SOCIAL RELATIONSHIPS OF ABUSED SCHOOL CHILDREN

这项建议旨在研究人与人之间的社会关系 受虐待的学龄儿童。最近的研究表明，受虐待的儿童 在同龄人中的社会地位比未受虐待的儿童低， 他们与同伴的关系的特点是不那么积极 互惠和更多的负面影响。这些发现表明，这些孩子 严重增加了社会和情感支持减少的风险 随着年龄的增长进入青春期。 这项研究解决了他们的社会地位如何下降的问题 无论他们对友谊的概念和对 社会支持与未受虐待儿童的不同，以及 社会地位较低的因素会影响孩子们对他们的 拥有自己的社会关系。 它提出了一套三个模型来解释虐待对 社会地位、友谊质量和孤独感 社会不满。前两个模型考察了两个 因素(儿童的社会认知和与同伴的社会行为) 降低社会地位，降低对友谊的期望值。 第三个模型考察了对孤独感和社交的影响 与社交地位降低相关的不满，以及 友谊的质量很差。 从确诊的儿童中招募100名身体虐待儿童 纽约市儿童特别服务登记和虐待案件 与100名未受虐待的同学进行性别匹配的情况相比， 年龄、种族、民族和社会地位。将进行社会计量评估 在课堂上，个人采访将在其他地方进行 学校。老师和家长将被要求为孩子们的社交能力打分 能力和问题行为，母亲将在家中接受采访 获取有关家庭的人口统计信息、育儿实践和 对家庭成员之间互动行为的描述。 同伴关系应该对受虐待的儿童特别重要 在他们高度紧张的家庭关系中表现得很轻松。这很有可能 构成了一个及早干预会有异常好处的领域 成功的机会，因为对社会/行为干预的研究 社交地位低下的儿童显示出了令人振奋的结果。数据 这项研究提供的信息将对设计这样的 干预。

This proposal is designed to study the social relationships of physically abused children of school age. Recent work indicates that abused children have lower social status among their peers than non-abused children and that their relationships with peers are characterized by less positive reciprocity and more negativity. Such findings suggest that these children are at seriously increased risk of diminished social and emotional support as they grow older and move into adolescence. The study addresses the questions of how their diminished social status comes about, whether their conceptions of friendship and understanding of social support differ from those of non-abused children, and what the effects are of lower social status on the children's feelings about their own social relationships. It proposes a set of three models to account for the effect of abuse on sociometric status, quality of friendship, and feelings of loneliness and social dissatisfaction. The first two models examine how two mediating factors (children's social cognition and their social behavior with peers) bring about lower social status and lowered expectations for friendship. The third model examines the effects on loneliness and social dissatisfaction that are associated with lowered sociometric status and poor quality of friendships. One hundred physically abused children are recruited from the confirmed cases of abuse on the NYC Special Services for Children Register and compared with 100 non-abused classmates matched case by case for gender, age, race, ethnicity, and SES. Sociometric assessments will be conducted in classes, and individual interviews will be conducted elsewhere in school. Teachers and parents will be asked to rate the children for social competence and problem behavior, and mothers will be interviewed at home to obtain demographic information about the family, parenting practices, and descriptions of interactive behavior among family members. Peer relationships should be of special importance for abused children in light in their highly stressful family relationships. This may well constitute a domain in which early intervention would have unusually good chances of success, since studies of social/behavioral intervention with children low sociometric status have shown promising results. The data provided by this study would be valuable in the design of such intervention.