Anderson Melissa L, Kobek Pezzarossi Caroline M
Department of Psychology, Gallaudet University, Washington, DC 20002, USA.
J Deaf Stud Deaf Educ. 2012 Spring;17(2):273-86. doi: 10.1093/deafed/enr048. Epub 2011 Dec 2.
The current study investigated the labeling of abuse experiences in a sample of 97 Deaf female undergraduate students, exploring the following questions: What is the prevalence of violent behaviors experienced by Deaf female undergraduates in their past-year relationships, what proportion of these relationships are identified as "abuse," and what scripts and strategies do Deaf female undergraduates utilize to label their experiences of partner violence? Results indicated that over half of the sample chose not to label past-year experiences of psychological aggression, physical assault, and sexual coercion as abuse, even when these experiences included severe violence. Implications for the Deaf education system will be discussed.
本研究调查了97名失聪女大学生样本中对虐待经历的界定，探讨了以下问题：失聪女大学生在过去一年的恋爱关系中经历暴力行为的发生率是多少，这些恋爱关系中被认定为“虐待”的比例是多少，以及失聪女大学生使用哪些脚本和策略来界定她们遭受伴侣暴力的经历？结果表明，超过一半的样本选择不将过去一年中经历的心理攻击、身体攻击和性胁迫界定为虐待，即使这些经历包括严重暴力行为。将讨论该研究对失聪教育系统的启示。
