Poster #51 - Assessing Complex Trauma Using a Multi-Informant Approach

• In Event: 1-115 - Poster Session 03
  In Poster Session: PS 03 Section - Developmental Psychopathology

Integrative Statement

Several studies have shown that child maltreatment has adverse impacts on various spheres of child development (Ford & Courtois, 2013; van der Kolk, 2005). The concept of complex trauma (CT) emerged to account for the diversity and complexity of difficulties in children who experienced maltreatment (Herman, 1992; van der Kolk, 1996). CT results from chronic/repeated exposure to interpersonal traumas which occur during vulnerable developmental periods (Courtois et al, 2009). However, limited studies have specifically assessed prevalence of CT in maltreated children, wich is a critical step in the validation of the construct.

Moreover, the assessment of CT in young children is quite challenging. Experts in the field underlined the necessity to use a variety of measures from multiple informants to evaluate the range of symptoms associated with CT (Courtois, 2014; Briere & Lanktree; 2012). Nevertheless, many studies in child psychopathology have shown that there is low to modest agreement across informants, especially with parents and teachers (Achenbach et al., 1987; Duhig et al., 2000; De Los Reyes et al., 2015). In addition, using multiple measures that were not designed to assess CT may results in an additional challenge for the assessment of CT (e.g. it might be difficult to establish cutoffs, to link symptoms to traumatic events, etc.; Resick et al., 2012). The aim of this study is to provide further empirical support to the construct of CT using a multi-informant approach, as well as several measures recommended by experts in the evaluation of CT (Briere et al., 2009; Milne et al., 2018). More specifically, we aimed to 1) document the frequency of CT in a sample of maltreated and at-risk children and 2) examine parent-preschool teacher agreement on measure of CT.

Participants were 127 mother-child dyads (aged 4 to 6 years), including 36 maltreated children (according to CPS) and 119 at-risk children (from low-income families). Five areas of difficulties were assessed: executive functions deficits (BRIEF; Gioia et al., 2000), PTSD symptoms (TSCYC; Briere, 2001), dissociation (CDC; Putnam, 1993) and externalizing and internalizing problems (CBCL; Achenbach et al, 2001). Children with high scores (difficulties) in at least 3 areas were considered as having CT. Questionnaires were completed by mothers and preschool teachers.

Results revealed that 14% to 36% of children had CT. Frequencies varied as a function of group (maltreated/at-risk) and informant (mother/preschool teacher). When mother and/or preschool teacher reports are used, 42% (n=53) of children are considered as having a CT. Out of these 53 children, only 7 children were considered as having a CT when mother and teacher reports are used.

In our study, differential ratings by multiple informants are an important concern in assessing CT. Problem behavior type and measurement method are found to be explanatory of informant disagreement in the field of child behavior (De Los Reyes & Kadin, 2005; Duhig et al., 2000; Guion, Mrug & Windle, 2009). Child gender, age, socioeconomic status, family structure and other variables can also explain informant discrepancies (Harvey et al., 2013; Stone et al., 2013; Cheng et al., 2017).

Authors

• Marie-Ève Grisé Bolduc, Universite du Quebec a Trois-Rivieres
  Presenting Author

• Sarah Dénommée, University of Quebec in Trois-Rivières
  Non-Presenting Author

• Angélique Paquette, Université du Québec à Trois-Rivières
  Non-Presenting Author

• Abigaëlle Gascon, UQTR
  Non-Presenting Author

• Tristan Milot, Université du Québec à Trois-Rivières
  Non-Presenting Author

• Diane St-Laurent, Universite du Quebec a Trois-Rivieres
  Non-Presenting Author