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NCJRS Abstract

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NCJ Number: 220881 Find in a Library
Title: Peer Status and Behaviors of Maltreated Children and Their Classmates in the Early Years of School
Journal: Child Abuse &Neglect: The International Journal  Volume:31  Issue:9  Dated:September 2007  Pages:971-991
Author(s): Angela Anthonysamy; Melanie J. Zimmer-Gembeck
Date Published: September 2007
Page Count: 21
Publisher: http://www.elsevier.com 
Type: Report (Study/Research)
Format: Article; Unknown
Language: English
Country: United States of America
Annotation: This study investigated the relationship between children with a known history of maltreatment by caregivers, and problematic peer relationships and classroom behaviors.
Abstract: The findings suggest that young maltreated children are relatively less liked, more rejected, and less accepted by their peers than other children; most of these associations are either fully or partly mediated by their aggressive behaviors, their lack of positive social behavior, and/or their withdrawal from interactions with classmates. However, all children, maltreated or not, who had more negative and less positive behaviors when interacting with classmates were more likely to be less liked by their peers. Maltreated children had relatively higher levels of physical or verbal aggression, and in some cases, withdrawal and lower positive social behavior. These findings highlight the need for prevention and intervention efforts for maltreating families that start in the early years of childhood, particularly prior to the transition to regular interactions with other children; also emphasized was the importance of continuing to develop, offer, and/or evaluate programs in order to efficiently and effectively assist all children to improve their social behaviors with peers at school. The sample included 400 children ranging in age from 4 to 8 years old, and 24 teachers from 22 different schools. Six percent of the children had a known history of maltreatment. Multiple methods of ratings and nominations were used and both children and teachers provided information on peer relationships. Teachers reported children’s physical and verbal aggression, and withdrawn or positive social behavior. Limitations are discussed. Tables, reference
Main Term(s): Acting out behavior; Behavior modification; Behavior patterns; Peer influences on behavior; Problem behavior
Index Term(s): Child abuse as delinquency factor; Early intervention; Elementary school education; Family intervention programs; Intervention
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=242713

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