Background

When caregivers experience childhood maltreatment, their children may bear increased risk for maltreatment as well. Teachers have frequent opportunities to observe child behavior in the classroom and are likely to notice symptoms of maltreatment and have opportunities to intervene. Thus, teacher identification of PTSD may serve an important preventive purpose and may mitigate risk for children who experience any form of maltreatment early in life.

Objective

The present study utilized secondary data from the LONGSCAN consortium to examine caregiver history of childhood maltreatment as a moderator of the association among teacher identification of student PTSD symptomology and child-reported PTSD symptomology for children at risk for maltreatment (n = 872).

Method

Children and adolescents completed the Trauma Symptom Checklist for Children to assess the severity of PTSD. The Caregiver’s History of Loss and Victimization measure identified retrospective reports of caregiver history of childhood maltreatment. The Teacher Report Form was used to assess teachers’ observations of children’s behaviors in the classroom.

Results

Caregiver history of childhood maltreatment moderated the association between teacher identification of child internalizing behaviors and PTSD symptomology severity at age 12. Simple slope analyses indicated that the association among teacher and child report of symptomology was stronger if the child’s caregiver experienced childhood maltreatment than if caregivers were not maltreated as children.

Conclusions

Results illustrate the importance of teacher training in basic mental health symptomology identification in the classroom, as well as mental health services for caregivers with a history of maltreatment, to break the cycle of childhood maltreatment.

中文翻译：

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教师在课堂上识别症状与儿童创伤后应激障碍症状之间的关联：看护者童年虐待史的潜在影响

背景

当看护人经历童年虐待时，他们的孩子也可能承受更大的虐待风险。教师经常有机会观察儿童在课堂上的行为，并可能注意到虐待的症状并有机会进行干预。因此，教师对 PTSD 的识别可能具有重要的预防目的，并可能降低在生命早期遭受任何形式虐待的儿童的风险。

客观的

本研究利用 LONGSCAN 联盟的二手数据来检查照顾者的童年虐待史，作为教师识别学生 PTSD 症状与儿童报告的有虐待风险儿童的 PTSD 症状之间关联的调节因子 ( n  = 872)。

方法

儿童和青少年完成了儿童创伤症状检查表，以评估 PTSD 的严重程度。看护者的损失和受害历史测量确定了看护者童年虐待历史的回顾性报告。教师报告表用于评估教师对课堂儿童行为的观察。

结果

看护人的童年虐待史缓和了教师对儿童内化行为的识别与 12 岁时 PTSD 症状严重程度之间的关联。简单斜率分析表明，如果孩子的看护人经历过童年虐待，则教师和儿童报告症状之间的关联要强于看护人遭受虐待的情况。没有像孩子一样受到虐待。

结论

结果说明了教师培训在课堂上基本心理健康症状识别的重要性，以及为有虐待史的照顾者提供心理健康服务以打破儿童虐待循环的重要性。