Sexual Experience Among Emotionally and Behaviorally Disordered Students in Therapeutic Day Schools: An Ecological Examination of Adolescent Risk
Sexual Experience Among Emotionally and Behaviorally Disordered Students in Therapeutic Day Schools: An Ecological Examination of Adolescent Risk
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DOI：
10.1093/jpepsy/jss056
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发表时间：
2012-09-01
影响因子：
3.6
通讯作者：
Mackesy-Amiti, Mary Ellen
中科院分区：
文献类型：
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作者：
Donenberg, Geri R.;Emerson, Erin;Mackesy-Amiti, Mary Ellen
目的本研究旨在探讨治疗性走读学校中情绪和行为障碍学生在家庭、同伴、伴侣和与性经历相关的心理健康特征方面的性别差异。方法对417名13 ~ 20岁青少年的家庭功能、同伴和伴侣关系、心理健康问题和自我报告的性行为进行调查。结果男生和女生的同伴影响和品行问题均能预测性经历，而家庭功能障碍则与消极的同伴影响有关。男孩和女孩对拒绝的敏感度越高，性经验越少。最终的路径模型揭示了家庭功能障碍对男孩性经历的间接影响，但对女孩的性经历没有影响。结论研究结果强调了生态学方法的实用性，以了解社会和个人的机制，增加风险和减轻负面结果之间的情绪和行为障碍的男孩和女孩在治疗日制学校。
Objective This study examined gender differences in family, peer, partner, and mental health characteristics related to sexual experience among emotionally and behaviorally disordered students in therapeutic day schools, a population at elevated risk for negative sexual health outcomes. Methods A total of 417 13- to 20-year-old adolescents reported on their family functioning, peer and partner relationship characteristics, mental health problems, and self-reported sexual behavior. Results For boys and girls, peer influence and conduct problems predicted sexual experience, and family dysfunction was related to negative peer influence. Greater rejection sensitivity was related to less sexual experience for boys and girls. The final path model revealed indirect effects of family dysfunction on boys' but not girls' sexual experiences. Conclusions Findings underscore the utility of an ecological approach to understand social and personal mechanisms that increase risk and mitigate negative outcomes among emotionally and behaviorally disordered boys and girls in therapeutic day schools.