No abstract

Background This investigation addresses whether there are differences in the form and content of autobiographical memory recall as a function of maltreatment, and examines the roles of self-system functioning and psychopathology in autobiographical memory processes. Methods Autobiographical memory for positive and negative nontraumatic events was evaluated among abused, neglected, and nonmaltreated school-aged children. Results Abused children’s memories were more overgeneral and contained more negative self-representations than did those of the nonmaltreated children. Negative self-representations and depression were significantly related to overgeneral memory, but did not mediate the relation between abuse and overgeneral memory. Conclusions The meaning of these findings for models of memory and for the development of overgenerality is emphasized. Moreover, the clinical implications of the current research are discussed.

No abstract

Objective In the current study, the effects of training maltreating parents and their preschool-aged children in elaborative and emotion-rich reminiscing were examined. Method 44 parent-child dyads were randomly assigned to a training (reminiscing) or wait-list (control) condition. All participating parents had substantiated maltreatment and were involved with the Department of Child Services at the time of enrollment. Children were 3–6 years old (M = 4.88, SD = .99) and living in the custody of the participating parent. Dyads in the reminiscing condition received four, weekly, in-home sessions in elaborative and emotion rich reminiscing. Results At a follow-up assessment, maltreating parents in the reminiscing condition provided more high-elaborative utterances, references to children’s negative emotions, and explanations of children’s emotion during reminiscing than did parents in the control condition. Children in the reminiscing condition had richer memory recall and made more emotion references than did children in the control condition during reminiscing with their mothers, but not with an experimenter. Conclusion The findings suggest that maltreating parents can be taught elaborative and emotion-rich reminiscing skills, with benefits for child cognitive and emotional development. The potential clinical utility of a reminiscing-based training for maltreating families with young children is discussed.