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M.A. / This study explores the ways in which children are affected by witnessing domestic violence. The literature reviewed shows that witnessing violence against their mother’s impacts upon their development in many different ways. The wide-range of problems associated with children exposed to wife abuse, including significant behavioural, emotional and cognitive problems, are described in this study. The outcomes and consequences are also discussed. Children respond to witnessing domestic violence in a variety of ways. These responses are mediated by many factors, for example, their age and gender, the intensity and frequency of the violence, parental responses, levels of family dysfunction, and the psychological disposition of the child. Children’s experiences vary according to these many characteristics. This study also examines various theoretical perspectives on exposure to domestic violence. These approaches provide an important framework that contributes to this understanding of this phenomenon. There are many shortcomings in this area research, and an in-depth understanding of the phenomena of witnessing marital violence during childhood is lacking. There is also minimal research examining the long-term consequences of exposure to marital violence, particularly with regard to the way that women’s lives are impacted upon as adults. / Dr. I. van der Merwe Prof. R.van Vuuren

Educational policy has increasingly focused on holding teachers and schools accountable for student performance. Yet popular and academic writers have long connected exposure to neighborhood violence to poor student performance. Newly available datasets, statistical methods and computer technology allow for greater power and additional control in analyzing this relation. Using school and neighborhood data (N = 792,374 students from 1,240 school neighborhoods) from New York City between 2006 and 2010, multilevel models were used to test whether exposure to violence in the school neighborhood (the number of police-reported felony assaults, homicides, rapes and robberies) predicts student performance (scaled scores on annual English and math tests). Violent crime is significantly associated with negative students outcomes controlling for a host of student and school neighborhood level variables including poverty and prior violent crime. Effect sizes were larger when predicting math outcomes than English, and for students in middle school as opposed to elementary school. These findings suggest that educational policymakers must distinguish exposure to violence from teacher and school effects and that neighborhood violence must be addressed by stakeholders of child development whether in schools or in society at large.

The purpose of this investigation was to examine the relationship between adult interpersonal functioning of women, currently in therapy wherein they were addressing unresolved issues about their childhood maltreatment, and childhood experiences referring to a developmental psychopathology framework. One hundred and twenty women (30 sexual abuse, 30 physical abuse, 30 family disruption, and 30 control) were individually presented with a series of audiotapes of three interpersonal situations (conflictual, neutral, dating), and asked to record their self-report of physiological response, self- and other-perceptions and coping responses. Physiological indices (heart rate, systolic and diastolic blood pressure) were also recorded, as well as self-report of childhood coping strategies. The data were examined as to whether abuse survivors in therapy addressing their childhood experiences have more interpersonal problems than non-clinical control subjects or than individuals having other types of traumatic backgrounds and whether any noted interpersonal difficulties are specific to the type of abuse, or general in nature. Results indicated that abusive experiences are related to greater dysfunction in regards to self- and other-perceptions than exposure to disruptive/chaotic family environments alone. However, the differences appear to be variable-specific and few differences were obtained on physiological and coping variables. Some specific problems in adult interpersonal functioning were evidenced between the sexual and physical abuse groups. Specifically, in comparison to the physical abuse survivors, sexual abuse survivors reported greater use of different, and perhaps less adaptive, coping strategies in neutral situations. No other dependent variables significantly differed between the two groups. The results were discussed in terms of theoretical and empirical issues related to abuse-specific outcomes, the specific methodology employed in this study, and directions for future research.

The problem upon which this study is based, is to determine the importance of bibliotherapy to children who are exposed to daily violence in society. Exposure to daily violence have detrimental consequences for these children which result in that it is a traumatic experience for them, that could affect personality development and interpersonal relations. This reseach is done within the context of a school situated in a violence society which provide the ideal oppurtunity to reach such children. The school provides an atmosphere which is conducive to reading and verbalisation.

Thesis (honors)--Georgia State University, 2007. / Title from file title page. Julia Perilla, thesis advisor. Electronic text (34 p. : ill.) : digital, PDF file. Description based on contents viewed Jan 16, 2008. Includes bibliographical references (p. 28-31).

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2004. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ph.D.)--University of Texas at Arlington, 2009.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 69-80).

Thesis (M.A.)--Ohio University, June, 2009.. / Title from PDF t.p. Includes bibliographical references.