Emotion regulation as a mediator of the relation between sexual abuse and behavior problems in preschoolers |
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| Institution: | 1. Department of Psychology, Université du Québec à Montréal, Canada;2. Department of Sexology, Université du Québec à Montréal, Canada;1. California State University, Northridge, United States;2. University of Georgia, United States;3. University of California, Riverside, United States;1. University of Delaware, USA;2. Stony Brook University, USA;3. Arizona State University, USA;1. NHS Tayside Psychological Therapies Service & University of Edinburgh, Scotland, UK;2. School of Health in Social Science, University of Edinburgh, Scotland, UK;3. NHS Tayside Psychological Therapies Service & University of Stirling, Scotland, UK;4. Department of Psychology, University of Stirling, Scotland, UK;5. School of Psychology, University of Dundee & NHS Tayside Psychological Therapies Service, Scotland, UK;1. University of Manchester, School of Psychological Sciences, Manchester, United Kingdom;2. Manchester Mental Health and Social Care Trust, Manchester, United Kingdom;1. Département de sexologie, Université du Québec à Montréal, C.P. 8888, Succursale Centre-Ville, Montréal, Québec, Canada H3C 3P8;2. Département de psychologie, Université du Québec à Montréal, Québec, Canada;3. Département de psychologie, Université de Montréal, Québec, Canada;1. Department of Psychology, University of Milano-Bicocca, Milano, Italy;2. ASST Santi Paolo e Carlo, Milano, Italy |
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| Abstract: | Maltreated children show poor emotion regulation competencies compared to non-maltreated children. Emotion regulation has been found to mediate the association between maltreatment and behavior problems in children. The aim of the present study was to examine the relationships among child sexual abuse (CSA), emotion regulation (ER), and internalized and externalized behavior problems in preschoolers using conditional process analyses. ER competencies were assessed in 127 children aged 41–79 months (62 abused, 65 non-abused) by their parents (N = 124) and early childhood educators (N = 88) using the Emotion Regulation Checklist (Shields and Cicchetti, 1995, Shields and Cicchetti, 1997). Behavior problems were evaluated by parents using the Child Behavior Checklist (Achenbach and Rescorla, 2000, Achenbach and Rescorla, 2001). ER was found to completely mediate the relation between CSA and internalized behavior problems and partially mediate the relation between CSA and externalized behavior problems. Parents’ and educators’ evaluations of ER were also found to differ as a function of child gender. The discussion focuses on the relationships among CSA, ER, behavior problems, and child gender. The clinical implications of these findings are also examined. Promoting the optimal development of ER could prevent the emergence and exacerbation of behavior problems in these at-risk children and, in turn, foster resilience. |
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| Keywords: | Emotion regulation Sexual abuse Internalized behavior problems Externalized behavior problems Preschoolers |
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