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Internal working models and adjustment of physically abused children: the mediating role of self‐regulatory abilities
Author(s) -
Hawkins Amy L.,
Haskett Mary E.
Publication year - 2014
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/jcpp.12118
Subject(s) - socioemotional selectivity theory , psychology , developmental psychology , vulnerability (computing) , mediation , task (project management) , cluster (spacecraft) , poison control , human factors and ergonomics , clinical psychology , management , environmental health , computer science , political science , law , economics , programming language , computer security , medicine
Background Abused children's internal working models ( IWM ) of relationships are known to relate to their socioemotional adjustment, but mechanisms through which negative representations increase vulnerability to maladjustment have not been explored. We sought to expand the understanding of individual differences in IWM of abused children and investigate the mediating role of self‐regulation in links between IWM and adjustment. Methods Cluster analysis was used to subgroup 74 physically abused children based on their IWM . Internal working models were identified by children's representations, as measured by a narrative story stem task. Self‐regulation was assessed by teacher report and a behavioral task, and adjustment was measured by teacher report. Results Cluster analyses indicated two subgroups of abused children with distinct patterns of IWM s. Cluster membership predicted internalizing and externalizing problems. Associations between cluster membership and adjustment were mediated by children's regulation, as measured by teacher reports of many aspects of regulation. There was no support for mediation when regulation was measured by a behavioral task that tapped more narrow facets of regulation. Conclusions Abused children exhibit clinically relevant individual differences in their IWM s; these models are linked to adjustment in the school setting, possibly through children's self‐regulation.