The association between childhood and adolescent sexual abuse and proxies for sexual risk behavior: a random sample of the general population of Sweden

OBJECTIVE: Several studies with small and "high risk" samples have demonstrated that a history of childhood or adolescent sexual abuse (CASA) is associated with sexual risk behaviors (SRBs). However, few studies with large random samples from the general population have specifically examined the relationship between CASA and SRBs with a comprehensive set of measures. DESIGN: The study was a cross-sectional retrospective survey of past and current sexual health and behavior. METHODS: A random sample of 4781 persons from the Swedish Post Address Register was obtained, which included 6,119,000 Swedish citizens in 1996. Of those persons, 2810 participants agreed to participate in the study. Participants were interviewed as well as administered a questionnaire regarding their sexual health and behavior. RESULTS: Using Mann-Whitney U tests, a history of CASA was found to be associated with younger age at first intercourse; younger age at diagnosis of first sexually transmitted infection (STI); greater frequency of unintended pregnancy; greater likelihood of participation in group sex; higher likelihood of not interrupting sexual intercourse despite the risk of pregnancy or risk of an STI; greater likelihood of exchanging sex for money or other necessities/drugs; more frequent substance use in the last 48 hours; and higher likelihood of adult sexual and physical assault. CONCLUSIONS: The findings of this study confirm previous research, which has reported an association between CASA and SRBs in smaller and high-risk samples. Clinicians working with adults with a history of CASA should be aware of the relationship between CASA and SRBs and be prepared to address such issues during therapy.     

试述利用高中和标准化考试成绩确定大学申请学生的合格性──美国加州大学的经验与启示

本文以美国加州大学的招生实践为基础,分析高中成绩和标准化入学考试分数对大学一年级成绩的预测效度,以及它们在评定大学申请学生合格性中的作用,同时也阐述了加州大学利用这两种成绩确定申请学生合格性方法的问题与面临的挑战。研究表明,高中成绩对大学一年级成绩的预测效度高于标准化考试(SATI)。但高中成绩主要反映了学生掌握高中知识的程度,而标准化考试成绩则侧重于体现学生的认知能力。合理结合、使用这两种成绩对学生的知识和能力进行评价,将会使大学招生更为科学公允。