Journal of Interpersonal Violence最新文献

This study aims to investigate the forms of verbal abuse by teachers toward students during the teaching and learning process, the prototype of verbal abuse recognized by teachers, and the specific features of verbal abuse of students by teachers. This study used mixed methods that combine qualitative and quantitative methods. The quantitative method focused on investigating the frequency of verbal abuse by teachers using the Korean Verbal Abuse Questionnaire. Meanwhile, the qualitative method examined the prototype of verbal abuse recognized by teachers and the features of verbal abuse that teachers use toward students. This study recruited 204 students from the fourth to the sixth grades of elementary school and 30 teacher representatives from five elementary schools in Indonesia. The data were collected through online surveys and interviews. The data on the frequency of verbal abuse by teachers during the teaching and learning process were analyzed using descriptive statistics. In contrast, the data from the open-ended questionnaire for teachers and the interviews with students and teachers were analyzed using content analysis. This study found that there are four types of verbal abuse by teachers. These are raising their voices, telling students that they are acting stupid or like brats, scolding, and calling names that make students feel inadequate. Teachers tend to define abuse as something that is physically aggressive, suggesting that teachers often categorize abuse within the realm of physical violence. There are four types of verbal abuse features found in teachers' utterances; these are labeling students' cognitive ability, labeling students' behaviors, shaming students' physiques, and raising their voices. The results of this study can be employed to develop communication strategies for teachers to lessen verbal abuse during the teaching and learning process.

The relationship between intimate partner violence (IPV), depression, and risky alcohol use is complex and multi-dimensional. Depression has been documented as a common consequence of experiencing IPV, where depressed individuals might turn to substances like alcohol as a coping mechanism. Thus, assessing the indirect effect of depression in the relationship between IPV and alcohol abuse in African American and Hispanic women is warranted. Cross-sectional data was collected from 152 African American and Hispanic women living in Miami, Florida. Descriptive statistics, correlation analysis, and Hayes' direct and indirect mediation analyses were conducted. A total of 77% reported IPV. The mean age was 42.84 (SD = 10.69). About 57% of participants identified as African American, and 62% identified as Hispanic/Latino. On average, participant depression scores (8.6, SD = 5.7) showed mild-to-moderate severity, and the average alcohol abuse score was 15.5 (±8.9), suggesting risky alcohol use. IPV was directly associated with alcohol abuse (β = .50, 95% CI [.18, .82]; [R² = .059, F(1, 150) = 9.37, p < .001), and with depression (β = .48, 95% CI [.27, .69]; [R² = .119, F(1, 150) = 20.43, p < .001). Depression modified the effect of IPV on alcohol abuse by about 19% (β = .56, 95% CI [.33, .80]; [R² = .185, F(2, 149) = 16.87, p < .0026). Results of this study suggest that depression is an important component to be considered when addressing alcohol abuse among women with experiences of IPV. This study highlights the importance of assessing women who report IPV for depressive symptoms when treating alcohol use disorders.

Recent research has shown that transgender and gender non-conforming (TGNC) individuals are at risk of experiencing interpersonal violence, yet there may be differences within this group and across victimization types. The current study examined rates of seven types of interpersonal victimization based on six gender identities (cisgender women, cisgender men, trans women, trans men, nonbinary, and another identity) among a national study of college students. Data from the Spring 2021 American College Health Association's National College Health Assessment III (ACHA-NCHA III), a national-level study of U.S. college students, were used. We examined the association between gender identity and seven types of interpersonal violence victimization (violent victimization, sexual victimization, intimate partner violence victimization, stalking, bullying, microaggression, and discrimination) that occurred within the past 12 months. Logistic regression analyses were performed to examine if, when controlling for competing factors, gender identity was associated with an increase in the expected odds of victimization for each victimization type. Analyses revealed that TGNC college students reported experiencing a greater amount of all seven types of victimization compared to cisgender college students. These findings corroborate previous research indicating that rates of interpersonal violence are higher among TGNC college students compared to those who identify as cisgender, even after controlling for sexual orientation, related demographic factors, and substance use. Findings from the current study suggest that there are differences within individuals who identify as TGNC in terms of their risk for interpersonal victimization and that rates differ across victimization types. More work is needed to provide tailored prevention programming for TGNC college students.

Research about interpartner agreement on intimate partner violence (IPV) is mainly based on community and clinical samples, with forensic or court-related samples being overlooked. This study assesses interpartner agreement on IPV reports based on the Revised Conflict Tactic Scales, aiming to explore if the proxy method would be reliable in a court-related setting. The study sample comprised 62 different-sex couples identified in the Portuguese judicial system due to an IPV-related crime perpetrated by men. Agreement was assessed based on different indexes: percent agreement and Gwet's AC1 for occurrence, and Tau-b and intraclass correlations for frequency. Men's and women's perpetration were considered. Results showed that interpartner agreement on IPV occurrence (ranging from poor-to-very good) tended to be higher and more consistent among indexes than agreement on IPV frequency (ranging from non-existent to strong). This study highlights the need to collect both partners' reports in court-related settings.

Bystanders play a role in school bullying; more specifically, the defending behaviors of bystanders play an important role in stopping bullying. This study explores the relationship between defending behaviors and family functioning in the context of school bullying from a family perspective. The role played by individual characteristics (empathy and gender) in this relationship was also focused on. The participants were 994 adolescents (average age = 13.34 ± 0.92 years) from the east of China. They completed the McMaster Family Assessment Device, the Basic Empathy Scale, and the Defending Behaviors subscale of the Participant Role Questionnaire. After controlling for residence and age, we found that family functioning significantly and positively influenced defending behaviors, and cognitive empathy rather than affective empathy mediated the relationship between family functioning and defending behaviors. In addition, family functioning influenced defending behaviors in boys more strongly than in girls. This study may increase the likelihood that bystanders will engage in defending behaviors by informing interventions for school bullying.

The recent reconceptualization of the phenomenon of sexting between consensual and nonconsensual represents a relevant turning point in identifying and addressing nonconsensual sexting behaviors as online sexual violence. These practices of nonconsensual sexting, therefore, represent forms of technology-facilitated sexual violence, incorporating the terms image-based sexual harassment (IBSH) and image-based sexual abuse (IBSA) to describe the distribution of self-produced sexualized images in the online sphere by adolescents, who use the online environment as their main socialization space. The objective of this investigation is dual. First, we analyzed the experiences of adolescents who have been victims and/or aggressors of image-based harassment and/or sexual abuse, and second, we identified the motivations for engaging in IBSH and/or abuse among adolescents. This qualitative study analyzed the results of 19 focus groups with 223 adolescents (107 girls and 116 boys) aged 14 to 18. The main results of our qualitative study show that most adolescent boys perpetuate IBSH behaviors by sending unwanted sexual requests and images, and also carry out behaviors of IBSA such as producing, sending, forwarding, exchanging, and/or disseminating sexual images without the other person's consent. Girls are the main victims. In addition, the results of our study show that male and female adolescents do not identify IBSH and IBSA as a form of sexual cyber violence, and, consequently, as a sexual crime. The adolescent collective considers these practices social, normal, harmless, and amusing. Therefore, sex education programs, from a comprehensive model, are the best co-educational tool to prevent, raise awareness of, and eradicate these behaviors of sexual and gender-based cyber violence in adolescents.

Bystanders play a potentially important role in intervening in incidents of racism, but they often fail to act. Much research has focused on investigating facilitators and barriers to bystander behavior, but mainly in the context of sexual violence. There is a dearth of research in the context of racism, especially outside the English-speaking world. In this pilot study, we employed a qualitative approach to explore bystander facilitators and barriers in higher education students in Finland. Online participants (N = 649) read two vignettes depicting a racist incident and wrote open-ended answers on factors that would facilitate and prevent intervention. We constructed six main themes using an inductive thematic analysis: (i) Perceived self-efficacy to intervene; (ii) Justification and moral reasoning; (iii) Clarity of the situation; (iv) Responsibility and permission to act; (v) Social relationships, support, and presence of others; and (vi) Consequences and impacts of action. We discuss the results with a reference to theories and literature, as well as the unique context of Finland.

One critical area where sexual violence has been underexplored is in the ridesharing industry in the United States, where women drivers frequently must interact with unknown male passengers. Sexual violence against them is categorized as technology-facilitated gender-based violence in the online to offline world, where services such as transportation are ordered through an online app and result in a person-to-person interaction once the driver picks the passenger up. Since ridesharing drivers are mostly independent contractors, they do not have at their disposal traditional legal and strong organizational remedies to address sexual violence; moreover, like all victims of violence, these methods usually can only be accessed after the incident has taken place. Instead, in the moment of sexual violence, they must often utilize informal methods at their disposal, including confrontational and nonconfrontational coping tools. This study uses qualitative content analysis methods on a survey of 32 ridesharing drivers (31 women and 1 nonbinary individual) who described 69 cases of sexual violence. It found that confrontational responses dominated, including the following: verbal opposition sometimes paired with physicality; canceling the ride, threatening to stop the ride, and actually stopping the ride; and threatening to attack the perpetrator, actually attacking the perpetrator, and threatening to involve the police. Less common nonconfrontational responses included emotional reactions; other strategies in this category involved ignoring the perpetrator, joking with the perpetrator, and changing the conversational subject. This study has important implications for understanding the contextual environment where confrontation is prevalent and strongly points to additional needed safeguards for drivers, passenger education campaigns, as well as app-based transportation corporate reform.

It is well known that some youth are both victims and perpetrators of bullying. However, it remains unclear whether the victim-perpetrator overlap contains specific characteristics, such as bias. Using data from the United States Health Behavior among School-aged Children survey from 2009 to 2010 (N = 8,739), this study investigated the victim-perpetrator overlap for school bullying, with emphasis on assessing whether the perpetrators of biased (i.e., bias-motivated or prejudicial) bullying are also victims of biased bullying. The analyses employed predictive modeling using cross-sectional data and multinomial logistic regression to examine whether perpetrating biased bullying is associated with a higher risk of experiencing biased victimization than nonbiased victimization (and no victimization). It was then determined among which demographic subgroup of students, the biased bullying victim-perpetrator overlap is most prevalent. Results indicated evidence of a type-specific victim-perpetrator overlap for biased bullying. The biased bullying victim-perpetrator overlap was most prevalent among females, students whose families have financial difficulties, and students not born in the United States. These findings suggest that bullying perpetrators are not only at risk of being victims of bullying generally, but they are specifically more likely to be victims of the type of bullying they perpetrate. School programming to combat biased bullying should be designed with the understanding that there are some students in both the victim and perpetrator roles. Initiatives should focus on potential avenues for breaking the cycle of bias, especially among the group of students most likely to be involved.