Suchergebnisse

Previous research suggests a curvilinear relationship between child disability and physical abuse, with children with mild impairments at greater risk than both children with severe impairments and superior functioning. Using a national probability sample of families investigated for maltreatment (N = 1675), this study tested for both linear and curvilinear relationships of child functioning to parental physical assault. Linear relationships were found between problem behaviors and minor and severe assault, and between social skills and minor assault: the more impaired the level of child functioning, the greater the risk. Curvilinear relationships were found in which children with mildly impaired or average language skills were at greater risk for minor assault than both children with severe impairment or above average and superior skills. Children with superior daily-living skills were at lower risk for severe assault than all other children. Implications for understanding processes underlying parental physical assault of children with impairments are discussed.

Although children with a learning disability (LD) are at an increased risk of sexual abuse, it is unclear whether conditions specific to their impairment are associated with sexual assault or if risk derives from other comorbid conditions such as behavioral problems, social skill deficits, or loneliness. Using a national probability study of child maltreatment investigations in the United States ( n = 2,033), we hypothesized that children over the age of 4 with a LD are target congruent to a sexual perpetrator. Seven percent of children were identified as having a LD, and the odds of a sexual abuse allegation was 2.5 times greater for children with a LD relative to children without a LD regardless of confounders. Further, type and severity of assaults varied by group: over 3 times more children with a LD experienced digital or oral copulation compared to those without a LD. Results suggest that children with LDs may require tailored prevention efforts to protect them from sexual abuse.

AbstractAlthough it is well established that daily routines are important for family well‐being, very little research has been done on how foster parents establish and integrate new foster children into family routines. We used a mixed‐methods, cross‐sectional design, focused on qualitative results to explore how foster parents utilize routines. Twenty‐three foster parents were recruited from a private child welfare agency in a large city in the United States. Surveys were administered to obtain demographic information, overall home atmosphere, and the importance and prevalence of different routines, including mealtimes and sleep schedules. Nine foster parents received a semistructured interview with open‐ended questions. Foster parents reported that routines such as bedtimes, mealtimes, chores, and homework were essential to family well‐being. Because both parents and children had to adjust to living together in an intimate family environment, it was important to establish routines quickly. Foster parents modified routines depending on their child's needs. Along with typical family routines, foster parents reported additional tasks, such as visits with biological parents, meetings with caseworkers, and trainings that affected their family schedule. Results imply that training foster care workers and foster parents about routines can engender stability and emotional belonging for children.