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Understanding Risk and Protective Factors in Child Maltreatment
- 1. UNDERSTANDING RISK AND PROTECTIVE FACTORS 1999 Wolfe, David A. Child Abuse (2 nd Edition): Implications for Child Development and Psychopathology. 2007 Miller-Perrin, Cindy L. & Perrin, Robin. Child Maltreatment: An introduction
Notas do Editor
- Day 3 Summer Session
- Learning experiences in childhood and young adulthood increase the likelihood of creating a predisposition toward aggressive behavior. History of abuse or family violence, social learning of aggression (individual) Neighborhood violence (exosystem) Local or family culture of physical punishment (exosystem) Societal violence and acceptance of physical punishment of children (macrosystem) Effects of the level of stress and the level of internal tolerance/coping combine to disinhibit anger and aggression.
- As the abusive process moves into Stage 2, the parent’s previous attempts or methods of managing life stress and child behavior begin to fail significantly in their effectiveness. Stress coping strategies become increasingly negative (excessive alcohol or drug usage, frequent moves, harsh punishment of children) and the parent begins to feel that he or she is losing control over the child, other family members, and related aspects of his or her life. At this point the risk of an abusive incident rises sharply. Factors that increase the likelihood of abuse now are: Mood – a parent’s previous mood of distress and anger toward the child is recalled by the child’s current behavior, leading to an overgeneralized (more angry and aggressive) response. Transfer of Arousal – an abusive parent may become angered and aroused by a previous encounter with someone else (in the exosystem possibly or the microsystem of the family), which lowers his or her threshold for anger and aggression with family members. Negative arousal interferes with rational problem solving and reduces one’s ability to control aggressive or excessive reactions (Vasta, 1982) Protective factors at this point include cognitive-behavioral processes of accurate attribution for the arousal and awareness of alternative, nonabusive responses. During Stage 2 of the development of abusive behavior, the parent begins to view familiar, difficult interactions with the child as being ‘out of control’ and as a deliberate attempt to defy the parent’s authority. Even when the child is relatively compliant and well-mannered, the parent may feel arousal and perceive the child’s crying or fussing to seek attention or assistance, as a deliberate provocation.
- Stage 3: In Stage 3, a chronic and escalating pattern of anger and abusive behavior become established. A habitual pattern of stress, arousal, and overgeneralized responses to the child and other significant persons becomes entrenched. Feelings of hopelessness and helplessness surface from repeated failure and frustration. The parent believes that everything will rapidly disintegrate if the loosen the grip that keeps them in tenuous control of the stress in their lives. Also by this time, some children habituate to punishment. The cycle continues negatively as the parent feels the need to increase the intensity of the punishment to maintain strict control; the child avoids the parent and is susceptible to emotional and physical harm; and the child fails to learn the behavior the parent desires.