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A meta-analysis of 119 effect sizes from 14 papers examined the heterosocial competence of sex offenders. Rapists had significantly lower heterosocial competence than non-sex-offenders, but this effect was relatively small. Rapists in prison differed from non-sex-offenders who were not in prison; however, they did not differ from non-sex-offending prisoners. When unreliable measures were excluded from the analysis, nonincarcerated students and other volunteers who reported committing rape did not differ from nonincarcerated non-sex-offenders. The difference in heterosocial competence between child molesters and non-sex-offenders was significantly larger than the difference between rapists and non-sex-offenders. Also, child molesters had significantly less heterosocial competence than rapists. Findings clarify the relationship between heterosocial competence, rape, and child sexual abuse. Implications for the research and treatment of sex offenders are discussed.  相似文献   
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A meta‐analysis of 119 effect sizes from 14 papers examined the heterosocial competence of sex offenders. Rapists had significantly lower heterosocial competence than non‐sex‐offenders, but this effect was relatively small. Rapists in prison differed from non‐sex‐offenders who were not in prison; however, they did not differ from non‐sex‐offending prisoners. When unreliable measures were excluded from the analysis, nonincarcerated students and other volunteers who reported committing rape did not differ from nonincarcerated non‐sex‐offenders. The difference in heterosocial competence between child molesters and non‐sex‐offenders was significantly larger than the difference between rapists and non‐sex‐offenders. Also, child molesters had significantly less heterosocial competence than rapists. Findings clarify the relationship between heterosocial competence, rape, and child sexual abuse. Implications for the research and treatment of sex offenders are discussed.  相似文献   
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A hospital-based perinatal coaching program fosters communication between first-time parents and their infants. Support provided includes learning about babies' individual differences, normal responses, bonding principles, modeling techniques, early childhood development, as well as realistic expectations of new parents.  相似文献   
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