Depressive symptoms among physically abused and psychiatrically disturbed children.

Examined the relation of physical abuse and depressive symptoms among 79 6–13 yr old child psychiatric inpatients. Childhood depression, hopelessness, and self-esteem were assessed through questionnaire or interview measures administered to the children. 79 25–52 yr old mothers or maternal guardians also completed measures to evaluate their children's dysfunction. As predicted, the 33 physically abused children, compared with the 46 nonphysically abused patient controls, evinced significantly lower self-esteem and greater depression and negative expectations toward their futures. Among abused children, those with both past and current abuse showed more severe symptoms of depression that did those with either past or current abuse only. The differences in depressive symptoms between abused and nonabused children could not be accounted for by differences in child psychiatric diagnosis, age, race, gender, IQ, or severity of psychopathology or parent psychiatric diagnoses, marital, or SES. Results suggest that physical abuse, at least for a psychiatric patient sample, is related to symptoms of depression. The possible basis for this relation and the treatment implications are discussed. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selective attention to facial emotion in physically abused children.

The ability to allocate attention to emotional cues in the enviromnent is an important feature of adaptive self-regulation. Existing data suggest that physically abused children overattend to angry expressions, but the attentional mechanisms underlying such behavior are unknown. The authors tested 8-11-year-old physically abused children to determine whether they displayed specific information-processing problems in a selective attention paradigm using emotional faces as cues. Physically abused children demonstrated delayed disengagement when angry faces served as invalid cues. Abused children also demonstrated increased attentional benefits on valid angry trials. Results are discussed in terms of the influence of early adverse experience on children's selective attention to threat-related signals as a mechanism in the development of psychopathology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexually and physically abused foster care children and posttraumatic stress disorder.

Considerable debate exists regarding the possible relationship between child abuse and posttraumatic stress disorder (PTSD). In this study, 3 groups of foster care children were compared. The groups included 50 sexually abused, 50 physically abused, and 50 nonabused foster care children. Participants completed the Child Post-Traumatic Stress Reaction Index, the Childhood PTSD Interview, and the Modified Stroop Procedure (MSP), which included sexual abuse and nonsexual abuse stimuli. The MSP has not been previously used in child abuse research. Results indicated that sexually and physically abused children demonstrated PTSD at a high level. The MSP discriminated between the sexually abused children with PTSD and those without PTSD. Responses to the MSP sexual abuse stimuli resulted in significantly longer color-naming times than responses to nonsexual abuse stimuli. Preadolescents demonstrated more severe PTSD than early adolescent children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive and neuropsychological characteristics of physically aggressive boys.

Cognitive–neuropsychological tests were given to adolescent boys (N?=?177) to investigate processes associated with physical aggression. Factor analysis yielded 4 factors representing verbal learning, incidental spatial learning, tactile–lateral ability, and executive functions. Physical aggression was assessed at ages 6, 10, 11, and 12, and 3 groups were created: stable aggressive, unstable aggressive, and nonaggressive. The authors found main effects for only the executive functions factor even when other factors were used as additional covariates in a step-down analysis; nonaggressive boys performed better than stable and unstable aggressive boys. The covariates family adversity and anxiety were both related only to the verbal learning factor. This study highlights the importance of deficits in executive function in the expression of physical aggression relative to other cognitive–neuropsychological functions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maladaptive development of school-aged, physically abused children: Relationships with the child-rearing context.

Examined the development of school-aged, physically abused children and the relationship of this development to the childrearing beliefs and practices of the abusive parents. The sample consisted of 29 physically abused children (aged 4–11 yrs) and their parents and a comparison group of 29 families matched on age, race, and gender of the child and family SES. A multimethod approach including interviews, standardized tests, Q sorts, parent record-keeping, and structured observation was used to assess the cognitive, social, and physical competence and behavior problems of the children and the childrearing context of the homes. The abused children had poorer cognitive maturity, interpersonal problem-solving skills, and social competence and many more behavior problems than the comparison children. In some instances, aspects of the childrearing context were stronger predictors of the children's development than was abuse group membership. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Those who broke the cycle: Therapy with nonabusive adults who were physically abused as children.

Based on observations of 10 nonabusive adults who were physically abused as children, it is contended that these Ss differ from abusive adults who were abused as children in significant ways. It is recommended that abused children receive intensive therapy either at the time that the abuse is discovered or at a developmentally more appropriate stage to block persistence of symptoms into adulthood. It is suggested that these nonabusive adults present a constellation of symptoms that may not be recognized as posttraumatic stress syndrome. For both the abused child and the adult a highly interactive course of therapy is recommended, during which the major goal is reparenting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reattachment therapy: Intervention with the very young physically abused child.

Describes the role of disruption of the parent–infant attachment in the etiology of child abuse in very young children. A treatment model is presented, using the case of a 4-yr-old female victim of child abuse to illustrate the treatment's 2 overlapping phases. First, a substitute bond between the therapist and child is established in order to ameliorate developmental lesions spurred by the abuse and to restore normal growth processes. The child's behavior and appearance are then shaped to make him/her a more attractive attachment object, thereby stimulating reattachment with the original caretaker and inhibiting aggression by the parent. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treatment of sexually abused children and adolescents.

The authors review research demonstrating the variable effects of childhood sexual abuse, the need for intervention, and the effectiveness of available treatment models. The well-controlled treatment-outcome studies reviewed do not focus on sensationalistic fringe treatments that treat sexually abused children as a special class of patients. Instead, studies demonstrate empirical evidence for extending and modifying treatment models from mainstream clinical child psychology to sexually abused children. The authors propose a continuum of interventions to meet the needs of this heterogeneous group. Interventions range from psychoeducation, prevention, and screening, to short-term, abuse focused cognitive-behavioral therapy with family involvement, to more comprehensive long-term plans for multiproblem cases. Last discussed are gaps in the research and suggestions for future research to address the pressing dilemmas faced by clinicians and policymakers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive, adaptive, and behavioral characteristics of Williams syndrome

The difference of morphological injury between rabbit aorta and pulmonary artery was compared after the animal was exposed to the altitude 5 km (PO2 = 10.8 kPa) for 24 h. Hypoxia caused subendothelial edema, increased vacuoles and injured mitochondria and endoplasmic reticulums in both kinds of endothelial cells. The impairment of pulmonary artery was obviously more severe than aorta and its smooth muscle cells were also affected. Forthermore, the exposure increased mitochondria in pulmonary artery endothelial cells. Bubbled with a mixture air of 95% N2-5% CO2 (PO2 = 4 kPa) led to an increase of pulmonary in tension, while hypoxia to the same extent induced aorta relaxation. These results indicate that hypoxia produces the differential effects on these two kinds of vessels, providing a possible explanation for the production of hypoxic pulmonary hypertension.     

Patient-therapist interdependence: Cognitive and behavioral.

Each of 7 patients saw each of 4 therapists twice. After each session, therapists rated how they thought the patient and therapists should behave during psychotherapy. In addition, these patient and therapist behaviors were independently rated from tapes of the meetings. A balanced 4 * 7 design was utilized. Behavior rating data indicate that therapists are more influenced by patients than patients are by therapists. Comparisons of questionnaire and behavior rating data indicate that differences among therapists are more evident in how therapists think than in how they or patients behave. Implications for understanding the different roles of the psychotherapist are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The social cognitive development of abused children.

Previous research on the impact of parental abuse on child development has typically been skewed to the more seriously injured or most socially disadvantaged families. The few studies attending to psychological consequences of abuse have further been limited by a failure to control for potentially confounding intellectual or demographic factors and have been too general in approach to provide effective guidelines for differential diagnosis, treatment, or theory building. The present study compared the social cognitive styles of 17 abused children and 16 controls (mean age 7 yrs 6 mo) and found differences in perceived locus of control of social events and social role comprehensions. Similar trends emerged in perspective-taking skills and social sensitivity. These alternative social cognitions could not be attributed to IQ or class disparities between groups. Implications for treatment and as a theoretical model for understanding the intergenerational nature of abuse are discussed. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Play therapy behaviors of sexually abused children.

Examined the question of whether there are specific play therapy behaviors associated with children who have been sexually abused, and whether these behaviors differ by sex and age of the children. A survey instrument was developed which listed 140 play therapy behaviors. 21 play therapists participated in a field test to establish external validity. 249 play therapists were also surveyed to identify professionals who provide play therapy. Analysis identified highly interrelated play therapy behaviors of sexually abused girls and boys from ages 3–10 yrs. Suggested use of the play therapy behaviors include assessments to detect sexual abuse and recommendations for child placement and/or court testimony. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics of women physically abused by their spouses and who seek treatment regarding marital conflict.

Abused women (23 physically vs 25 marital discordant nonabused) reported significantly more fear of their spouses and reported that their spouses were significantly more coercive and psychologically aggressive than women in the 2 matched nonabused groups. Abused women did not report higher rates of abuse as a child, nor did they report higher rates of past psychopathology than women in the nonabused groups. However, abused women and nonabused discordant women reported higher rates of emotional abuse in childhood than maritally satisfied nonabused women. Result suggests that childhood abuse and a history of depression may be risk factors for women in abusive and nonabusive discordant relationships. Abused women reported higher rates of posttraumatic stress disorder than women in the discordant-only and community control groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive–behavioral group therapy for bereaved adults and children following an air disaster.

On September 8, 1994, USAir Flight 427 from Chicago crashed on its descent to the Pittsburgh International Airport. All 132 passengers and crew were killed. This crash was unique in that more than 80% of the victims were residents of the greater Pittsburgh area. In this regard, the need for professional intervention became vital. Group intervention allowed the professionals to promptly serve a large number of affected families. It was hypothesized that the group experience would lead to bonding and support that would persist beyond the time limits of the group. A group-based intervention program for adult and child survivors is described, including its administrative structure, therapeutic objectives and interventions, and group process. A direct outcome of this group was the establishment of The USAir Flight 427 Disaster Support League and, subsequently, the development of the National Air Disaster Alliance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive and behavioral distancing from the poor.

The author argues that distancing is the dominant response to poor people on the part of those who are not poor and that distancing, separation, exclusion, and devaluing operationally define discrimination. Such responses, together with stereotypes and prejudice, define classism. The article focuses on classism in the United States. Classism is examined in the context of theoretical propositions about the moral exclusion of stigmatized others and is illustrated by cognitive distancing, institutional distancing (in education, housing, health care, legal assistance, politics, and public policy), and interpersonal distancing. The adoption of the Resolution on Poverty and Socioeconomic Status by the American Psychological Association Council of Representatives in August 2000 is cited as an important step in the direction of eliminating the invisibility of low-income persons in psychological research and theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive and behavioral therapy for musical-performance anxiety.

Compared the efficiency of cognitive-behavioral therapy, emphasizing self-instruction and attention-focusing techniques, with behavior rehearsal and with a waiting-list control in the treatment of debilitating musical-performance anxiety. Ss were 53 pianists (aged 12–53 yrs old) who experienced extreme anxiety in performing situations. Therapy sessions were conducted over a 3-wk period; Ss met 3 times in small groups for 1?–2 hrs and also completed homework assignments. Self-report (e.g., Subjective Stress Scale, Expectations of Personal Efficacy Scale for Musicians), behavioral, and physiological indexes of anxiety were collected at baseline, treatment termination, and follow-up intervals. Multivariate analyses indicated that both the cognitive-behavioral therapy and behavior-rehearsal programs were effective in reducing musical-performance anxiety in comparison to the control condition at the follow-up assessment, although there were no differences among groups at treatment termination. Cognitive therapy was more effective than the behavior-rehearsal program on several measures. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Humor preferences in normal and physically handicapped children.

This study investigated the relationship of motor disabilities and humor ratings of activity and nonactivity cartoons by poliomyelitis, cerebral palsy, and normal children. Poliomyelitis children rated activity cartoons as funnier than nonactivity cartoons. They also rated activity cartoons higher than did cerebral palsy or normal children, and nonactivity cartoons lower than did cerebral palsy children. These differences could not be explained on the basis of age of affliction or motor patterns of the particular disabilities involved. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive and behavioral disturbances as epileptic manifestations in children: an overview

Some childhood epilepsies or epileptic syndromes have a direct impact on cognition and/or behavior. Stagnation or regression in development, learning arrest or marked fluctuations in cognitive abilities and behavior can present the symptoms. The problems of diagnosis and evaluation of these situations which differ from those encountered in "classical" epilepsies are discussed in this paper. Cognitive and behavioral disturbances are treated together in this discussion without further qualification although it is fully acknowledged that it is a gross oversimplification. This term indicates that either one or the other or both can occur as a primary direct effect of epilepsy.     

Attribution-based treatment of self-blame and helplessness in sexually abused children.

Reviews a number of attributional distinctions within the concepts of self-blame and helplessness that can be utilized in treatment planning for sexually abused children to make possible simultaneous reduction of guilt and powerlessness. Adaptive and maladaptive subtypes of self-blame and helplessness are separated, often based on their implications for past vs future control. Recommendations are presented for phrasing attributional interventions in language understandable to young children. The formulation is also applied to work on children's ambivalent feelings toward perpetrators and non-offending parents. The role of client education as a therapeutic technique is emphasized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)