A Longitudinal Examination of Male College Students' Perpetration of Sexual Assault

Autor/inn/en	Abbey, Antonia; McAuslan, Pam
Titel	A Longitudinal Examination of Male College Students' Perpetration of Sexual Assault
Quelle	In: Journal of Consulting and Clinical Psychology, 72 (2004) 5, S.747-756 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-006X
Schlagwörter	College Students; Drinking; Sexual Abuse; Males; Adolescents; Sexuality; Prevention; Delinquency; Interpersonal Relationship; Student Attitudes + Suchen Sie Ihr Suchwort? Collegestudent; Trinken; Sexueller Missbrauch; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sexualität; Prävention; Vorbeugung; Kriminalität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten
Abstract	Self-administered surveys were completed by 197 men in college at 2 time points, 1 year apart. Men who committed sexual assault at multiple time points (repeat assaulters) had the most extreme scores on measures of hostility toward women, past sexual experiences, drinking in sexual situations, and adolescent delinquency. Nonassaulters had the least extreme scores and men who committed sexual assault at only 1 time point had scores that tended to fall in between. Repeat assaulters also expressed significantly less remorse when they described their sexual assault at Time 1 than did past assaulters who committed sexual assault only at the initial time point. These findings demonstrate the importance of initiating prevention and treatment programs in early adolescence, before longstanding attitudes and behaviors tolerant of sexual assault are established. (Author).
Anmerkungen	American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; TDD/TTY: 202-336-6123; Fax: 202-336-5502; e-mail: journals@apa.org v72 n5 p747-756 Oct 2004.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10