Topic will be Childhood emotional abuse and stress I need the outline for nowHere you can researchStudent ID / 317047username/ yalghamdihttp://libguides.brenau.edu/content.php?pid=221028&sid=1834741http://psy-gradaran.narod.ru/lib/clinical/DSM5.pdfRunning head: CHILDHOOD EMOTIONAL ABUSE AND STRESS AMONG FEMALES
Childhood Emotional Abuse and Stress Among Female College Students
Rayyan Bukhari
Brenau University
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CHILDHOOD EMOTIONAL ABUSE AND STRESS AMONG FEMALES
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Abstract
The data used in this study is archival data that was collected in 2005 by Dr. Julie Battle
and her research team at Brenau University in Gainesville, GA. The study examined childhood
emotional abuse and stress among female college students. A significant positive relationship
between childhood emotional abuse and stress level was hypothesized in this study. The data
involved in this research contain results from the Childhood Trauma Questionnaire (CTQ) and
the Student-life Stress Inventory (SSI). The hypothesis was confirmed by the significant results.
The capability to generalize the findings to larger population was limited, however, the study
was found to be mostly strong. It is recommended in future researchers include more diverse
populations and depression as a variable. Presented study findings, it is proposed mental health
professionals diagnosing female college students with stress related problems also look for
childhood emotional abuse.
CHILDHOOD EMOTIONAL ABUSE AND STRESS AMONG FEMALES
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Childhood Emotional Abuse and Stress Among Female College Students
Four years ago, Child Protective Services agencies in the United States encountered with
3.4 million reports of claimed child abuse, have an impact on 6.2 million children, with an 18.5%
of cases have been adduced (U.S. Department of Health & Human Services, Administration for
Children and Families, Administration on Children, Youth and Families, Children’s Bureau,
2012). According to Harkness et al. (2015), childhood abuse may lead to serious psychological
problems like anxiety, posttraumatic stress disorder (PTSD), and depression. In a study
conducted by Cassidy and Mohr (2001), childhood emotional abuse might cause psychological
disorders. Persons who had childhood emotional abuse are more vulnerable to experience stress
later on in their lives (Hankin, 2005). Bifulco, Brown, and Harris (1987) stated that childhood
emotional, physical, and sexual maltreatment, and other childhood adversities have been
observed to affect depression onset. Furthermore, a considerable number of individuals who
suffered from childhood emotional abuse may visit a psychiatrist at some point in their lives
(Wright, 2007). Depression in adulthood was tightly linked to child emotional abuse more than
physical or sexual abuse. In addition, subjects who experienced child emotional abuse are likely
to develop depression two to threefold more than others who have not experienced it (Harkness
et al., 2015). “Emotional abuse of a child is commonly defined as a pattern of behavior by
parents or caregivers that can seriously interfere with a child’s cognitive, emotional,
psychological or social development. Emotional abuse of a child ––– also referred to as
psychological maltreatment.” (American Humane Association [AHA], 2015)
Throughout the last 25 years, a vast amount of studies has proposed that exposure to
certain characteristics may generate stress subsequently in individuals’ lives (Hammen, 2006). In
a study of 13,700 students attending one of 17 Midwestern secondary schools, 45% experienced
CHILDHOOD EMOTIONAL ABUSE AND STRESS AMONG FEMALES
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stress in the last year, and 26% stated that they were incapable of dealing with their stress (Lust,
Ehlinger, & Golden, 2010). Another study showed that around 80% of undergrad students
expressed stress because of all duties they ought to do (American College Health Association,
2012). Moreover, the connection between stress and negative behavior have been examined in
many studies. Students who reported greater stress levels consumed more unhealthy food,
exercised less than unstressed students (Hudd et al., 2000; Lust et al., 2010; Wichianson, Bughi,
Unger, Spruijt-Metz, & Nguyen-Rodriguez, 2009). “Stress is defined as the process by which we
perceive and respond to certain events, that we appraise as threatening or challenging.” (Myers,
D. G, 2014).
In a literature review, it is noticeable that researchers have focused on how psychological
disorders like depression, anxiety, posttraumatic stress disorder and other important social
problems, including suicide and drug use are related to childhood abuse (Ertem, Leventhal, &
Dobbs, 2000; Fergusson, Boden, & Horwood, 2008; Finkelhor, 1990; Gilbert et al., 2009;
Lansford et al., 2002; Moylan et al., 2010). Researchers have also concentrated on the relation
between depression in adulthood and childhood emotional abuse. Subjects who experienced
childhood emotional abuse are likely to develop depression two to threefold more than others
who have not experienced it (Harkness et al., 2015). Moreover, a research suggests that
childhood emotional, physical, and sexual maltreatment, and other childhood adversities have
been observed to affect depression onset (Bifulco et al., 1987). Both childhood emotional abuse
and stress have been correlated with depression. A research has declared that around 80% of
undergrad students expressed stress because of all duties they ought to do (American College
Health Association [ACHA], 2012). A research has also shown a considerable number of
individuals who suffered from childhood emotional abuse may visit a psychiatrist at some point
CHILDHOOD EMOTIONAL ABUSE AND STRESS AMONG FEMALES
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in their lives (Wright, 2007). In addition, 26% of undergraduate students stated that they were
incapable to deal with their stress (Lust et al., 2010). There is a significant gap in the literature in
clarifying the correlation between stress in female college students and childhood emotional
abuse. Since a vast amount of researches has proposed that exposure to certain characteristics
may generate stress subsequently in individuals’ lives (Hammen, 2006), it is likely the two
variables are linked together. This study was intended to examine the correlation between
childhood emotional abuse and stress in female college students. If a positive correlation does
exist between childhood emotional abuse and stress, this research may help to minimize
childhood emotional abuse and its further health problems. By providing useful information and
advice for all parents, they will get familiar with child emotional abuse and its future health
problems that might occur to their children. This research could also increase therapists’
realization of patients’ history of childhood emotional abuse and the development of stress. The
hypothesis for this study was that childhood emotional abuse and stress have a significant
positive correlation in female college students.
Method
Participants
The data used in this study is archival data that was collected in 2005 by Dr. Julie Battle
and her research team at Brenau University in Gainesville, GA. The participants in the study
were 246 volunteer female undergraduate students at Brenau University, a small, private
university in the southeast United States. 216 out of 246 disclosed their age with a range from 18
to 38 (M=20.84, SD=3.955). The ethnic breakdown of the sample was as follows: 9 (3.8%)
Asian, 44 (18.4%) African American, 170 (71.1%) Caucasian, 6 (2.5%) Latino, 1 (.4%) Pacific
CHILDHOOD EMOTIONAL ABUSE AND STRESS AMONG FEMALES
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Islander, and 9(3.8%) other. Researchers obtained an informed consent from all participants in
this study.
Materials
The Childhood Trauma Questionnaire (CTQ) is a self-report assessment consists of 28item retrospective, measures childhood abuse and neglect experiences and is offered for use with
an age range from 12 years and above. The CTQ includes five subscales, three of them
evaluating abuse (Emotional, Physical, and Sexual) and the other two evaluating neglect
(Emotional and Physical). Five items for each subscale and there is a three-item MinimizationDenial subscale to check for utmost response bias, specifically tries by participants to minify
their childhood abuse experiences. A 5-point frequency of occurrence scale is used: (1) never
true, (2) rarely true, (3) sometimes true, (4) often true, and (5) very often true. Each subscale
score ranges from 5 (no history of abuse or neglect) to 25 (very extreme history of abuse and
neglect). The CTQ norms were also utilized to make the severity classification categories of (1)
None or Minimal, (2) Low to Moderate, (3) Moderate to Severe, and (4) Severe to Extreme. The
validity of CTQ was tested by running an exploratory factor analysis of the 70-item version
using data from adult drug abusers and adolescent psychiatric inpatients. The findings of this
analysis were aforesaid in former publications, yet no findings were aforesaid in the manual,
which is an omission. (Furlong & Pavelski, 2001). Reliabilities of the internal consistency for the
four scales are good across seven samples utilized in the test development (typically between .80
and .93), even though the Physical Neglect Scale alpha coefficients are moderate (median .66).
The test-retest reliability estimates (administration interval 3-4-month average) clustered around
.80 for the scales in a group of 40 methadone-maintained outpatients. It would be beneficial to
have stability estimates for a more typical population. Internal consistency coefficients are
CHILDHOOD EMOTIONAL ABUSE AND STRESS AMONG FEMALES
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presented for all of the subsamples with overall favorable patterns. Concentrating on the three
biggest subsamples, the Sexual Abuse (alphas of .93 to .95) and Emotional Neglect (alphas of
.88 to .92) are the most reliable subscales. Emotional Abuse (alphas of .84 to .89) and Physical
Abuse (alphas of .81 to .86) have suitable reliabilities. The internal consistency of Physical
Neglect (alphas of .63 to .78) is marginal. (Furlong & Pavelski, 2001).
The Student-life Stress Inventory (SSI) consists of 51 items listed in 9 sections indicating
different types of stressors (frustrations, conflicts, pressures, changes, and self-imposed stressors)
and reactions to the stressors (physiological, emotional, behavioral, and cognitive) as perceived
by university students. Each participant earns a numerical score; higher scores mean that the
participant has experienced more stressful experiences and vice versa (Gadzella, 1991).The SSI
norms were not available. Validity was computed, and variance analysis was utilized to
determine the differences between stress levels, such as mild, moderate, and severe, and
responses to the items in the nine categories. The findings showed significant differences
between the groups in all sections and total stress score. The internal consistency of reliability
was .93 and test-retest reliability coefficients ranged from .46 to .76. The results of confirmatory
factor analysis presented that variables contributed to their own concealed variables. A positive
correlation between scores on the SSI and scores on the Test Anxiety, State-Trait Anxiety, and
Beck Depression Inventory scores (Gadzella, Baloglu, Masten, & Wang, 2012).
Procedures
Throughout different undergraduate classes, researchers have explained the study and
students were offered to voluntarily participate in. After finishing the informed agreement forms,
informed agreement forms were stored individually from assessment results. Each participant
CHILDHOOD EMOTIONAL ABUSE AND STRESS AMONG FEMALES
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was given a series of self-report assessments, including the CTQ, the Eating Disorder Inventory3 (EDI-3), the Grasha Learning Style Questionnaire, the Attitudes Towards Disabled persons
questionnaire, the Coping Skills Test – Revised, the Social Readjustment Rating Scale, the SSI,
and the Brief Symptom Index (BSI). The assessment series were collected from all participants
after assessment sessions were conducted (Battle, 2005). The outcome data from the assessments
was entered into a dataset in SPSS and correlational analysis was run. The data involved in this
research contain results from the CTQ and the SSI.
Results
To examine the hypothesis that a positive relationship would present between childhood
emotional abuse and stress among female college students, a bivariate correlation analysis was
conducted. Results were significant (r=.247, p
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