Executive Functions and Theory of Mind Skills of Sexually Abused Female Adolescents and Their Externalizing and the Internalizing Behavioral Problems

Gundogdu Ü., Eroglu M.

JOURNAL OF CHILD SEXUAL ABUSE, cilt.30, sa.4, ss.427-441, 2021 (SSCI) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 30 Sayı: 4
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1080/10538712.2021.1901169
  • Dergi Adı: JOURNAL OF CHILD SEXUAL ABUSE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Child Development & Adolescent Studies, CINAHL, Criminal Justice Abstracts, EBSCO Education Source, Educational research abstracts (ERA), EMBASE, Gender Studies Database, HeinOnline-Law Journal Library, MEDLINE, Psycinfo, Social services abstracts, Sociological abstracts, Violence & Abuse Abstracts
  • Sayfa Sayıları: ss.427-441
  • Anahtar Kelimeler: Executive functions, theory of mind skills, sexually abused children, externalizing behavioral problems, internalizing behavioral problems
  • Marmara Üniversitesi Adresli: Hayır

Özet

Sexually abused children (SAC) often experience acute and chronic adverse psychological and physiological effects later in life. This study aims to evaluate psychiatric diagnoses, Executive Functions (EF) and Theory of Mind (ToM) skills deficiencies in sexually abused female adolescents and examine the relation of these deficiencies with externalizing and internalizing behavioral problems. The patient group comprised 42 female adolescents aged 14-18 years (mean = 16.42, standard deviation = 1.01). The Kiddie Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version, Dokuz Eylul ToM Index and Reading the Mind in the Eyes test were applied. The Behavior Rating Inventory of Executive Function, Strengths and Difficulties Questionnaire, and Kiddo-KINDL were completed by the participants and their families. A total of 57.2% (n = 24) were classified as SAC with internalizing behavior problems (SAC+I), whereas 66.7% (n = 28) comprised the SAC with externalizing behavior problems (SAC+A) subgroup. SAC+I showed deficits in EF and TOM. Some EF skills were found to be statistically weaker in SAC+A. There was no difference between SAC+A and SAC-A in the TOM tests. The results highlight the need to explore whether these deficiencies are due to psychiatric diseases or whether those who have disabilities in this field carry a higher risk of psychiatric disorder.