Fantuzzo J W, delGaudio Weiss A, Atkins M, Meyers R, Noone M
Graduate School of Education, University of Pennsylvania, Philadelphia 19104-6216, USA.
J Am Acad Child Adolesc Psychiatry. 1998 Nov;37(11):1201-8.
A developmental-ecological model was used to explore the psychological adjustment and peer social competencies of maltreated preschool children.
Enhanced research methods were used that included verification of maltreatment status, multiple-variable matching of comparison children, and contextually relevant assessment. One hundred eight Head Start children, of whom 54 were maltreated, participated. Assessment of social functioning included measurement of peer play interactions, global social skills, peer sociometrics, and teacher and parent ratings of behavior problems.
Findings indicated that maltreated children were significantly less interactive in peer play and overall exhibited less self-control and interpersonal skill in social interactions than nonmaltreated children. In addition, maltreated children were more likely than their nonmaltreated peers to receive low sociometric ratings and were found by both teachers and parents to display more internalizing behavior problems than comparison children.
These findings indicate the importance of using developmentally sensitive research methods to inform contextually relevant interventions.
采用发展-生态模型来探究受虐待学龄前儿童的心理调适及同伴社交能力。
运用了强化研究方法，包括虐待状况核实、对照儿童的多变量匹配以及情境相关评估。108名参加“启智计划”的儿童参与其中，其中54名曾受虐待。社会功能评估包括同伴游戏互动测量、整体社交技能、同伴社会测量学以及教师和家长对行为问题的评分。
研究结果表明，受虐待儿童在同伴游戏中的互动显著较少，且在社交互动中总体表现出比未受虐待儿童更少的自我控制和人际交往能力。此外，与未受虐待的同伴相比，受虐待儿童更有可能获得较低的社会测量评分，并且教师和家长都发现他们比对照儿童表现出更多的内化行为问题。
这些研究结果表明，采用对发展敏感的研究方法为情境相关干预提供信息具有重要意义。
