Mary Ellen Fromuth

Courtship Violence Using Couple Data Characteristics and Perceptions

This study examined courtship violence using couple data. Participants were 50 heterosexual dating couples with at least one member of the couple being a university student. Using the Conflict Tactics Scales 2 (CTS2), both members of a couple reported on received and inflicted physical and psychological violence. The prevalence of physical aggression depended on how violence was defined. On the CTS2, 60% of couples were considered physically violent when within-couple agreement was not considered; this dropped to as low as 28% when agreement had to be present. Women were more likely than men to report inflicting psychological aggression and to report aggressing against their partner with a playful intent. Taken together, these findings demonstrate the need to continue to examine courtship violence, especially by utilizing responses from both members of a couple.

Hidden Perpetrators Sexual Molestation in a Nonclinical Sample of College Women

The current study explored molestation committed by females during childhood and adolescence. Participants were 546 female college students recruited from the psychology research pool at a large southeastern university. Using a questionnaire approach, 22 women (4%) described at least one experience that met the criterion for sexually molesting a younger child. Although no offender viewed the experience as having a positive effect on the victim, only 3 of the 22 (14%) viewed what occurred as child sexual abuse. Few differences were found between perpetrators and nonperpetrators on background variables and psychological adjustment. Perpetrators, however, were more likely to have been sexually abused as children and to report having some sexual interest in children.

Hidden Child Molestation An Investigation of Adolescent Perpetrators in a Nonclinical Sample

To examine and describe hidden child sexual molestation committed by adolescent males, 582 college men were surveyed via an extensive questionnaire. Three percent (N = 16) of the men reported activity that met the criterion for sexually molesting a younger child. Most of the victimization experiences were initiated by the men (86%), and most involved female victims (67%). Few differences emerged between the molesters and nonmolesters on the family background variables, current adjustment measures, or measures of attitudes conceptually linked to sexually aggressive behavior. Compared to nonmolesters, however, the molesters were more likely to endorse rape myths and were more likely to have been sexually victimized as children.

Influence of Gender Roles on Perceptions of Teacher/Adolescent Student Sexual Relations

In this study we explored the effects of respondent gender and the specific gender combination (i.e., cross- and same-gender dyads) on perceptions of a sexual encounter between a teacher and an adolescent student. Respondents (120 male and 120 female undergraduates) read a brief scenario and answered questions about their perceptions of the encounter. Significant interactions emerged between teacher gender and student gender. For example, the male teacher/male student dyad was viewed as the least normative, and the female teacher/male student dyad was perceived as the most normative. Significant interactions also were found between teacher gender and respondent gender. Results generally were consistent with gender role stereotypes.

Perception of Teacher Sexual Misconduct by Age of Student

ABSTRACT This study explored whether student age influenced perceptions of teacher sexual misconduct. Participants (300 undergraduates) read scenarios depicting teacher sexual misconduct in which the students age was varied (9, 12, 15), and then answered questions about their perceptions. Data were analyzed with 2 (respondent gender) × 2 (cross-gender dyads) × 3 (student age) MANOVAs. Experiences involving the youngest student were viewed as the most abusive, followed by the 12-year-old, and the 15-year-old. Gender differences were evident, with women viewing the experiences more negatively. Scenarios involving a male teacher/female student were viewed more negatively than a female teacher/male student dyad. These findings illustrate the importance of educating students and school personnel about teacher sexual misconduct.

The Association of Sibling Relationship and Abuse With Later Psychological Adjustment

This study of 59 undergraduate men and 85 undergraduate women explored how defining emotional and physical sibling abuse affected the frequency of reported sibling abuse. In addition, the current study examined how the emotional context of the sibling relationship (i.e., rivalry and conflict) moderated the relationship between sibling abuse and later psychological adjustment (i.e., depression and anxiety). Respondents completed self-report questionnaires of sibling abuse (CTS2-SP), self-labeling of sibling abuse, quality of sibling relationships (SRQ), depression (CES-D), and anxiety (ZAS). Results indicated differences in frequency of reported abuse depending on how sibling abuse was defined. Also, there were no statistically significant correlations between the CTS2-SP and measures of psychological adjustment. Although self-labeling as emotionally abused correlated with later anxiety, the emotional context of the sibling relationship did not moderate this relationship.

Effect of Student Vulnerability on Perceptions of Teacher–Student Sexual Involvement

This study explored whether the vulnerability of an adolescent student affected perceptions of teacher sexual misconduct. Respondents (150 male and 150 female undergraduates) read scenarios depicting teacher sexual misconduct varied by respondent gender, gender dyad (male teacher–female student and female teacher–male student), and three levels of student vulnerability. The vulnerability of the student was found to have little impact on perceptions. On most variables, interactions emerged between respondent gender and gender dyad. Specifically, male respondents viewed the female teacher–male student dyad less negatively than the male teacher–female student dyad. Female respondents generally did not make distinctions based on gender dyad.

Recovery or Recapitulation

Psychiatric hospitalization and child sexual abuse are linked not simply by the need for the former occasioned by the symptom sequelae of the latter, but, also, by powerful pathogenic processes. Specifically, stigmatization, betrayal, and powerlessness are central themes in both experiences. Because of these similarities, the survivor of child sexual abuse may experience a psychiatric hospitalization as a revictimization experience. In order to avoid or, at least, minimize harm, all involved with the hospitalization of the child abuse survivor need to be aware of these dynamics and be prepared to provide treatment articulated to the needs of the survivor.

Effects of Duration on Perceptions of Teacher Sexual Misconduct.

ABSTRACT This study explored how respondent gender, gender dyad (male teacher–female student versus female teacher–male student) and duration/frequency (weekly sexual contact over 4 months versus a single incident) affected perceptions of teacher–adolescent student sexual involvement. Respondents were 224 undergraduates (104 men, 120 women) recruited from a psychology research pool. Most (87%) were 18–21 years old, and 59% were Caucasian. Each respondent read one of four scenarios (varied by gender dyad and duration/frequency) depicting a teacher–adolescent student sexual interaction and then completed a series of questions about his or her perceptions. Results indicated that men perceived these experiences less negatively than did women, and the female teacher–male student dyad was viewed less negatively than the male teacher–female student dyad. Relatively few significant interactions emerged, and the only main effect for duration/frequency was for commitment. Results are discussed in terms of the need for more research and education.

The relationship of hypercompetitiveness and gender roles with body dysmorphic disorder symptoms in a nonclinical sample

This study examined whether hypercompetitiveness was a moderator between body dysmorphic disorder (BDD) symptoms and gender roles in 345 college students. To test this, the Body Dysmorphic Disorder Examination-Self Report (BDDE-SR), the Hypercompetitive Attitude Scale, and the Personal Attributes Questionnaire (PAQ) were used. Significant positive correlations were found between BDD symptoms and hypercompetitiveness in men and women. For men and women, no significant correlation was found between female-valued items on the PAQ and the BDDE-SR. A statistically significant negative correlation was found between male-valued items on the PAQ and the BDDE-SR for both genders. Hypercompetitiveness, however, was found not to be a moderator between BDD symptoms and gender roles.