This research focuses on the personal stories surrounding men who were sexually abused in childhood. The aim of this study is to shed light on the experiences of these men, and attempt to lift the veil of secrecy and stigma attached to male childhood sexual abuse. Three participants were selected for this qualitative study using the selection procedure of purposive sampling. Each participant was introduced with the use of a semi-structured interview format, and the information that was obtained from each participant was explored using a hermeneutic analysis approach. The results suggest that society’s naivety and ignorance of issues pertaining to sexually abused men are prominent. Both differences and similarities, in relation to the experiences of these men, are evident. With particular reference to the three participants whom partook in this study, the differing experiences that appear significant are suicidal ideation; low self-esteem; flashbacks; fear of men in general; and mind-body separation. The similar experiences that are evident within the participants’ stories are their desire for secrecy; fear of what society may think of them; desperate attempts to cope and subsequently escape the memories of their pasts; long-lasting effects, such as a lack of trust and an absence of intimacy; and determination to move forward and prevail. / Psychology / M.A. (Clinical Psychology)

Made available in DSpace on 2016-06-02T20:30:09Z (GMT). No. of bitstreams: 1 5777.pdf: 2633134 bytes, checksum: a8fd748751cf0d16a942c6e743026f07 (MD5) Previous issue date: 2013-12-04 / Universidade Federal de Minas Gerais / Recent demographic changes such as decreasing fertility rates and increasing life expectancy have favored intergenerational families. In this social context we use concepts from Social Skills Psychology, which focuses on the study of social interactions and interpersonal relationships. Social Skills (SS) are social behaviors that enable Social Compentence. There are different classes of SS: Assertiveness, Conversation and social resourcefulness, Emotional expressiveness, Empathy, Self-control. Interpersonal relationships have also been studied under the theoretical model of Intergenerational Solidarity (IS), which includes six dimensions: (1) Affectual (feelings and evaluations), (2) Associative (frequency and type of contact), (3) Consensual (agreement in opinions and values), (4) Functional (support), (5) Normative (expectations about obligations and norms) and (6) Structural (opportunity for interaction, due to geographical proximity) , and usually studied in association with conflict. Given that these two theoretical fields involve the interpersonal context of human development, it is possible to assume an interface between them. More specifically, social skills may be an antecedent condition favoring intergenerational solidarity. Thus, the aim of this thesis was to evaluate a possible interface between SS and IS, as well as relationship quality (RQ) among older parents and their adult children. The sample was composed of 69 parent-children dyads, ages 60 to 85 years for parents and between 25 to 50 years for the adult children. The dyads were separated according to the gender of the participants, yielding four types of dyads: Mothers and daughters (n = 17), Mothers and sons (n = 18), Fathers and daughters (n = 17), Fathers and sons (n = 18). Instruments were: IHSI - Del - Prette, IHS-Del-Prette, Scale of Intergenerational Solidarity, WHOQOL-OLD and Criterion Brazil. Descriptive and inferential analyses were performed. Initially, an analysis was performed by judges: experts evaluated the possible semantic relations between items of the IS and SS. Subsequently, correlational analyses were performed for SS, IS, sociodemographic variables and Relationship Quality. In these analyses we found evidence of association among these variables. From this evidence, models were developed through structural equation models for dyadic analysis using the Actor -Partner Interdependence Model with two predictors (at a significance level of p < 0.05, with effect size - D Cohen equal to 0.15 and the statistical power of 0.80). SS classes were found to be predictors of dimensions of IS and Conflict in intra and intergenerational analyses. We discuss the implications of these findings for research, evaluation, intervention, training of health professionals, public policies and social programs. / As mudanças demográficas das últimas décadas (aumento na expectativa de vida, ingresso de mulheres no mercado de trabalho, casamentos tardios, divórcios) estão favorecendo a convivência entre diferentes gerações de uma mesma família. Nesse contexto situa-se a Solidariedade Intergeracional (SI), conceito oriundo da Sociologia. Este constructo foi elaborado a partir de evidências empíricas de estudos longitudinais e é composto por seis dimensões: (1) afetiva (sentimentos e avaliações), (2) conflituosa (percepções sobre tensão e divergências), (3) consensual, (concordância em opiniões e valores), (4) funcional (apoio), (5) normativa (expectativas sobre obrigações e normas) e (6) estrutural, (oportunidade de interação, refletindo a proximidade geográfica). Paralelamente, a Psicologia das Habilidades Sociais estuda as interações sociais sob a perspectiva das Habilidades Sociais (HS) e, mais especificamente, de suas diferentes classes como por exemplo, Assertividade, Conversação e desenvoltura social, Expressividade emocional. Considerando que esses dois campos teóricos estejam inseridos no contexto interpessoal do desenvolvimento humano, é possível supor uma interface entre eles em que as Habilidades Sociais poderiam ser condições antecedentes e favorecedoras da relacionamentos interpessoais mais positivos e, num sentido mais amplo, de Solidariedade Intergeracional. Adicionalmente, embora estudado em diversos países, o constructo da Solidariedade Intergeracional ainda foi pouco explorado no contexto brasileiro. Deste modo, o objetivo desta Tese foi avaliar uma possível interface entre HS e SI, bem como a qualidade do relacionamento (QR) entre idosos e adultos. Participaram deste estudo 69 díades de pais idosos e de filhos adultos, com idades entre 60 e 85 anos e entre 25 e50 anos, respectivamente. As díades foram organizadas de acordo com o sexo dos participantes, havendo, portanto quatro tipos de díades: Mães e filhas (n = 17), Mães e filhos (n = 18), Pais e filhas (n = 17), Pais e filhos (n = 18). Os intrumentos utilizados foram: IHSI-Del- Prette, IHS-Del-Prette, Escala de Solidariedade Intergeracional, WHOQOL-OLD, Critério Brasil. Foram realizadas análises descritivas e inferenciais. Inicialmente, foram realizadas análises de correlação para variáveis sociodemográficas, HS, SI, QR. Foram encontradas evidências de associação entre estas variáveis em níveis intra e intergeracionais. A partir destas evidências, foram desenvolvidos modelos de modelos de equação estrutural para análises díadicas por meio do Actor-Partner Interdependence Model, com dois preditores (ao nível de significância de p < 0,05, com tamanho de efeito - D de Cohen - igual a 0,15 e poder estatístico de 0,80). As Habilidades de Expressividade emocional parecem influenciar a SI Afetiva, enquanto as HS de Enfrentamento parecem influenciar o Conflito, e as HS de Conversação e Desenvoltura Social parecem influenciar as dimensões de SI Normativa. São discutidas as implicações destes resultados para pesquisa, avaliação, intervenção, formação de profissionais de saúde, formulação de políticas públicas e programas sociais.

Made available in DSpace on 2016-06-02T19:46:33Z (GMT). No. of bitstreams: 1 DissCSJ.pdf: 756883 bytes, checksum: de67c9e1ee8579b841e5d1f2f597dc23 (MD5) Previous issue date: 2004-12-23 / Financiadora de Estudos e Projetos / The grouth on the importance of the Child Education, since its insertion into the Brazilian Constitution of 1988, brings an increase in the demand for this service and the fight for an inclusive education for young children. In this context, the purpose of this study was to describe the interactions between the day care center teacher and babies in an inclusive day care center that attended both babies with typical and atypical development. Two teachers and their students (age 12-36 months old), with typical and atypical development, were observed. The babies developmental repertoire was assessed by the Child Development Screening Tool Denver II (1989) and the Portage Guide to Early Education (Brazilian s version). The classroom activities of teachers and babies were videotaped through one week, during the regular time of work in the day care center. The record was transcripted in protocols previously developed, and latterly, submitted to a comparative analysis. Results showed that, in general, there was not a great difference in patterns of interaction established between teacher typical development babies and teacher atypical development babies. Both teachers seemed to be efficient in the children s participation during the activities. However, the kind of activity and the babies age seemed to be factors that influenced the teacher-child interaction. To younger babies, the activities in the classroom, with an established structure, seemed to involve both typical and atypical development babies, more than those freeplay activities. In relation to the older children, classroom activities were different in terms of proposed objectives. In the activities with the whole group, most of the typical development child was involved, but babies with atypical development were isolated from the playing. Issues related to formation and information of teachers from day care centers about child development and the factors related to their taking care in day care centers are discussed. / Dada a crescente importância atribuída à Educação Infantil, desde sua inserção na Constituição de 1988, o aumento da demanda por este serviço e a atual luta por uma educação inclusiva, este estudo teve por objetivo descrever a interação entre o professor de educação infantil e as crianças por ele atendidas em uma creche inclusiva, que atendia crianças com desenvolvimento típico e crianças com atrasos no desenvolvimento. Foram acompanhadas duas professoras de educação infantil de creches e seus respectivos alunos, com idades entre 12 e 36 meses, com desenvolvimento típico e com atrasos no desenvolvimento. O repertório do desenvolvimento das crianças foi avaliado por meio do Teste de Triagem do Desenvolvimento Denver II e do Inventário Portage Operacionalizado. As atividades realizadas pelas professoras e seus alunos foram filmadas ao longo de uma semana, durante o período regular de atendimento dos bebês na creche. Os registros foram transcritos em protocolos previamente elaborados e, posteriormente, submetidos a uma análise comparativa. Os resultados mostraram que, de maneira geral, não há uma grande diferença em relação aos padrões de interação que a professora estabeleceu com os bebês com desenvolvimento típico e com aqueles com atrasos no desenvolvimento. Ambas as professoras pareceram ser eficientes no engajamento das crianças no decorrer das atividades. Entretanto, o tipo de atividade em curso no momento da observação e a idade dos bebês parecem ser fatores que influenciam a interação professor-bebê. Para os bebês mais jovens, as atividades em sala, com uma estrutura estabelecida, pareceu envolver tanto as crianças com desenvolvimento típico quanto aquela que apresentava atrasos no desenvolvimento, mais do que as atividades nas quais a brincadeira era livre. Já em relação às mais velhas, as atividades em sala diferiram em relação aos objetivos propostos. Atividades que envolviam brincadeiras com todo o grupo (brincar de roda) promoviam o engajamento da maioria das crianças com desenvolvimento típico, embora a criança com atrasos no desenvolvimento se mantivesse isolada da brincadeira. Questões relativas à formação e informação dos professores de Educação Infantil acerca do desenvolvimento das crianças e os fatores relacionados ao seu atendimento em creches são discutidos.

Made available in DSpace on 2015-05-07T15:08:52Z (GMT). No. of bitstreams: 1 ArquivoTotalThais.pdf: 2883445 bytes, checksum: 3e2f2dbde22a7c33b10ba17d0553594a (MD5) Previous issue date: 2013-03-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The goal of this work was of evaluating the quality of the relationships that the educator of Infant Education promotes with the children from 0 up to 3 years in the Kindergarten. Considering the teacher's Social Representations on educating, child́ scare, to play and the child. The qualitative research was developed in five Reference Centers in Infant Education of the city of João Pessoa, chosen by the geographical and population criteria. The research was divided in three stages. The first one, accomplished in July of 2012, was characterized by the accomplishment of interviews about the Docent Formation of the educators and the application of records with information about the participant institutions. In this stage participated 51 persons, being 14 professors and 37 Kindergarten auxiliaries. In the second stage of the research we perform observations of the docent ́s practice with the fill out of the Adult Engagement Scale, instrument available in the Manual do Projeto Desenvolvendo a Qualidade em Parcerias -DQP (BERTRAM & PASCAL, 2009). In this stage participated 34 professors and auxiliaries, between July and October of 2012. In the third stage, accomplished between November and December of 2012, we perform interviews with 19 professors, 28 auxiliaries and 2 directors, totaling 49 subjects. The interviews contemplated the dimension of the educators' Social Representations on the child, to play, educating and the care ́s child. The contact with the analyzed group was registered in Field Diaries. In order to analyze the collected materials in the first and third stage we used the Bardin ́s Content Analysis (2002). The second stage of the research and the interviews processes were analyzed according to the DQP Manual. The dada generally show that the level of the educators' initial formation is considerably low. In spite of whole a movement of valorization and of the crescents studies that show the importance of these professionals' initial formation, we still see actions and decisions based in the motherly vision of Infant Education, where it prevails the idea that the person that works with children, carrying child ́scare functions, more specifically the auxiliaries, don't need a specific formation. We observed that the Continuing Education seem not to consider the level of these professionals' initial formation. Although we find in the study of the Social Representations on Educating, to Play, Child ́scare and the Child, these categories well connected, in the interviews and in the observations of the educational practice we verified data where educating is seen on it maternal point of view, playing is habitual divest of the educational actions and child ́s care is presented as being activities just of the auxiliaries. We verified at the Kindergarten a considerable number of observations of the educational practice with small adult's engagement. We see the importance of a fomentation of the relations between adults and child that propitiate significant learning. Through the education, the population will be able to have a critical point of view not have a subservient position on the public mechanisms, besides to monitor, to evaluate and to fight for their rights. / O objetivo deste trabalho foi de avaliar a qualidade das relações que o educador de Educação Infantil promove com as crianças de 0 a 3 anos na creche, considerando as representações sociais do educador sobre o educar, cuidar, brincar e a criança. Realizamos a pesquisa qualitativa em cinco Centros de Referência em Educação Infantil da cidade de João Pessoa, escolhidos através de critérios geográficos e populacionais. A pesquisa foi dividida em três etapas, a primeira caracterizou-se pela realização de entrevistas sobre a formação docente dos educadores e a aplicação de fichas com informações sobre as instituições participantes, com início no mês de julho de 2012. Participaram desta etapa 51 participantes, sendo 14 professores e 37 auxiliares de creche. Na segunda etapa da pesquisa foram realizadas observações da prática docente com o preenchimento da Escala de Empenhamento do Adulto, instrumento disponibilizado pelo Manual do Projecto Desenvolvendo a Qualidade em Parcerias - DQP (BERTRAM & PASCAL, 2009). Participaram desta etapa 34 professores e auxiliares, nos meses de julho a outubro de 2012. Na terceira etapa da pesquisa foram realizados processos de entrevistas com 19 professores, 28 auxiliares e 2 diretores, totalizando 49 sujeitos, nos meses de novembro e dezembro de 2012. As entrevistas contemplaram a dimensão das Representações Sociais dos educadores sobre a criança, o brincar, o educar e o cuidar. O contato com o grupo estudado foi registrado em diários de campo. Para analisar o material coletado na primeira e na terceira etapa utilizamos a Análise de Conteúdo de Bardin (2002). A segunda etapa da pesquisa e os processos de entrevistas foram analisados segundo o Manual DQP. Os dados demonstraram que de modo geral, o nível de formação inicial das educadoras é consideravelmente baixo. Apesar de todo um movimento de valorização e dos crescentes estudos que mostram a importância da formação inicial destes profissionais, ainda vemos ações e decisões baseadas na visão maternalista de educação infantil, onde predomina a idéia de que a pessoa que trabalha com crianças pequenas, desempenhando funções de cuidado, mais especificamente as auxiliares, não precisam ter formação específica. Observamos que as Formações continuadas parecem não considerar o nível de formação inicial destas profissionais. Apesar de encontrarmos no estudo das Representações Sociais sobre o Educar, Brincar, Cuidar e a Criança, estas categorias bem imbricadas, nas entrevistas e nas observações da prática docente nós verificamos dados onde o educar é visto no seu lado maternal, o brincar é rotineiramente desvinculado das ações educativas e o cuidar é apresentado como sendo atividades apenas dos auxiliares. Verificamos nas creches um número considerável de observações da prática docente com pouco empenhamento do adulto. Vemos a importância do fomento de relações adulto-criança que propiciem aprendizagens significativas. Através da educação, a população poderá lançar um olhar crítico e não subserviente sobre os aparelhos públicos, monitorar, avaliar, lutar por seus direitos.

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No. of bitstreams: 1 Tese-Arlene Araujo Nogueira.pdf: 8227777 bytes, checksum: 7744d770e72fcc52d8c81e89659feceb (MD5) Previous issue date: 2016-04-08 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / Understanding the process of oral language development in the first years of life is essential to qualify the pedagogical work in a nursery. The Historical-Cultural Theory emphasizes that the development of oral language and the child's communication activity – as well as all kinds of human mental functions development – are not natural process, but socially mediated. It is up to the adult in charge of education the development of activities that intentionally promote the child interaction. Doing so, communication is set as a necessity, promoting development. Thus, one could ask: how is the development of oral language in early childhood according to historical and cultural perspective? How do the adult-child and child-child interactions interfere with the development of oral language of children in day care situation? How can the pedagogical work in the nursery provide significant verbal interactions? With the purpose of understanding the development process of oral language in early childhood stage, according to the assumptions of Historical-Cultural Theory; besides knowing the influence of adult-child child-child interactions for the development of oral language of children in day care situation; and also with the aim of bringing to the light how pedagogical work in day care can contribute to any significant verbal interactions between children and adults, so, these were the reasons why this research has been conducted. In fact, it is part of the Research Line number 3 – Training and Praxis of the educator before the Amazonian Challenges in the Post-Graduation Program Studies in Education of the Federal University of Amazonas. Three teachers and seven children of one and two years of age were the subjects of this research, held in a nursery called Creche Municipal Maria Ferreira Bernardes, in 2014, in Manaus-AM. The research focused on the development of oral language of young children in an interactive daycare context, based on the theoretical and methodological contributions of the Historical-Cultural Theory, according to which the higher mental functions of humans arise both from the close relationship between biological factors inherent of mankind, and cultural factors, built throughout human history – idea published by L. S. Vygotsky, its principal representative. The empirical knowledge was acquired through participatory observations of everyday life, with the support of photographs, video recordings and records in fieldwork notebook; and also by semi-structured interviews and formative meetings with the teachers. The systematization of data enabled to group the interactive situations experienced by children and their teachers – which have revealed the emergence of oral language – in two categories: 1) direct communication Interactions: through communicative activities whose reasons were personal, based on emotional communication; and 2) communicative interactions mediated by objects: a communicative activity, based on the practice of situations involving manipulation of objects. After analyzing the empirical categories, one could note that the activities proposed by the teachers and the interactions between child-child and adult-child, in the nursery, potentiate the communicative activity of children and the development of oral language, according to the theoretical assumptions of Vygotsky and his collaborators. While we recognize that children build each other interactions that carry rich meanings and produce language, we emphasize the mediating role of teachers in these moments and intentional organization of interactive experiences that promote oral language. Besides that, discussion groups with teachers about oral language development enable the expansion of references to think about the pedagogical activity, confirming the potential of formative research. / Compreender como se dá o desenvolvimento da linguagem oral na primeira infância é fundamental para qualificar o trabalho pedagógico na creche. A Teoria Histórico-Cultural preconiza que o desenvolvimento da linguagem oral e da atividade de comunicação da criança, como ademais todo o desenvolvimento das funções psíquicas humanas, não é um processo natural, mas socialmente mediado. Cabe, pois, ao adulto que educa, promover atividades que intencionalmente coloquem a criança em interação, de modo que a comunicação se configure como uma necessidade, mobilizando o desenvolvimento. Dessa forma, indagamos: de que maneira ocorre o desenvolvimento da linguagem oral na primeira infância segundo a perspectiva histórico-cultural?; como as interações adulto-criança e criança-criança interferem no desenvolvimento da linguagem oral das crianças em situação de creche?; como o trabalho pedagógico na creche pode propiciar interações verbais significativas? Com os objetivos de compreender o processo de desenvolvimento da linguagem oral na etapa da primeira infância, de acordo com os pressupostos da Teoria Histórico-Cultural; conhecer a influência das interações adulto-criança e criança-criança para o desenvolvimento da linguagem oral das crianças em situação de creche; e elucidar como o trabalho pedagógico na creche pode contribuir para que ocorram interações verbais significativas entre crianças e adultos, realizamos este trabalho, que insere-se na Linha de Pesquisa 3 – Formação e Práxis do(a) Educador(a) Frente aos Desafios Amazônicos do Programa de Pós-Graduação em Educação da Universidade Federal do Amazonas. Foram sujeitos da pesquisa três professoras e sete crianças de um a dois anos de idade, matriculadas na Creche Municipal Maria Ferreira Bernardes, em 2014, em Manaus-AM. A investigação enfoca o desenvolvimento da linguagem oral da criança pequena no contexto interativo da creche, fundamentando-se nos aportes teóricos e metodológicos da Teoria Histórico-Cultural, segundo a qual as funções psíquicas superiores dos seres humanos surgem da estreita relação entre os fatores biológicos caraterísticos do homem e os fatores culturais, construídos ao longo da história humana – ideia apregoada por L. S. Vigotski, seu principal representante. A construção dos dados empíricos se deu por intermédio de observações participativas do cotidiano, com o apoio de fotografias, videogravações e registros em caderno de campo; entrevistas semiestruturadas e encontros formativos com as professoras. A sistematização dos dados possibilitou agrupar as situações interativas vivenciadas entre as crianças e suas professoras – que revelam a emergência da linguagem oral – em duas categorias: 1) Interações comunicativas diretas: atividade comunicativa cujos motivos são pessoais, baseada na comunicação emocional; e 2) Interações comunicativas mediadas por objetos: atividade comunicativa de natureza prática-situacional, apoiada na manipulação dos objetos. A análise das categorias empíricas permitiu notar que as atividades propostas pelas professoras e as interações criança-criança e adulto-criança, na creche, potencializam a atividade comunicativa das crianças e o desenvolvimento de sua linguagem oral, de acordo com os pressupostos teóricos de Vigotski e seus colaboradores. Apesar de reconhecermos que as crianças constroem entre si interações que portam ricos significados e produzem linguagem, enfatizamos o papel mediador das professoras nesses momentos e na organização intencional de vivências interativas promotoras da linguagem oral. Além disso, os grupos de discussão com as professoras a respeito do desenvolvimento da linguagem oral possibilitam a ampliação de referências para pensar a atividade pedagógica, atestando o potencial formativo da pesquisa.

Les études sur les enfants vivant avec un parent souffrant de maladie mentale se focalisent sur ceux présentant des troubles psychiques ou à risques d’en développer. Problématique. Cette étude explore les facteurs de protection internes et externes des adultes résilients ayant grandi auprès d’un parent souffrant de maladie mentale afin d’envisager une aide pour les enfants en souffrance. Nous réalisons également une revue de la littérature sur les programmes et les aides existantes pour ces enfants, mise en perspectives avec nos résultats, afin de proposer des pistes de prise en charge. Méthodologie et population. Trente femmes adultes en bonne santé mentale, âgées de 19 à 36 ans, ayant vécu avec un père ou une mère souffrant de maladie mentale, ont répondu à un entretien semi-directif. Elles ont également réalisé des dessins de la famille, et complété l’inventaire de résilience (IFR-40) et un questionnaire d’événements de vie. Résultats. La présence significative de certains facteurs de protection familiaux et extrafamiliaux dans le processus de résilience des sujets, confirme ceux retrouvés dans la littérature : les bonnes relations avec les parents, la bonne entente familiale, la présence d’adultes aidants, etc. D’autres facteurs de protection familiaux significatifs ont été trouvés : les activités privilégiées avec l’un des parents et le partage de valeurs morales. Conclusion. Nous pouvons favoriser la résilience des enfants vivant avec un parent souffrant de maladie mentale en renforçant ces facteurs de protection externes, et en développant un groupe de soutien entre pairs, afin de répondre à leurs besoins et de pallier le manque d’aide pour ces enfants en France. / The studies about children living with a parent suffering from a mental illness focus on children with mental disorders or at risk. Problematic. This study aims at exploring internal and external protective factors in resilient adults who grew up with a mental ill parent in order to develop a help for suffering children. We also make a literature review of the existing programs and helps for these children, put in perspective with our results, so that we can propose to offer them a kind of support. Methodology and population. Thirty mental healthy adult women, from 19 to 36 years old, who lived with a father or a mother suffering from a mental illness, answered a semi-structured interview. They also realized family drawings, and completed a resilience inventory (IFR-40) and a life events questionnaire. Results. The significant presence of family and extrafamily protective factors in the process of the resilience’ subjects, confirms those in the literature: good relationships with parents, good family concord, the presence of helping adults, etc. Other significant family protective factors were found: privileged activities with a parent and moral values shared.Conclusion. We can promote resilience in children living with a parent suffering from a mental illness by strengthening these external protective factors, and by developing a group of peer support to meet their needs and address the lack of support for these children in France.

Differences in college student's psychological well-being, extrapunitiveness, and intropunitiveness were related to the presence or absence of maltreatment during childhood years, and its acknowledgement by the student. Subjects were 56 male and 85 female undergraduate students at the University of North Texas. Subjects were given structural scale v.3 of the California Psychological Inventory (CPI), the Extrapunitive (E), and Intropunitive (I) indices of the Hostility-Direction of Hostility Questionnaire (HDHQ), and the Physical Punishment scale (PP-scale) of the Assessing Environments Questionnaire (AEIII). Results indicate no significant differences in psychological well-being, extrapunitiveness, or intropunitiveness, which would be explained by the presence of maltreatment or its acknowledgement.

Research indicates that victims of childhood abuse are at increased risk for transmitting violence in adulthood-a phenomenon known as the intergenerational transmission of abuse (ITA). Adult survivors of childhood victimization (i.e., child abuse or witnessed parental violence) are at increased risk for becoming abusive parents, perpetrators of intimate partner violence, and victims of intimate partner violence. The current study examined the latter form of ITA, in which a survivor of childhood victimization is re-victimized in adulthood by intimate partner violence. Attachment theory has been used to explain the ITA by positing that abuse is transmitted across generations via insecure attachment. The purpose of this study was to use structural equation modeling to test the attachment theory of ITA by examining the role of childhood and adult attachment in predicting re-victimization and symptoms of distress in adulthood. In the hypothesized model, childhood victimization by one's parents was hypothesized to predict adult intimate partner violence victimization through insecure attachment relationships in childhood (with one's parents) and adulthood (with one's partner). Furthermore, adult romantic attachment anxiety and attachment avoidance were hypothesized to predict different symptoms of distress. Self-report measures from 59 adult woman seeking services for intimate partner victimization at a domestic violence clinic were analyzed using a partial least squares path analysis. Results supported a reduced model in which insecure attachments in childhood and adulthood significantly predicted the ITA, but only through father-child attachment and not mother-child attachment. In addition, adult romantic attachment anxiety and attachment avoidance predicted different symptoms of distress. Results supported the attachment theory of the ITA and highlighted the importance of examining outcomes of adult attachment anxiety and avoidance separately. Implications and directions for future research are discussed.

No description available.

A study of women who are childhood sexual abuse survivors and have been affected by chemical dependency.