Date

7-22-2025

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Kelly Gorbett

Keywords

child abuse, child sexual abuse, attachment theory, trauma theory, psychological impact, emotional impact

Disciplines

Psychology

Abstract

Child Sexual Abuse (CSA) has lasting psychological and emotional effects, yet limited research directly compares long-term outcomes between CSA survivors. This study addressed that gap by examining adult survivors’ long-term depression levels, emotional wellbeing, and sexual wellbeing, focusing on how the relationship to the perpetrator may influence outcomes. Using a quantitative, cross-sectional design, the study employed three validated instruments: the Beck Depression Inventory (BDI), BBC Subjective Wellbeing Scale (BBC-SWB), and the Natsal Sexual Wellbeing Measure. A total of 78 adults participated. Of these, 46 reported experiencing CSA by a family member or family friend, 17 experienced CSA by someone else (non-family), and 15 reported no CSA history. For those who experienced CSA, the abuse occurred during childhood, enabling analysis of long term effects into adulthood. Statistical comparisons showed that CSA survivors had significantly higher levels of depression and lower emotional wellbeing than non-CSA participants. Moreover, those abused by a family member or family friend exhibited even more severe psychological and emotional impacts than survivors of non-familial CSA, supporting betrayal trauma theory. These findings reinforce the importance of recognizing the long-term consequences of CSA, particularly when perpetrated by trusted individuals within the family system. The study highlights the need for trauma-informed, culturally responsive therapeutic interventions and supports the development of long-term care strategies for adult CSA survivors. The results contribute to both academic literature and clinical practice by clarifying how the nature of the abuse relationship influences survivor outcomes over time.

Included in

Psychology Commons

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