensive database of U.S. early childhood education program evaluations published between 1960 and 2007 to evaluate the relationship between class size, child–teacher ratio, and program effect sizes for cognitive, achievement, and socioemotional outcomes. Both class size and child–teacher ratio showed nonlinear relationships with cognitive and achievement effect sizes. For child–teacher ratios 7.5:1 and lower, the reduction of this ratio by one child per teacher predicted an effect size of 0.22 standard deviations greater. For class sizes 15 and smaller, one child fewer predicted an effect size of 0.10 standard deviations larger. No discernible relationship was found for larger class sizes and child–teacher ratios. Results were less clear for socioemotional outcomes due to a small sample.

scholarly journals The Amsterdam Sexual Abuse Case: What Scars did it Leave? Long-Term Course of Psychological Problems for Children Who have been Sexually Abused at a Very Young Age, and their Parents

2020 ◽  
Author(s):  
Vionna M. W. Tsang ◽  
Eva Verlinden ◽  
Esther M. van Duin ◽  
Jos W. R. Twisk ◽  
Sonja N. Brilleslijper-Kater ◽  
...  
Keyword(s):  
Sexual Abuse ◽  
Early Childhood ◽  
Behavioral Problems ◽  
Sexually Abused ◽  
Longitudinal Research ◽  
Young Age ◽  
Ptsd Symptoms ◽  
Abuse Case ◽  
Sexual Abuse Case

Abstract Longitudinal research of CSA in infancy and early childhood is scarce. The current study examined the long-term course of psychological outcomes (PTSD, dissociation and internalizing and externalizing behavioral problems) in children who were sexually abused in the early childhood. Additionally, we looked into the outcomes for their parents by assessing PTSD symptoms and negative emotional reactions towards the sexual abuse of their child. We examined the outcomes for five consecutive years in a sample of children (n = 45) who were sexually abused at a very young age (0–3) and their parents (n = 42), included in the Amsterdam Sexual Abuse Case-study. We found that outcomes following CSA in early childhood go beyond PTSD symptoms and can manifest in atypical symptoms such as behavioral problems. Parents experienced persistent PTSD in the years following CSA disclosure. CSA in very young children warrants long-term monitoring, as negative outcomes still present 8 years later.

Early childhood experiences of men sexually abused as children

1995 ◽  
Vol 20 (2) ◽  
pp. 18-23 ◽  
Author(s):  
Russell M.F. Hawkins ◽  
Freda Briggs
Keyword(s):  
Early Childhood ◽  
Child Abuse ◽  
Sexually Abused ◽  
Child Molesters ◽  
Short Description ◽  
Male Victims ◽  
Childhood Experiences ◽  
Media Attention ◽  
The Media ◽  
Media Reports

A study which reported information obtained from male child molesters and from the male victims of child abuse has recently been completed. When the results of this study were released, they attracted considerable media attention. Unfortunately the media reports were often inaccurate. The page 1 headline on the South Australian edition of the Australian (Powell, 6/1/95), for example said ‘One in two molesters cites abuse by Catholics’. This is incorrect. Furthermore, the media reports tended to unduly focus on issues to do with abuse by religious authorities and they failed to provide detail about other aspects of the study. In order to correct misinformation spread by the media, we present a short description of the study.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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