The Development of Dissociation in Maltreated Preschool-Aged Children  

Oleh:

Cicchetti, Dante ; Toth, Sheree L. ; Macfie, Jenny

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Development and Psychopathology vol. 13 no. 2 (2001), page 233-254.
Topik: development; maltreated; preschool - aged children; dissociation; development
Fulltext: 233.pdf (193.79KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: DD21.3 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Dissociation reflects disruptions in the integration of memories, perception, and identity in to a coherent sense of self, and may develop following childhood maltreatment. The preschool years were identified as an important period for the development of dissociation. However, prior research has not examined the development of dissociation during this time. In order to address this gap, evidence of dissociation in 45 maltreated children, assessed for sexual abuse, physical abuse and neglect, was compared with dissociation in 33 nonmaltreated children. Rather than depend on adult observer reports of behaviour, the study sought to gaina n uderstanding of dissociation from the child's own point of view. Because self - reports have limitations with such young children, a measure of dissociation evidenced in children's narrative story - stem completions was utilized. Maltreated children, especially physicaly abused children and sexually abused children, demonstrated more dissociation than did nonmaltreated children. Moreover, during the preschool period maltreated and nonmaltreated children followed different trajectories such that dissociation increased for maltreated children but did not do so for nonmaltreated chilren. Findings suggest that although the self is normatively integrated during the preschool period, it becomes increasingly fragmented for some maltreated children. Results are discussed in terms of cascading effects of maltreatement throughout development, and the importance of developmentally sensitive intervention.

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