Sexual Abuse in the Preschool Years: Blending Ideas from Object Relations Theory, Ego Psychology, and Biology

Abstract

This paper uses concepts from relational psychodynamic theories and findings from neurobiology to conceptualize a young child's experience of sexual abuse. Selected developmental tasks are discussed using an integrated theoretical framework. Literature which highlights the importance of the child's environment is reviewed. A case of a sexually abused 5-year-old girl demonstrates consequences of sexual abuse using ideas from psychodynamic theories and neurobiology. It is recommended that social work practitioners expand on the biology domain when conducting a bio-psycho-social assessment. Social work students may benefit from additional content on biology in social work curricula.

Madness and defence: Interventions with sexually abused children in a low-income South African community

“…A history of incest is common among female runaways, alcoholics, drug addicts and psychiatric patients (Russell, 1986). Neuropsychological findings suggest that the trauma of child sexual abuse, in the absence of a buffering and ameliorating secure attachment, may have lasting neurological sequelae (Glaser, 2000;Lovett, 2007; see also Creeden, 2004;Schore, 2001aSchore, , 2001bSchore, , 2001cSchore, , 2002aSchore, , 2002bTeicher, Andersen, Polcari, Andersen, & Navalta, 2002).…”

Object relations and psychopathology among adult survivors of childhood abuse.

“…For example, when children experience caregivers who are emotionally available and responsive and provide a nurturing environment, they develop a view of themselves as competent and worthy of love and, consequently, anticipate responses from others based on their sense of self-worth. In contrast, experiences such as neglect, abuse, or early separation from caregivers are thought to result in the development of negative expectations of others and a sense of self as worthless and deserving of abuse (Blizard & Bluhm, 1994; Briere & Elliott, 1994; Fonagy et al, 2002; Kealy et al, 2011; Lovett, 2007; Zornig & Levy, 2011). Childhood maltreatment is thought to be particularly damaging because children may internalize aspects of the abusive interaction and, as a result, develop maladaptive representations of self and others that influence how they come to think about and make meaning of situations that occur in their lives (Lovett, 2007; McCluskey, 2010).…”

“…In contrast, experiences such as neglect, abuse, or early separation from caregivers are thought to result in the development of negative expectations of others and a sense of self as worthless and deserving of abuse (Blizard & Bluhm, 1994; Briere & Elliott, 1994; Fonagy et al, 2002; Kealy et al, 2011; Lovett, 2007; Zornig & Levy, 2011). Childhood maltreatment is thought to be particularly damaging because children may internalize aspects of the abusive interaction and, as a result, develop maladaptive representations of self and others that influence how they come to think about and make meaning of situations that occur in their lives (Lovett, 2007; McCluskey, 2010). In addition, these internalizations are thought to carry over and directly influence adult relationships, often resulting in dissatisfaction in intimate relationships and difficulty trusting others (Browne & Finkelhor, 1986; Colman & Widom, 2004; Kealy et al, 2011).…”