Exposure to Family Violence and Reading Level of Early Adolescents

Thompson, Richard; Whimper, Lakecia

doi:10.1080/10926771003781347

Cited by 26 publications

(30 citation statements)

References 27 publications

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“…In other studies, researchers have found exposure to domestic violence to be related to learning disabilities, developmental delays, lower IQ, and attention difficulties (Graham‐Bermann et al. ; Harris, Lieberman, and Marans ; Thompson and Whimper ; Ybarra, Wilkens, and Lieberman ). Although we did not measure these specific issues, we might expect a child with learning disabilities and developmental delays to be more likely to repeat a grade.…”

Section: Discussionmentioning

confidence: 98%

Adverse Childhood Experiences and Grade Retention in a National Sample of US Children*

Hinojosa

Bright

et al. 2019

Sociological Inquiry

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Adverse childhood experiences (ACEs) include extreme economic hardship, abuse, neglect, household and family dysfunction, and exposure to community violence. Children with ACEs are at a higher risk of developing mental, physical, and developmental disorders that can lead to difficulty in school. Using the 2012 National Survey of Children's Health, we use multivariate logistic regression to examine the association between ACEs and grade retention and the moderating effects of race/ethnicity on this relationship. Results indicate that specific ACEs are related to higher rates of grade retention (economic hardship, parental incarceration, neighborhood violence, and witnessing domestic violence). Children reporting three or more ACEs were at a significantly higher risk of grade retention compared to children with zero reported ACEs. Further, patterns differed among black children in the sample with higher numbers of ACEs not increasing retention rates for black children compared to white children. This study improves our understanding of the relationship between ACEs and grade retention, but also raises questions about differing patterns among racially and ethnically diverse student populations that warrants further study.

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Section: Discussionmentioning

confidence: 98%

Adverse Childhood Experiences and Grade Retention in a National Sample of US Children*

Hinojosa

Bright

et al. 2019

Sociological Inquiry

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“…Studies conducted in the United States have found lower reading levels among adolescents who have been exposed to IPV (Thompson and Whimper 2010), lower academic achievement in math and reading for children in elementary and middle school (Kiesel et al 2011) and lower scores on standardized tests for children ages 6 to 17 – especially for girls and children younger than 12 years old (Peek-Asa et al 2007). Among the few studies conducted in low-income countries is one for Sri Lanka, which found that children who were directly (by watching, hearing, intervening) or indirectly exposed to IPV at home (by observing maternal injuries, depression) had poor school attendance and lower academic achievement on average, as measured by exam scores (Jayasinghe et al 2009).…”

Section: Education Effects Of Intimate Partner Violence On Children Amentioning

confidence: 99%

Impact of Domestic Violence on Children’s Education in Colombia: Methodological Challenges

Assaad

Friedemann-Sánchez

Levison

2016

Violence Against Women

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This paper explores the methodological challenges of estimating the effects of intimate-partner violence (IPV) against the mother on the educational outcomes of her children. We tackle the problem of potential endogeneity and non-random selection of children into situations where they are exposed to IPV using non-parametric matching methods and parametric instrumental variable methods. Using Colombia’s 2005 DHS (N= 21,827) we find that IV and non-IV estimators produce qualitatively similar results, but at varying degrees of precision, for some of the educational outcomes but not for others. This suggests that the exogeneity of IPV to various education outcomes cannot be taken for granted and that appropriate methods need to be used to study its causal effects.

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“…Difficulties with memory, attention, and comprehension can translate into learning difficulties, both academically and in everyday decision making. Youth affected by complex trauma are at risk for low reading levels (Thompson & Whimper, 2010), decreased school attendance and achievement (Perlman & Fantuzzo, 2010), decreased academic engagement (Badenoch, 2008), and difficulties completing homework assignments (Slade & Wissow, 2007). Furthermore, a history of maltreatment in adolescents predicted lower expectations of one's own academic and employment success (Thompson et al, 2012).…”

Section: Impairment In Cognitionmentioning

confidence: 99%

Treating complex trauma in adolescents: A phase-based, integrative approach for play therapists.

Green

Myrick

2014

International Journal of Play Therapy

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Understanding the unique effects of complex trauma on adolescents, as well as identifying effective mental health treatment protocols, are critical for trauma-informed play therapists to practice competently. Recently in the literature, phase-based treatment has been one such protocol applied successfully to adolescents who experienced complex trauma (Cohen, Mannarino, & Deblinger, 2006). Furthermore, play-based approaches (integrating complex-trauma concepts, play, and empirically designed treatment protocols) have been asserted as a potentially beneficial paradigm (Drewes, 2011;Green, 2012). Therefore, the authors of this article present an original model-one that is integrative, play-based, and delineated in 3 phases-while remaining sensitive to the most current clinical implications in the trauma treatment outcome literature.

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Exposure to Family Violence and Reading Level of Early Adolescents

Cited by 26 publications

References 27 publications

Adverse Childhood Experiences and Grade Retention in a National Sample of US Children*

Adverse Childhood Experiences and Grade Retention in a National Sample of US Children*

Impact of Domestic Violence on Children’s Education in Colombia: Methodological Challenges

Treating complex trauma in adolescents: A phase-based, integrative approach for play therapists.

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