A human being’s relationship with another begins from infancy. From that point forward, our sense of well-being and degree of healthy adjustment is interdependent with the relationships we build with others throughout our lives. Human beings are a communal species and as a result, how connected we feel to those in our lives has significant implications for healthy development and life satisfaction. When children, from infancy onwards, develop secure attachments to their caregivers, this provides a cognitive and emotional framework for how they relate both to themselves and to the world (Bowlby, 1969/1982). For example, when caregivers consistently meet the needs of their children, this helps instill in them a sense of competency, self-worth, and positive self-esteem (Cicchetti, et al., 1992). Furthermore, they will learn to perceive others as being reliable and trustworthy, a hallmark for healthy relating. Finally, from a base of secure attachment, children will be more ready to explore their environment, which increases their sense of self-agency in the world.

Unfortunately, not all children are provided with a stable environment for healthy relating. Child abuse, both within the family and in other settings, can severely debilitate a child’s ability to relate to those around them in childhood and beyond (Kim & Cicchetti, 2010). For example, it was found that maltreated children have more difficulty processing social cues, relating to their peers, and they may also display more aggression or withdrawal in social contexts (Cicchetti, 2016; Cicchetti & Toth, 2005; Cyr et al., 2010; Teisl & Cicchetti, 2008). On the other hand, when maltreated children receive social support, this can protect against the consequences of abuse and promote resilience and healthy adjustment (Adams & Bukowski, 2007; Afifi & MacMillan, 2011; Finkelhor, et al., 2007; Folger & O’Dougherty Wright , 2013; Kort-Butler, 2010; Schultz, et al., 2009; Sperry & Widom, 2013; Rak & Patterson, 1996).

Different types of social support can benefit children who are at risk of or who have suffered from child maltreatment. Afifi and colleagues (2011) conducted a comprehensive review on the protective factors that promote resilience post-abuse and discovered that both family-level and community-level factors were protective. For example, family coherence and stable caregiving were found to be associated with healthy adjustment as were peer relationships and support from the community. Other researchers have also found that positive friendship quality, supportive parenting, and/or support from community members (e.g., school counsellors, coaches, afterschool program workers, etc.) also lead to better functioning after experiencing abuse (Adams & Bukowski, 2007; Finkelhor, et al., 2007; Rak & Patterson, 1996; Sperry & Widom, 2013; Tremblay, et al., 1999). In addition, researchers examining peer-instigated abuse have found that higher levels of perceived support from friends were associated with less bullying and victimization, even after one year (Kendrick, et al, 2012). It is important to note that it was not the number of friends that mattered, but rather the quality of the friendship that made a difference (Malcolm, et al., 2006). A high quality friendship is one whereby individuals provide one another with consistent support, companionship, and intimacy.

Social support has also been found to be interrelated with self-esteem. That is, the amount of social support one has affects one’s sense of self-worth and how positively one perceives oneself. How one relates to the self impacts the way they interact with others. Bolstering self-esteem may be one of the ways in which the various forms of social support mentioned above promote resilience and healthy functioning. For example, it was found that positive friendships, such as in the form of having a supportive best friend, led to higher self-esteem, which in turn ameliorated the negative impact of maltreatment (Kort-Butler, 2010). It was also found that, when adolescents who had been maltreated or who had witnessed abuse, had high self-esteem and a supportive social network, they were less likely to commit delinquent crimes. One’s sense of social competency or social self-efficacy, defined as ‘the ability to engage in positive social interactions with peers’ (Kim & Cicchetti, 2003, p. 107) was also found to be associated with post-maltreatment outcomes (Schultz, et al., 2009). That is, high social competency was linked to lower externalizing (e.g., aggression) and internalizing (e.g., depression, anxiety) behaviours. These findings all indicate the interconnectedness of our sense of self to our relations with others around us. Both are integral to promoting healthy functioning and resilience for those at-risk of and those who are coping with the consequences of child maltreatment.

Recognizing how important social support is in the face of child abuse requires prevention and intervention efforts to be made to bolster this element in the lives of maltreated children or those at risk. Elliot and colleagues (1995) conducted a study on the characteristics in children that sex offenders targeted and found that children who were alone, had low self-esteem, and/or had family problems were usually chosen. This further underscores the necessity of providing programming that bolsters social competence, promotes healthy friendships, and encourages children to seek help when needed. A supportive individual or community around a child can make all the difference in ensuring healthy development and adjustment in life, a right every child deserves to have.