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dc.contributor.authorStieglitz, Elissa Rochelle
dc.date.accessioned2018-07-12T18:37:07Z
dc.date.available2018-07-12T18:37:07Z
dc.date.issued1991
dc.identifier.citationSource: Dissertation Abstracts International, Volume: 53-06, Section: B, page: 3169.
dc.identifier.urihttps://yulib002.mc.yu.edu/login?url=http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:9222573
dc.identifier.urihttps://hdl.handle.net/20.500.12202/3432
dc.description.abstractMaltreated, school-aged children of low socioeconomic status were rated on measures of school and social competence. Variability on both measures were related to severity and/or subtype of maltreatment. On measures of school competence, they consistently compared poorly with their nonmaltreated, demographically matched peers.;The role of social support, as a mediating influence, was also explored. Social networks were shown to moderate the effects of maltreatment on school adjustment, while subjective appraisals of support and home protective factors indicate direct effects on both school and social competence. The effects of perceived support on the development of maltreated children is a new area of investigation, and one which may have significant clinical ramifications.
dc.publisherProQuest Dissertations & Theses
dc.subjectClinical psychology.
dc.subjectDevelopmental psychology.
dc.titleThe effects of support on school competence of maltreated children
dc.typeDissertation


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