Effects Of Child Abuse

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The capacity to form and maintain relationships is one of the most important properties of mankind. Such relationships are needed for basic survival, Maslow's Hierarchy of needs, like such things as love, work and families. These basic things become hard to accept and become painful in relationships with a distance member. Within an emotional relationship, whether it be work or love one is bonded with people, and, therefore, forming a bond is a necessary ability. Even though all side effects of child abuse are a serious concern, research has narrowed down a few areas where the effects of child abuse can be seen. According to Dr. Bruce Perry, a neurobiologist and authority on brain development and children in crisis, “The systems in the human brain that allow us to create and maintain emotional relationships develop during infancy and the first years of life…With severe emotional neglect in early childhood, the impact can be devastating.” (Prevent Child Abuse and Neglect in Pennsylvania: A Report on In-Home Parent Coaching Fight Crime: Invest in Kids Pennsylvania, 2006) Experiences during the vulnerable years of life are very essential to shaping the capacity to form bonds that are healthy. Adults who were abused as children exhibit a wide range of psychological and interpersonal problems relative to those without an abuse history. (Assessing Psychological Trauma and PTSD, Pg 538). Many research studies have pursued an explanation for these psychological effects with hopes of preventing these effects in the future. Dr. Romanowicz (2009) utilized data from many different test subjects to examine whether or not the length of the child abuse, influenced if a child would later have difficulties forming bonds. (Nauert, R. (2009). ...

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...ural and emotional problems throughout a child’s life suggests that abuse leads to academic stress and performance problems. Many studies looking at both abused children and non-abused children have shown that abused children rank lower in terms of marks. Analysis suggested that maltreatment effects are moderated by cognitive deficits related to attention problems. (Slade, E., & Wissow, L. 2014). On average, children who are maltreated receive lower ratings of performance from their school teachers, score lower on cognitive assessments and standardized tests of academic achievement, obtain lower grades, and get suspended from school and retained in grade more frequently (Erickson, Egeland, & Pianta, 1989; Eckenrode, Laird, & Doris, 1993; Kurtz, Gaudin, Wodarski, & Howing, 1993; Kendall-Tackett & Eckenrode, 1996; Rowe & Eckenrode, 1999; Shonk & Cicchetti, 2001).

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