Dissociative Symptoms and Academic Functioning in Maltreated Children: A Preliminary Study

• Published in: Journal of trauma & dissociation Vol. 14; no. 3; pp. 302 - 311
• Main Authors: Perzow, Sarah E. D., Petrenko, Christie L. M., Garrido, Edward F., Combs, Melody D., Culhane, Sara E., Taussig, Heather N.
• Format: Journal Article
• Language: English
• Published: Binghampton, NY Taylor & Francis Group 01.05.2013; Haworth Press; Taylor & Francis Ltd
• Subjects: Academic achievement; academic functioning; Achievement; Adult; Adult and adolescent clinical studies; Anxiety disorders. Neuroses; Biological and medical sciences; Caregivers; Child; child abuse; Child abuse & neglect; Child Abuse - psychology; Children & youth; Cross-Sectional Studies; dissociation; Dissociative Disorders - diagnosis; Dissociative Disorders - psychology; Educational Measurement; Female; Humans; Intelligence; Longitudinal Studies; Male; maltreatment; Medical sciences; Miscellaneous; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Regression analysis; trauma symptoms; Victimology; maltreatment; Symptomatology; Child abuse; Mistreatment; academic functioning; trauma symptoms; Dissociative disorder; Dissociation; Victimology; Trauma; Academic ability
• ISSN: 1529-9732; 1529-9740
• DOI: 10.1080/15299732.2012.736928

Research has identified numerous negative sequelae of child maltreatment that may adversely impact academic functioning (AF). There is limited research, however, on the relationship between specific trauma symptoms, such as dissociation, and poor AF. This cross-sectional study examined the association between dissociative symptoms and multi-informant reports of AF in a sample of maltreated youth with a history of out-of-home care. Participants included 149 youth and their caregivers and teachers. Dissociative symptoms were measured based on youth report, whereas AF was assessed using (a) standardized measures of academic achievement, (b) youth-report measures of school membership and perceived academic competence, (c) caregiver reports of youths' performance in school, and (d) teacher reports of student grades. Results of multiple regression analyses suggested that dissociative symptoms were generally related to poorer AF after IQ, age, gender, and the total number of school and caregiver transitions were controlled. Implications for school personnel are discussed.