Basta S M, Peterson R F
Department of Psychology, University of Nevada, Reno 89557.
Child Abuse Negl. 1990;14(4):555-66. doi: 10.1016/0145-2134(90)90103-z.
The personality and intellectual characteristics of three groups of children, one molested by a teacher (n = 16), a second group (n = 16) where the offender was a member of the child's family, and a non-molested control group (n = 16) were contrasted. The children were evaluated using the Personality Inventory for Children (PIC), the Children's Personality Questionnaire (CPQ), and the Wechsler Intelligence Scale for Children (WISC-R). There were few differences between the two molested groups or between boys and girls. However, comparisons of molested and non-molested children showed significant differences on 23 of 34 scales on the PIC and CPQ combined. WISC-R verbal IQs were also lower for the molested groups. While the lack of differences between the two molested groups may have been due to the parent-like relationship between the teacher and the children he molested, the results suggest that a relatively noncoercive style of abuse can still produce significant psychological impairment.
对三组儿童的性格和智力特征进行了对比，其中一组儿童受到教师骚扰（n = 16），另一组（n = 16）的侵害者是儿童家庭成员，还有一组是未受骚扰的对照组（n = 16）。使用儿童个性量表（PIC）、儿童个性问卷（CPQ）和韦氏儿童智力量表（WISC-R）对这些儿童进行了评估。两组受骚扰儿童之间或男孩与女孩之间差异不大。然而，受骚扰儿童与未受骚扰儿童的对比显示，在PIC和CPQ合并的34个量表中，有23个量表存在显著差异。受骚扰组的WISC-R言语智商也较低。虽然两组受骚扰儿童之间缺乏差异可能是由于教师与他骚扰的儿童之间类似父母的关系，但结果表明，相对非强制性的虐待方式仍会造成严重的心理伤害。
