Wodarski J S, Kurtz P D, Gaudin J M, Howing P T
University of Akron, OH 44325.
Soc Work. 1990 Nov;35(6):506-13. doi: 10.1093/sw/35.6.506.
Studies of the impact of abuse or neglect on children have focused largely on maltreated infants, toddlers, or preschool children and on single subsystems of development. In the study described in this article, 139 school-age and adolescent children who had been physically abused, who had been neglected, and who had no prior history of maltreatment participated in a multimodal, multisource assessment. The authors used parent and child interviews, teacher ratings, and data from school records to comprehensively assess older maltreated children's school performance; social and emotional development in school, at home, in the community, and with peers; and adaptive behavior in areas such as motor skills, personal care skills, and community orientation. With the effects of socioeconomic status covaried out, results showed that the abused children displayed pervasive and severe academic and socioemotional problems. Neglected children differed little from children who were neither abused nor neglected on measures of socioemotional development, but they displayed severe academic delays. Both groups of maltreated children showed unexpected strengths on measures of adaptive behavior.
关于虐待或忽视对儿童影响的研究主要集中在受虐待的婴儿、学步儿童或学龄前儿童以及单一的发育子系统上。在本文所述的研究中，139名曾遭受身体虐待、曾被忽视且此前无虐待史的学龄儿童和青少年参与了一项多模式、多源评估。作者通过家长和孩子访谈、教师评分以及学校记录数据，全面评估了年龄较大的受虐待儿童的学业成绩；在学校、家中、社区以及与同伴相处时的社会和情感发展；以及在运动技能、个人护理技能和社区适应等方面的适应性行为。在排除社会经济地位的影响后，结果显示受虐待儿童存在普遍且严重的学业和社会情感问题。在社会情感发展指标方面，被忽视儿童与既未受虐待也未被忽视的儿童差异不大，但他们表现出严重的学业延迟。两组受虐待儿童在适应性行为指标上都展现出了意想不到的优势。
