摘要
目的：探讨幼儿心理理论发展水平与其预防性虐待知识和技能的关系，为更好开展儿童早期预防性虐待工作提供一定的临床参考。方法：使用幼儿版预防性虐待知识问卷（PSQ）、幼儿版预防性虐待技能问卷（wIsT）和3项儿童心理理论错误信念任务对262名3—5岁幼儿进行施测。结果：①与心理理论低水平组相比，高水平组在辨别性虐待情景、言语拒绝说“不”、行为拒绝“离开”、告诉信任的人和正确报告性虐待事件等预防性虐待技能的得分较高。②心理理论高水平组和低水平组在预防性虐待知识得分不存在显著差异。结论：学前儿童预防性虐待技能水平与心理理论发展存在密切关联。
Objective： To explore the associations between child sexual abuse（CSA） knowledge and skills and theory of mind（TOM） in a sample of preschool-aged children. Methods： Two hundred and sixty two preschoolers were interviewed by researchers using the Chinese versions of Personal Safety Questionnaire（PSQ） and the ＂What If＂ Situation Test（WIST）, and three Theory of Mind（TOM） tasks. Results： （1）There were significant positive correlations between TOM and scores of the WIST Inappropriate（P〈0.05）, WIST Total Skill（P〈0.01）, the skills of SAY（P〈0.05）, DO（P〈0.01）, TELL（P〈0.01） and RE- ORT snbscales（P〈0.01）. （2）No significant differences were observed between the high-TOM group and low-TOM group. Conclusion： TOM is critical for self-protection skills against abuse in preschool children.
出处
《中国临床心理学杂志》
CSSCI
CSCD
北大核心
2016年第1期28-31,共4页
Chinese Journal of Clinical Psychology
关键词
儿童性虐待
幼儿
心理理论
Child sexual abuse prevention
Preschooler
Theory of mind
