The effect of physical abuse on children's social and affective status: A model of cognitive and behavioral processes explaining the association
The effect of physical abuse on children's social and affective status: A model of cognitive and behavioral processes explaining the association
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身体虐待对儿童社交和情感状态的影响：解释这种关联的认知和行为过程模型
DOI：
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发表时间：
2001
影响因子：
3.3
通讯作者：
Tanya F. Stockhammer
中科院分区：
文献类型：
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作者：
S. Salzinger;R. Feldman;Daisy S. Ng;Elena Mojica;Tanya F. Stockhammer
本研究提出了一个模型来解释儿童身体虐待与儿童的社会和情感地位之间的关系，其中儿童的社会期望和行为，在虐待父母的背景下发展，调解这两个结果域的当前功能。研究对象包括从纽约市儿童虐待登记连续条目中招募的109至12岁身体受虐待的儿童和100名病例匹配的同学，未受虐待的比较儿童。在教室里进行社会计量学评估，对孩子和他们的父母进行访谈，老师、父母和同学对孩子的行为进行评分。利用通径分析对概念推导的模型进行检验。研究发现，儿童对同伴的社会期望、攻击行为和亲社会行为在虐待与积极和消极社会地位之间、虐待与积极和消极互惠之间起中介作用。社会期望和退缩行为在虐待和积极社会地位之间起中介作用，但仅在退缩行为是社会期望的函数的情况下。社会期望通常被发现在虐待和内化问题之间起到调解作用。消极的社会地位（同伴排斥）增加了产生内化问题的社会期望。识别这些中介途径有助于指导二级预防干预工作，以便在儿童进入青春期时，最好地解决受虐待儿童在缺乏足够的父母和同伴支持的情况下面临的问题。
This study proposes a model explaining the association between physical abuse of children and children's social and affective status as one in which children's social expectations and behavior, developed within the context of abusive parenting, mediate current functioning in these two outcome domains. Subjects included one hundred 9 to 12-year-old physically abused children recruited from consecutive entries onto the New York State Register for Child Abuse for New York City and 100 case-matched classmate nonabused comparison children. Sociometric assessments were carried out in classrooms, interviews were conducted with the children and their parents, and teachers, parents, and classmates rated the children's behavior. Path analysis was utilized to test the conceptually derived models. Children's social expectations regarding peers, and two social behaviors—aggressive behavior and prosocial behavior—were found to mediate between abuse and positive and negative social status, as well as between abuse and positive and negative reciprocity. Social expectations and withdrawn behavior mediated between abuse and positive social status, but only where withdrawn behavior was a function of social expectations. Social expectations were generally found to mediate between abuse and internalizing problems. Negative social status (peer rejection) added to social expectations in producing internalizing problems. Identification of these mediating pathways can serve to guide secondary preventive intervention efforts so that they best address the problems abused children face in the absence of adequate parental and peer support as the children enter adolescence.