治疗日间学校中情绪和行为障碍学生的性经历：青少年风险的生态考察。
Sexual experience among emotionally and behaviorally disordered students in therapeutic day schools: an ecological examination of adolescent risk.
机构信息
School of Public Health, University of Illinois at Chicago, 1603 West Taylor Street, Chicago, IL 60612, USA.
出版信息
J Pediatr Psychol. 2012 Sep;37(8):904-13. doi: 10.1093/jpepsy/jss056. Epub 2012 Mar 31.
Abstract
OBJECTIVE
This study examined gender differences in family, peer, partner, and mental health characteristics related to sexual experience among emotionally and behaviorally disordered students in therapeutic day schools, a population at elevated risk for negative sexual health outcomes.
METHODS
A total of 417 13- to 20-year-old adolescents reported on their family functioning, peer and partner relationship characteristics, mental health problems, and self-reported sexual behavior.
RESULTS
For boys and girls, peer influence and conduct problems predicted sexual experience, and family dysfunction was related to negative peer influence. Greater rejection sensitivity was related to less sexual experience for boys and girls. The final path model revealed indirect effects of family dysfunction on boys' but not girls' sexual experiences.
CONCLUSIONS
Findings underscore the utility of an ecological approach to understand social and personal mechanisms that increase risk and mitigate negative outcomes among emotionally and behaviorally disordered boys and girls in therapeutic day schools.
摘要
目的
本研究考察了在治疗日间学校中，情绪和行为障碍学生的家庭、同伴、伴侣和心理健康特征与性经历之间的性别差异，这些学生是负面性健康结果风险较高的群体。
方法
共有 417 名 13 至 20 岁的青少年报告了他们的家庭功能、同伴和伴侣关系特征、心理健康问题以及自我报告的性行为。
结果
对于男孩和女孩，同伴影响和行为问题预测了性经历，而家庭功能障碍与负面的同伴影响有关。对于男孩和女孩来说，更高的拒绝敏感与更少的性经历有关。最终的路径模型显示，家庭功能障碍对男孩而不是女孩的性经历有间接影响。
结论
研究结果强调了一种生态方法的实用性，该方法可以理解社会和个人机制，这些机制增加了治疗日间学校中情绪和行为障碍的男孩和女孩的风险，并减轻了负面结果。
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