Uncovering the Associations between Child Sexual Abuse, Peer Victimization and Behavior Problems Using Child, Parent and Teacher Reports

2019 ◽  
Vol 19 (3) ◽  
pp. 336-348 ◽  
Author(s):  
Amélie Tremblay-Perreault ◽  
Martine Hébert
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Behavior Problems ◽  
Peer Victimization ◽  
Teacher Reports ◽  
And Behavior

The classroom performance and behavior of sexually abused females

1994 ◽  
Vol 6 (1) ◽  
pp. 183-194 ◽  
Author(s):  
Penelope K. Trickett ◽  
Catherine McBride-Chang ◽  
Frank W. Putnam
Keyword(s):  
Sexual Abuse ◽  
Academic Performance ◽  
Social Competence ◽  
Behavior Problems ◽  
Cognitive Ability ◽  
Sexually Abused ◽  
Perceived Competence ◽  
Classroom Performance ◽  
And Behavior ◽  
Avoidant Behavior

AbstractThis study examines the relationship of child sexual abuse to classroom academic performance and behavior in a sample of 6–16-year-old girls. Half of the sample was sexually abused by a family member. The other half is a demographically similar nonabused comparison group. Measures of academic performance include school records, teacher's ratings of classroom behavior and performance, and parental reports of school performance. Possible mediators of the impact of sexual abuse on classroom performance and behavior – cognitive capability, perceived competence, and behavior problems–are also measured. Results can be summarized as follows, (a) A history of sexual abuse does predict academic performance: Abuse is directly negatively related to ratings of classroom social competence, competent learner, and overall academic performance and positively related to school avoidant behavior, but is not related to grades, (b) Sexual abuse is negatively related to cognitive ability and positively related to measures of behavior problems indicating depression, destructiveness, and dissociation, (c) Cognitive ability and perceived competence predict the more “academic” aspects of academic performance—grades, ratings as a competent learner, and overall academic performance. Behavior problems predict ratings as a competent learner, classroom social competence, school avoidant behavior, and overall academmic performance.

A follow-up study of behavior problems associated with child sexual abuse

1993 ◽  
Vol 17 (6) ◽  
pp. 743-754 ◽  
Author(s):  
Howard Dubowitz ◽  
Maureen Black ◽  
Donna Harrington ◽  
Anna Verschoore
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Behavior Problems ◽  
Follow Up Study

Behavior problems in 5-year-old monozygotic and dizygotic twins: Genetic and environmental influences, patterns of regulation, and internalization of control

1996 ◽  
Vol 8 (1) ◽  
pp. 103-122 ◽  
Author(s):  
Carolyn Zahn-Waxler ◽  
Stephanie Schmitz ◽  
David Fulker ◽  
Joann Robinson ◽  
Robert Emde
Keyword(s):  
Behavior Problems ◽  
Internalizing Problems ◽  
Impulse Control ◽  
Externalizing Problems ◽  
Social Problem Solving ◽  
Shared Environment ◽  
Frustration Tolerance ◽  
Teacher Reports ◽  
Moral Themes ◽  
And Behavior

AbstractGenetic influence on externalizing problems, internalizing problems, and attentional/activity problems in 5-year-olds was consistently identified across informants and assessment contexts. Effects of the shared environment were identified as well but with less consistency (i.e., only from parents, not teachers, and more from father than mother reports). Correlations between observed patterns of regulation at ages 3, 4, and 5 years and behavior problems at age 5 years were often significant, but low in magnitude and specific to teacher reports. Adaptive internalization of control at each age (e.g., frustration tolerance, capacity to attend and focus, good impulse control) predicted fewer externalizing problems. Internalization of standards, reflected in children's moral themes, understanding of reciprocity, and constructive social problem solving, also were sometimes associated with fewer problems. Significant correlations were low in magnitude and again specific to teacher reports. Externalizing problems were more prevalent for boys than girls, and regulation (i.e., internalization of control and standards) was more characteristic of girls than boys.

scholarly journals Attributions of Blame in a Hypothetical Child Sexual Abuse Case: Roles of Behavior Problems and Frequency of Abuse

2017 ◽  
Vol 35 (11-12) ◽  
pp. 2142-2163 ◽  
Author(s):  
Kate Theimer ◽  
David J. Hansen
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Behavior Problems ◽  
Self Blame ◽  
Abuse Case ◽  
Attribution Of Blame ◽  
Abuse Characteristics ◽  
Sexual Abuse Case ◽  
Nonoffending Parents ◽  
Attributions Of Blame

Youth who are blamed for their sexual abuse may experience increased negative outcomes, such as amplified self-blame. Similarly, blaming nonoffending parents can impede their ability to support their child following disclosure. Understanding the factors that influence how people perceive victim, caregiver, and perpetrator responsibility is imperative for the protection and treatment of families who have experienced sexual abuse. Little research has explored victim and abuse characteristics that influence the perception of sexual abuse. As such, the purpose of this study was to examine the roles of behavior problems and frequency of abuse in the attribution of blame in a hypothetical sexual abuse case. In addition, the relationship between several respondent characteristics and assignment of responsibility were explored as secondary aims. The study used a two (behavior problems: three suspensions in one school semester vs. no mention of behavior problems) by two (one abuse occurrence vs. five abuse occurrences) between-subjects design. Seven hundred forty-two participants read one of the four child sexual abuse (CSA) vignettes and completed measures related to responsibility. ANOVAs revealed those who read a vignette where the youth experienced multiple abuse incidents rated the victim as more responsible regardless of whether or not the youth was described as having behavior problems. Results indicate that respondents may have attributed more blame to the victim due to the belief that she could have done something to stop the abuse after the first incident. The abuse frequency manipulation when combined with the behavior manipulation appeared to relate to how respondents perceived the victim’s parents. Males and younger respondents attributed more blame to the victim; however, sexual abuse or assault history did not associate with victim responsibility ratings. Clinical and research implications were discussed.

A latent class analysis of parent–child discrepancies in reports of peer victimization: Associations to child sexual abuse status and psychological adjustment

2021 ◽  
pp. 1-12
Author(s):  
Amélie Tremblay-Perreault ◽  
Martine Hébert ◽  
Laetitia Mélissande Amédée
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Latent Class Analysis ◽  
Peer Victimization ◽  
Sexually Abused ◽  
Latent Class ◽  
Comparison Group ◽  
Abused Children ◽  
Self Reports ◽  
Sexually Abused Children

Abstract Researchers face an important challenge when assessing peer victimization in children, since self-reports are often discrepant with parent-reports. A latent class analysis identified patterns of response to items assessing peer victimization, which were either divergent or convergent between the parent and the child. Classes were then compared on the child sexual abuse status and on various behavioral and social outcomes. Participants were 720 school-aged child victims of sexual abuse and a comparison group of 173 nonvictims and their caregivers. We identified two discordant subgroups (self-identified and parent-identified) and two concordant groups (nonvictims and concordant victims of peer victimization). Compared to children of the comparison group, sexually abused children were five times more likely to be identified as targets of peer victimization solely by their parent than the contrary. Sexually abused children with concordant reports of peer victimization showed the poorest adjustment on all studied outcomes assessed 6 months later. Children who discounted experiencing peer victimization while their parent reported it were also at risk of maladjustment. Results underscore the importance of supplementing self-reports with other available sources of information, especially in young and vulnerable populations who may be inclined to discount their victimization experiences.

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