Haskett M E, Kistner J A
Department of Psychology, North Carolina State University, Raleigh 27695.
Child Dev. 1991 Oct;62(5):979-90. doi: 10.1111/j.1467-8624.1991.tb01584.x.
14 3-6-year-old children with a history of physical abuse and a closely matched comparison group of 14 nonabused children, all of whom had been in day-care for more than a year, participated in this investigation. Behavior observations, teacher reports, and peer sociometric ratings were used to evaluate children's peer interactions. It was found that abused children initiated fewer positive interactions with peers and exhibited a higher proportion of negative behavior than nonabused comparison children. Peers viewed abused children as less well liked. Further, peers were less likely to reciprocate the initiations of abused children, although they approached abused children as often as they approached comparison children. Teachers viewed abused children as more behaviorally disturbed. Overall, results indicated that abused children experience disturbed social interactions outside the home environment, despite involvement in a day-care setting that provides alternative peer and adult role models.
14名有身体虐待史的3至6岁儿童和14名未受虐待的儿童组成的匹配对照组参与了这项调查，所有儿童都已参加日托一年以上。通过行为观察、教师报告和同伴社会测量评级来评估儿童的同伴互动。研究发现，受虐待儿童发起的与同伴的积极互动较少，且表现出负面行为的比例高于未受虐待的对照儿童。同伴们认为受虐待儿童不太受欢迎。此外，尽管同伴接近受虐待儿童的频率与接近对照儿童的频率相同，但他们不太可能回应受虐待儿童发起的互动。教师认为受虐待儿童的行为问题更多。总体而言，结果表明，尽管受虐待儿童参与了提供替代同伴和成人榜样的日托环境，但他们在家庭外环境中仍经历社交互动障碍。
