Literature review paper

Spann, M. N., Mayes, L. C., Kalmar, J. H., Guiney, J., Womer, F. Y., Pittman, B., . . . Blumberg, H. P. (2012). Childhood abuse and neglect and cognitive flexibility in adolescents. Child Neuropsychology, 18(2), 182-189. http://dx.doi.org/10.1080/09297049.2011.595400

Abstract: “Childhood maltreatment (CM) has been associated with diminished executive functioning in chil- dren and adults; however, there is a relative paucity of study of executive function in adolescents exposed to CM. Yet, executive dysfunction in adolescence may have important adverse consequences including increased vulnerability to risky behaviors and impaired school functioning. This study inves- tigates the relationship between self-reported CM and an executive function, cognitive flexibility, in adolescents without identified psychiatric disorders. Effects of physical and emotional, abuse and neglect, maltreatment subtypes were explored. Thirty adolescents ages 12–17 years, 50% females, completed the retrospective self-report Childhood Trauma Questionnaire (CTQ) and were admin- istered the Wisconsin Card Sorting Test (WCST). Correlational analyses assessed the relationship between WCST perseverative error scores norm-referenced for age and education with CTQ total scores. The relationship with nonperseverative errors, as well as with physical and emotional abuse and neglect CM subscores, were explored. Total CTQ scores showed significant associations with perseverative errors on the WCST, but not with nonperseverative errors. Significant associations with perseverative errors were seen for physical abuse and physical neglect among the CTQ subscales. The results suggest both physical abuse and physical neglect are associated with diminished cogni- tive flexibility in adolescents. These effects were detected in adolescents without identified psychiatric diagnoses suggesting the importance of considering executive dysfunction in adolescents exposed to CM who may not meet diagnostic criteria for an Axis I disorder and that tests of perseverative errors, such as those of the WCST, may be sensitive indicators of this dysfunction. “

Even though most people are not scientists or people with degrees, most of us, parents and adults, know that child development is very important during the young ages and this is where they learn right from wrong, manners and how to handle our emotions. If we are upset, we can teach children that it is ok to feel that, and we should take a moment to gather ourself before we play with others and not take it out on the person whom they have become upset with.

As adults we know that children are “sponges,” in the fact that they are developing and learning behaviors and how to deal with emotions as they grow, and we don’t have to be scientists or doctors to tell us that. A young child development is so important in the young child up to adolescent stages and if any trauma such as child abuse, neglect or maltreatment is done during those sensitive years, it could affect the individual all the way into adulthood. The study is to understand the associations between executive functions and the child neglect/abuse. A study conducted with female children with Post Traumatic Stress Disorder had been sexually assaulted showed cognitive interference (Spann, et al., 2012). Boys, who had been abused, also showed some learning hardships. This shows an association between abuse and cognitive development in children. The developmental stages are so sensitive in children that any trauma can affect the change of how the brain, but child abuse, neglect and maltreatment is very impactful on cognitive development. (word count: 257)

Teisl, M., & Cicchetti, D. (2008). Physcial abuse, cognitive and emotional processes and agressive/disruptive behavior problems. Social Development, 17(1), 1-23. doi: 10.1111/j.1467-9507.2007.00412.x

Abstract: “ Cognitive and emotional processes were examined in maltreated children with a history of physical abuse (n = 76), children with a history of maltreatment other than physical abuse (i.e., sexual abuse, physical neglect, and emotional maltreatment; n = 91), and a group of non-maltreated comparison children (N = 100). Physical abuse was associated with errors in cue interpretation, easy access to aggressive responses to conflict, and poor emotion regulation. In turn, maladaptive cognitive and emotional processes made unique contributions to explaining the relationship between physical abuse and peer nominations of aggression and disruptive behavior. Maltreated children who had not been physically abused evidenced a trend toward cognitive and emotional maladaptation, but only poor emotion regulation accounted for aggression and disruptive behavior in these children. The findings emphasize the importance of considering multiple domains of development in efforts to understand how varying forms of child maltreatment contribute to later maladjustment.”

We are taught to process our emotions at an early age and as we develop and are provided with “tools” to adjust on how to process our emotions we continue to use those resources throughout our adulthood. If a child is maltreated and during the development stages and not provided the resources on how to handle emotional distress, especially anger, that emotion can possibly affect the individual into adulthood. Research has shown cognitive functioning in maltreated children show deviations in processing social information similar to those deviations in aggressive children (Teisl & Cicchetti, 2008). Anger and aggressive behavior can come from children who have been abused at a young age. Aggressive behavior can come from a child who has been physically abused. The study is to link the information that physical abuse and maltreated children have a connection to aggressive behavior and disruptiveness during the cognitive development stages. Children who endure such physical abuse can possibly carry the traumatic events into adulthood, which can lead to other difficulties in life, such as not being able to hold friendship because they believe they are being targeted negatively by others. They can become anti-social, become hostile themselves, or become a delinquent of society. (word count: 201