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An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E

Sheppard, William
http://rave.ohiolink.edu/etdc/view?acc_num=osu1324070702

Abstract Details

2011, Doctor of Philosophy, Ohio State University, EDU Policy and Leadership.
The impact of physical abuse on children has been heavily researched relative to their behavior and outcomes in life. Several studies have framed child abuse in terms of an ecological model and the issues surrounding the abuse (Belsky, 1980; Coohey & Braun, 1997, & Stockhammer et al., 2001). An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Discipline Practices, Family Interaction, and Family Events and Their Effects on Social Interaction and School Success is a secondary analysis of data gathered by Salzinger, Feldman and Ng-Mak (1992-1996), of their study on Social Relationships of Physically Abused Schoolchildren. This study builds on previous physically abused children’s research by framing the abuse in an ecological model and determining the role that various ecological factors that are associated with physical abuse play regarding their impact on children’s reading percentiles, math percentiles, and days absent from school. This investigation examined three research questions regarding the relationship between physical abuse and children’s reading percentiles, math percentiles, and absentee rates. The first hypothesis looked at the differences between physically abused children and nonabused children across the ecological model, and was mostly supported. The study found that on the average, physically abused children had more behavioral problems, differences in parental disciplinary practices, more conflict in family interactions, and more negative family events than their nonabused peers. Physically abused children were found to have lower reading percentiles, math percentiles, and higher absentee rates than nonabused children, although only days absent was found to be significantly different. There was not a significant difference found in various types of friendships; however, nonabused children were found to have more feelings of loneliness than physically abused children. The second hypothesis was not supported. There were factors found that were correlated to both physically abused and nonabused children’s reading percentiles, math percentiles, and days absent; however, more factors were found to be correlated to nonabused children’s reading percentiles, math percentiles, and absentee rates than those of physically abused children. The final hypotheses looked at both physically abused and nonabused children’s reading percentiles, math percentiles, and days absent. The final hypothesis was only partially supported. The models that accounted for both physically abused and nonabused children were found to be most significant while controlling for variables across the ecological model related to children’s reading percentile, math percentile and absentee rate. The findings from this study were used to discuss educational psychology, social work, and educational practices, as well as policy implications. The study also provides recommendations for future research and suggestions for intervention and prevention programs.
Bruce Tuckman, PhD (Advisor)
Scottye Cash, PhD (Committee Chair)
Bruce Tuckman, PhD (Committee Co-Chair)
Anita Woolfolk Hoy, PhD (Committee Member)
298 p.
Educational Psychology
Phyiscal Child Abuse School Success

Recommended Citations

Citations

  • Sheppard, W. (2011). An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1324070702

    APA Style (7th edition)

  • Sheppard, William. An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E. 2011. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1324070702.

    MLA Style (8th edition)

  • Sheppard, William. "An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E." Doctoral dissertation, Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1324070702

    Chicago Manual of Style (17th edition)

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© 2011, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.