ABSTRACT
Psychological maltreatment is gaining recognition as one of the core concepts in child welfare, however, its utility has been limited by definitional problems and the absence of operationalized and validated instruments. These Psychological Maltreatment Rating Scales (PMRS) were developed for assessing psychological maltreatment in mother-child interaction, and were used to rate the videotaped interaction of 49 high-risk mother-child dyads and make predictions of child protective service involvement with the dyads. These predictions are compared with predictions based upon mothers' personal resources and social support. Results show that the PMRS is a moderately reliable and valid measure of psychologically maltreating and prosocial parental behavior that can discriminate between maltreating and comparison parents, and is a more effective predictor than maternal measures. Three factors of parenting emerged from an exploratory factor analysis: emotional abuse, and two factors of positive parenting. Psychological abuse was the presence of hostile behavior, and psychological neglect the absence of positive parenting.
Subject(s)
Child Abuse/diagnosis , Child Abuse/psychology , Mother-Child Relations , Parenting/psychology , Psychological Tests , Child , Child, Preschool , Female , Humans , Male , Reproducibility of ResultsSubject(s)
Adaptation, Psychological , Child Abuse/psychology , Parent-Child Relations , Child , Humans , Personality DevelopmentABSTRACT
The incidence of child sexual abuse would argue for the schools assuming a larger role in the development of preventive and educational programs. Because of the public school system's consistent and longitudinal contact with children and families it is perhaps the most promising institution for the delivery of preventive efforts. This article presents specific suggestions for school-based programs directed toward the prevention of intrafamilial child sexual abuse. Further, it is argued that for maximum effectiveness, the support of local parent-teacher organizations be elicited; that educational programs be presented separately for parents and children; and that a variety of programs in concert with the developmental level of participants be presented on topics related to child sexual abuse. Topics regarded as important for prevention efforts are factual information on sexual abuse, appropriate and inappropriate touch, the respective role responsibilities and rights of parents and children, and a sex education approach that stresses the values of nonexploitation and discrimination in the choice of whether to engage in sexual behavior and the choice of partners.
