In a sample of 578 children assessed in kindergarten through the eighth grade, we used
growth modeling to determine the basic developmental trajectories of mother-reported and
teacher-reported externalizing and internalizing behaviors for three physical maltreatment groups
of children—early-harmed (prior to age 5 years), later-harmed (age 5 years and over), and
nonharmed—controlling for SES and gender. Results demonstrated that the earlier children
experienced harsh physical treatment by significant adults, the more likely they were to experience
adjustment problems in early adolescence. Over multiple domains, early physical maltreatment
was related to more negative sequelae than the same type of maltreatment occurring at later
periods. In addition, the fitted growth models revealed that the early-harmed group exhibited
somewhat higher initial levels of teacher-reported externalizing problems in kindergarten and
significantly different rates of change in these problem behaviors than other children. as reported
by mothers over the 9 years of this study. The early-harmed children were also seen by teachers,
in kindergarten, as exhibiting higher levels of internalizing behaviors. The later-harmed children
were seen by their teachers as increasing their externalizing problem behaviors more rapidly over
the 9 years than did the early- or nonharmed children. These findings indicate that the timing of
maltreatment is a salient factor in examining the developmental effects of physical harm.
Eighty‐seven parents and primary caregivers of children aged 10 years or younger participated in a study examining the effects of the ACT Raising Safe Kids program on children's behavior. It was hypothesized that children of caregivers who complete ACT‐RSK would demonstrate reduced behavior problems compared to children of caregivers in a treatment‐as‐usual comparison group. Results indicated that the behavior of children of treated caregivers improved significantly more than comparisons on a measure of conduct problems. Although further research is needed, these results suggest that ACT‐RSK may contribute to the prevention of behavior problems in early childhood.
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