Judith L. Alpert

Sexual Behavior Problems and Psychopathology Symptoms in Sexually Abused Girls

OBJECTIVE This study contrasted a group of sexually abused girls, aged 6 to 12 years, with two demographically comparable control groups, girls from a child psychiatry outpatient department, and girls from a general pediatric clinic to determine whether differences in sexual behavior and psychopathology symptoms could be demonstrated. METHOD All girls and their mothers underwent an evaluation protocol composed of two parent-report inventories, the Child Behavior Checklist and the Child Sexual Behavior Inventory. RESULTS Sexually abused girls and psychiatric controls manifested more psychopathology symptoms, including internalizing and externalizing behaviors, than the nonpsychiatric controls. Relative to both control groups, sexually abused girls manifested more sexual behavior problems: masturbating openly and excessively, exposing their genitals, indiscriminately hugging and kissing strange adults and children, and attempting to insert objects into their genitals. Abuse by fathers or stepfathers involving intercourse was associated with particularly marked sexual behavior disturbances. There was a subgroup of sexually abused girls who tended to force sexual activities on siblings and peers. All of these girls had experienced prolonged sexual abuse (more than 2 years) involving physical force which was perpetrated by a parent. CONCLUSIONS Findings suggest that sexual abuse in preadolescent girls is associated with sexual behavior problems.

Empirical Research on Child Abuse Treatment: Report by the Child Abuse and Neglect Treatment Working Group, American Psychological Association

Reviewed empirical research on the short- and long-term effects of four major types of child maltreatment (physical abuse, sexual abuse, psychological abuse, and neglect). Outcome research for a variety of treatments for child victims of abuse and for adults abused as children suggests that treatment is effective; however, comprehensive and carefully designed studies have not been done. Likewise, outcome research for treatment efforts with parents and caregivers who engage in child maltreatment is limited, but evidence supports treatment efficacy. Thirteen recommendations are offered pertaining to improvement of conceptualization, treatment, and research in the area of child maltreatment.

Mothering: The view from psychological research

The study of mothering in the psychological literature reflects, first, the absence of and, then, the impact of feminist consciousness in the discipline. As Barbara Ehrenreich and Deirdre English note, mothers at the turn of the century were viewed as technical experts whose marketable product was an adjusted and achieving child. In fact, until fairly recently research on mothering focused on the relationship of child-rearing practices to the developing abilities of children. Within the last decade, however, a revolution has occurred in the psychological literature. Along with studies investigating the effect of sex bias on socialization and psychotherapeutic practice, there has emerged an interest in the major life experiences that differentiate the lives of men and women. As gender has been separated politically from role expectations, psychologists have begun to look at the factors that motivate some women more than others to want children, and at the satisfaction and dissatisfaction women derive from mothering. Two other shifts have also affected the study of mothering. First, the development of a life-course approach, including emphasis on historical and social changes that occur over the course of an individuals

Some guidelines for school consultants

Abstract School consultation and its purposes are defined, the expansion of the school psychologists traditional diagnostic role is explored; and some guidelines from research and theory which will assist the school psychologist to maximize the effect of consultative efforts are presented.

Consultation Training: 26 Years and Three Questions

The purpose of this article is to further graduate-level training in school consultation. Three questions that the first author has encountered throughout the last 26 years while teaching consultation are illuminated in this article: (1) What criteria should be used in selecting a consultation placement? (2) What criteria should be used in selecting a field supervisor? (3) What criteria should be used in evaluating the work of the consultants in the consultation course? Placing these questions into currency in the school psychology training literature may ensue more thinking around these critical issues. A case example provided by the second author is used in synergy with the questions and serves to expound on them.

Onset of Parenting and Stressful Events.

The purpose of this study was to develop a list of stressful events associated with onset of parenting, and to rank the events and establish weights in a way that reflects the degree of disruption that would be caused should that event occur. Whether the rankings and weightings differ as a function of parent sex and maternal work status was also considered. The procedures for developing the list and the rankings and weightings are presented. Results indicate high internal consistency in weightings (.81 to .92) and significant differences in ranking between the four groups of parents (nonworking mothers, working mothers, fathers with nonworking wives, fathers with working wives) on two of the 21 events. Implications for parent education programs and research are discussed.

Selection of consultees in school mental health consultation

Abstract To further understanding regarding the selection of teacher consultees, 15 mental health consultants completed a questionnaire. Consultants ranked teachers in their school consultation placements on ability to meet academic and socioemotional needs of children, receptivity to change, and likability. Next, after indicating which teachers they would most and least like to work with, consultants rated the teachers on nine 5-point rating scales. In general, results indicate that most preferred consultees, in comparison to least preferred consultees, are perceived as less needy of assistance around issues concerning children and lessons, more responsive to consultation, and more likable. It appears that teachers most in need of assistance are not selected for consultation.

Role Perceptions of Educated Adult Women: An Exploratory Study.

The study was designed to investigate marriage, work, and motherhood role perceptions of 93 adult women who were mostly graduate students at a large urban university. A secondary purpose was to examine the interaction of age‐role status variables and role perceptions. Three pictorial protective cues, each with a single role stimulus demand, were used to assess role perceptions. Stories told to cues were scored for presence of conflict, conflict theme, and outcome. Additionally, a single non‐role‐related cue was included. A high level of interrater agreement was obtained for the projective scoring system. Examination of scores for total sample by cue indicated that conflict was perceived most frequently in the marriage role cue, closely followed by the motherhood role cue. The work role was least likely to be perceived as conflictual Outcome scores, however, revealed that conflicts perceived in the motherhood role most frequently led to negative resolutions. Chi‐square analysis indicated that role percepti...

Child abuse and neglect: Perspectives on a national emergency

Hundreds of thousands of children are being abused and neglected in the United States annually. The structures devised to respond to this abuse and neglect have been unsuccessful. The United States government continues to spend billions of dollars on programs to deal with the effects of these unsuccessful responses. Child abuse and neglect in the United States now represent a national emergency. In this article, we will provide a historical, cultural, and contemporary perspective on child abuse and neglect. This perspective throws light on the complexity of the national emergency and provides a context for further exploration of the issue.

Utilization of Groups in Training for School Consultation.

Abstract The purpose of the present paper is to describe the utilization of groups over the past six years in our two semester school consultation practicum course. In addition, problems and issues raised by the utilization of groups are considered. Three tensions resulting from the utilization of groups are described and it is concluded that regardless of the complexity of the issues or the instructors fallibility, the three tensions represent issues around which instructors must make decisions.