Clusters 5 and 6 were similar with high abuse and moderate violence and
sexual aggression scores but they experienced very different types of abuse.
Cluster 2 sustained serious abuse which was more subtle than the dominating - controlling abuse discussed by others and had moderate violence and
sexual aggression scores.
Total psychological abuse, threats of violence, acts of violence, and
sexual aggression scores made different contributions to women's health, help seeking, and relationship perceptions depending on the pattern of abuse they sustained.
Not exact matches
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scoring high on narcissism, high on psychopathy (e.g., irresponsibility, low empathy, antisocial behavior), and with an unrestricted sociosexual orientation (e.g., the belief that love and sex are separate) were three times as likely (45 %) to report engaging in
sexual aggression (e.g.,
sexual assault and rape) compared to those low on these three traits (15 %).
Research demonstrates that social and emotional learning programs raise students» standardized test
scores by an average of 11 percentile points, while improving attitudes, behavior, and interpersonal communication, and decreasing problematic conduct, such as drug use, high - risk
sexual interaction, and
aggression.
Recent research indicates social and emotional learning programs can raise students» standardized test
scores, build attachment to school, improve interpersonal attitudes, and decrease problem behaviors, such as drug use, high - risk
sexual behavior and
aggression.
Cluster 3
scored relatively low on abuse but reported controlling types (e.g., isolation, enforced secrecy) and relatively little violence and
sexual aggression.