38 Cognitive Skills and School Performance in Sexually Abused Girls
Notice bibliographique
Résumé
Behavioral and adaptive difficulties are frequent in sexually abused (SA) children and may impact their ability to cope in a school environment. The aim of this study was to evaluate school performance and to analyse predictive factors of adjustment in the school environment of SA girls. Sixty-seven dyads of mothers and SA girls seen at the Child Protection Clinic of CHU Mère-Enfant Ste-Justine for alleged sexual abuse participated in the study. They were matched to non-abused girls recruited in schools in the Montreal area. Sexual abuse data were abstracted from the medical chart according to the History of Victimization Form. Children answered the Children Inventory of Traumatic Event Scale, the Self-Report Coping Scale and the Perceived Social Support Scale. School adaptation variables were evaluated with the Child Behavior Checklist (CBCL) answered by mothers and teachers. Another group of 50 SA girls were compared to a normative sample of 1630 French Canadian children, using the Test d'Aptitude Informatisé (TAI), a standardized measure which evaluates cognitive abilities. Comparisons were done using chi-square test and Student's t test. Predictive factors were analysed with stepwise regression. Mean age of children was 9±1.5 years. SA girls came more often from single parent families (53% vs 32%, P<.01), mothers were younger (34.2 years vs 37.7 years, P<.001), less educated (10.8 years vs 13.1 years, P<.0001), and socio-economic level was lower (36.2 vs 49.7, P<.0001). Sexual abuse was intrafamilial in 51% of cases, and classified as severe in 68% of cases and chronic in 40% of cases. Mothers of the SA group gave lower CBCL scores for school performance (38.34 vs 44.59, P<.0001) and social competence (41.22 vs 47.62, P<.0001), and higher scores for attention problems (65.82 vs 57.48, P<.0001). Teachers' scores for SA girls were lower for school achievement (44.38 vs 52.75, P>.0001), social adaptation with peers (33.46 vs 48.98, P<.0001), and adequate classroom behavior (39.49 vs 43.80, P<.01). School performance was predicted by perceived parental support. Maternal level of education, lower severity of the abuse, and approach coping strategies predicted adequate classroom behavior. In the TAI, SA girls scored at the 26th percentile for vocabulary, 28th for general knowledge, and 35th for arithmetics. This study suggests that SA children are at risk for adaptation difficulties in their school environment. Support interventions should target both the school and the family.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».