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Cognitive and emotional differences in young maltreated children: A translational application of dynamic skill theory

Published online by Cambridge University Press:  09 August 2006

CATHERINE C. AYOUB ,
ERIN O'CONNOR ,
GABRIELLE RAPPOLT-SCHLICHTMANN ,
KURT W. FISCHER ,
FRED A. ROGOSCH ,
SHEREE L. TOTH  and
DANTE CICCHETTI
CATHERINE C. AYOUB
Affiliation:
Harvard> Graduate School of Education Harvard> Medical School
ERIN O'CONNOR
Affiliation:
Harvard> Graduate School of Education Steinhardt School of Education, New York University
GABRIELLE RAPPOLT-SCHLICHTMANN
Affiliation:
Harvard> Graduate School of Education
KURT W. FISCHER
Affiliation:
Harvard> Graduate School of Education
FRED A. ROGOSCH
Affiliation:
Mt. Hope Family Center, University of Rochester
SHEREE L. TOTH
Affiliation:
Mt. Hope Family Center, University of Rochester
DANTE CICCHETTI
Affiliation:
Mt. Hope Family Center, University of Rochester Institute of Child Development, University of Minnesota
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Abstract

Through a translational approach, dynamic skill theory enhances the understanding of the variation in the behavioral and cognitive presentations of a high-risk population—maltreated children. Two studies illustrate the application of normative developmental constructs from a dynamic skills perspective to samples of young maltreated and nonmaltreated children. Each study examines the emotional and cognitive development of maltreated children with attention to their developing world view or negativity bias and cognitive skills. Across both studies, maltreated children demonstrate negativity bias when compared to their nonmaltreated counterparts. Cognitive complexity demonstrated by the maltreated children is dependent upon a positive or negative context. Positive problem solving is more difficult for maltreated children when compared to their nonmaltreated counterparts. Differences by maltreatment type, severity, timing of the abuse, and identity of the perpetrator are also delineated, and variation in the resulting developmental trajectories in each case is explored. This translation of dynamic skill theory, as applied to maltreated children, enhances our basic understanding of their functioning, clarifies the nature of their developmental differences, and underscores the need for early intervention.This research was supported by grants from the National Institute of Mental Health, the Roche Relief Fund, the Spencer Foundation, and the Spunk Fund, Inc. We are especially grateful to Tracy McCabe and Pamela Raya for their assistance and to the child and families who participated in these investigations.

Type
Research Article
Information
Development and Psychopathology , Volume 18 , Issue 3 , September 2006 , pp. 679 - 706
Copyright
© 2006 Cambridge University Press

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