Gregory H M, Beveridge M C
Child Abuse Negl. 1984;8(4):525-31. doi: 10.1016/0145-2134(84)90035-8.
Thirteen 6-year-old children who had been physically abused by their parents were assessed in school for language development, educational attainments and social adjustment, and compared with children from some of the same school classes who served as a comparison group. All the abused children had attended the Family Centre of the National Society for the Prevention of Cruelty to Children (NSPCC) in Manchester before starting school, and they and their parents had received social work support and supervision from the special unit team. Ten of the 13 abused children had made measurable progress in reading. There were no significant differences between the groups in language development or number skills, but the abused group did contain more high (maladjusted) scores on the Bristol Social Adjustment Guide. Monitoring educational progress and social adjustment in school would seem to be a useful method of following the progress of such children. Most of the children in this group are so far making progress within the ordinary school system despite the disturbances which have affected their home life.
对13名曾遭受父母身体虐待的6岁儿童在学校进行了语言发展、学业成绩和社会适应能力评估，并与来自同一学校部分班级的儿童作为对照组进行比较。所有受虐儿童在入学前都曾在曼彻斯特国家防止虐待儿童协会（NSPCC）的家庭中心接受过帮助，他们及其父母都得到了特别小组的社会工作支持和监督。13名受虐儿童中有10名在阅读方面取得了显著进步。两组在语言发展或数字技能方面没有显著差异，但在布里斯托尔社会适应指南上，受虐组有更多高分（适应不良）情况。监测此类儿童在学校的学业进展和社会适应情况似乎是跟踪他们进步的一种有用方法。尽管家庭生活受到干扰，但该组中的大多数儿童目前在普通学校系统中仍在取得进步。
