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Related Concept Videos

Conduct Disorder01:28

Conduct Disorder

Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
Bullying02:04

Bullying

A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is bullying.
Group Design02:01

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Parenting Styles01:27

Parenting Styles

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Related Experiment Video

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An Experimental Analysis of Children's Ability to Provide a False Report about a Crime
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Published on: May 3, 2016

Childhood Verbal Abuse: Expert-Informed Delphi Consensus on Definition and Actions.

Elizabeth Li1,2, Reilly Bugden3, Kumayl Khamisa4

  • 1Department of Psychology and Human Development, University College London, London, United Kingdom.

Child Maltreatment
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Summary

Childhood verbal abuse lacks a clear definition, hindering its recognition and prevention. This study established a consensus definition and framework, including subtle and digital abuse, to improve safeguarding across systems.

Keywords:
Delphiemotional abuseexpert consensuslived experienceparent-child communication

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Area of Science:

  • Child Psychology
  • Social Work
  • Education Policy

Background:

  • Existing psychological maltreatment frameworks acknowledge verbal aggression but lack a distinct construct for childhood verbal abuse.
  • Inconsistent operationalization leads to wide prevalence estimate variations (18%-92%), complicating recognition and response.
  • Need for a standardized definition to address subtle, digital, and indirect forms of abuse.

Purpose of the Study:

  • To establish a consensus-based definition and framework for childhood verbal abuse.
  • To integrate lived experience perspectives with expert knowledge for a comprehensive understanding.
  • To provide a foundation for improved identification, prevention, and policy development.

Main Methods:

  • Systematic review of 275 sources combined with expert consultation.
  • A six-round Delphi process involving 21 experts from child health, education, and social care.
  • Consensus achieved on definitional components, abusive behaviors, impacts, stakeholders, and actions.

Main Results:

  • Endorsed 27 definitional components, 46 abusive behaviors, and 45 recognized impacts.
  • Identified 29 stakeholder groups and 19 recommended actions, prioritizing public awareness, parent education, and teacher training.
  • Included subtle, digital, and indirect forms of abuse in the consensus definition.

Conclusions:

  • A structured, multidisciplinary consensus definition and framework for childhood verbal abuse has been developed.
  • This framework complements existing psychological maltreatment models and aids in identification and prevention.
  • Recommendations prioritize public awareness, parent education, and teacher training for effective safeguarding.