Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

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.
Punishment01:27

Punishment

Negative reinforcement and punishment are often confused but serve distinct functions in behavior modification. Reinforcement, whether positive or negative, increases the likelihood of a desired behavior, while punishment decreases it.
Punishment can be positive or negative. Positive punishment involves adding an undesirable stimulus, such as scolding, to decrease a behavior. Negative punishment involves removing a desirable stimulus, such as taking away a favorite toy, to decrease behavior.
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
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...
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;...
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.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Trauma-related symptomatology among children of parents victimized by urban community violence.

The American journal of orthopsychiatry·2000
Same author

Screening of substance abuse in public welfare and child protective service clients: a comparative study of rapid assessment instruments vs. the SASSI.

Journal of addictive diseases·1999
Same author

The acquisition of life skills through adventure-based activities and programs: a review of the literature.

Adolescence·1997
Same author

Family functioning in neglectful families.

Child abuse & neglect·1996
Same author

The relationship between social support and health status of elderly people: does social support slow down physical and functional deterioration?

Social work research·1996
Same author

Euthanasia and physician assisted suicide; a social work update.

Social work in health care·1996

Related Experiment Video

Updated: Jul 21, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Maltreatment and the school-aged child: school performance consequences

P D Kurtz1, J M Gaudin, J S Wodarski

  • 1School of Social Work, University of Georgia, Athens 30602.

Child Abuse & Neglect
|September 1, 1993
PubMed
Summary

Physically abused school-age children exhibit severe academic and socioemotional issues. Neglected children show academic delays but similar socioemotional development compared to non-maltreated peers, with both groups displaying adaptive strengths.

More Related Videos

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Chronic Social Defeat Stress in Early Adolescent Male Mice
07:06

Chronic Social Defeat Stress in Early Adolescent Male Mice

Published on: January 24, 2025

Related Experiment Videos

Last Updated: Jul 21, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Chronic Social Defeat Stress in Early Adolescent Male Mice
07:06

Chronic Social Defeat Stress in Early Adolescent Male Mice

Published on: January 24, 2025

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Pediatric Health

Background:

  • Previous research on child abuse and neglect predominantly focused on younger children.
  • Limited data exists on the long-term effects of abuse and neglect in school-aged children and adolescents.

Purpose of the Study:

  • To investigate the academic, social-emotional, and adaptive behavioral impacts of physical abuse and neglect in school-aged children and adolescents.
  • To compare the outcomes of physically abused children and neglected children with a non-maltreated control group.

Main Methods:

  • A multi-modal, multi-source assessment was conducted on 139 school-age and adolescent participants.
  • Data collection included parent and child interviews, teacher ratings, and school records.
  • Socioeconomic status was statistically controlled for in the analysis.

Main Results:

  • Physically abused children demonstrated pervasive and severe academic and socioemotional problems.
  • Neglected children exhibited significant academic delays but showed comparable socioemotional development to the control group.
  • Both physically abused and neglected children displayed unexpected strengths in adaptive behaviors.

Conclusions:

  • Child maltreatment, including physical abuse and neglect, has significant detrimental effects on academic performance in school-aged children.
  • While neglect impacts academic progress, physical abuse presents a broader range of socioemotional and academic challenges.
  • Despite challenges, maltreated children can exhibit resilience and strengths in adaptive functioning.