Intervening with Severely and Chronically Neglected Children and their Families: The Contribution of Trauma‐Informed Approaches
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Many clinicians and researchers have proposed considering child abuse and neglect from a traumatic stress perspective to better understand how they so profoundly impact child development. According to this perspective, child maltreatment (both child abuse and neglect) is viewed as a chronic interpersonal trauma which may severely interfere with normal developmental processes, often resulting in long‐lasting behavioural, emotional and psychophysiological dysregulations. In this paper, we summarise theoretical and empirical literature addressing the traumatic nature of child neglect, with a specific focus on short‐term consequences of neglect in childhood. We then give an overview of some key intervention elements stemming from trauma‐informed approaches with traumatised children and their families.Copyright © 2015 John Wiley & Sons, Ltd. ‘We summarise theoretical and empirical literature addressing the traumatic nature of child neglect’ Key Practitioner Messages Child neglect is viewed as a chronic interpersonal trauma which may severely interfere with normal developmental processes, often resulting in long‐lasting behavioural, emotional and psychophysiological dysregulations. Key intervention guidelines stemming from trauma‐informed approaches include: A detailed assessment of the child's trauma history and characteristics Providing a safe environment for the child Helping the child build feelings of emotional security Improving parental sensitivity Developing child emotional self‐regulation Offering emotional therapeutic support to the parent.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it