Journal of Interpersonal Violence最新文献

Intimate partner violence (IPV) remains a critical public health issue, with immigrant women identified as being at heightened risk for severe and near-lethal IPV. This cross-sectional study examined the prevalence of physical, sexual, and psychological IPV among immigrant women in the United States. Further, using the socio-ecological model, it explored the correlates of frequent and severe physical and sexual IPV, near-lethal IPV, and IPV-related injuries at the individual, relationship, and societal/cultural levels. Data were collected from 1,265 immigrant women survivors of IPV from diverse regions in the United States. Results revealed that the majority of women exposed to IPV had a history of childhood victimization (80.5%). Psychological abuse was the most prevalent form of IPV (82.2%), followed by physical (73.0%) and sexual IPV (62.4%). More than half (61.0%) sustained IPV-related injuries, and 21.7% experienced near-lethal IPV. Additionally, multiple individual-level, relationship-level, and societal/cultural-level factors were significantly associated with increased IPV severity, including lifetime cumulative trauma exposures, frequent financial stress, Posttraumatic stress disorder, depression, the presence of more children in the family, adherence to traditional gender norms, and everyday discrimination and immigration-related stress. These findings highlight the role of structural and cultural forces that shape IPV risk among immigrant families and emphasize the need for culturally informed prevention and intervention strategies.

Bullying and victimization are pervasive problems in adolescent social interactions, often creating a cycle where victims may become perpetrators and vice versa. This study investigated how malevolent creativity contributes to this dynamic, and how emotion regulation self-efficacy (ERSE) influences these relationships. Drawing on a sample of middle school students (grades 7th-9th), we explored the bidirectional relationship among bullying, victimization, and malevolent creativity, as well as the role of ERSE, using a moderated network model. Our findings revealed that malevolent creativity is positively associated with bullying behaviors and victimization, potentially escalating aggressive interactions. Importantly, ERSE emerged as a critical moderator, attenuating the pathway from victimization to malevolent creativity by enabling better management of negative emotions, such as despondency-distress and anger-irritation. Findings indicated that malevolent creativity contributes significantly to the dynamics of bullying and victimization. This connection emphasizes the importance of early recognition and intervention strategies. By improving emotional regulation self-efficacy, particularly in relation to despondency-distress, we can disrupt the cycle involving malevolent creativity, victimization, and bullying, helping to promote more constructive peer interactions and a substantial decrease in the prevalence of bullying behaviors in school environments.

Teen dating violence (TDV) is a prevalent public health concern and is associated with many psychological problems. Protective factors help to reduce the associations. This study sought to examine which protective factors significantly attenuate the association between TDV experiences and psychological problems to identify targets for intervention. A school-based sample of 52,911 9th and 11th grade students (51.5% female, 69.9% White) completed the anonymous 2022 Minnesota Student Survey, providing data on TDV experiences, depressive and anxiety symptoms, nonsuicidal self-injury and suicidal ideation, and protective factors such as family support and engagement, safety, extracurricular activities, school engagement, social competency, and positive identity. TDV was reported by 23.2% of females and 11.7% of males and was associated with each psychological problem (p's < .001). Protective factor scores were lower among youth with psychological problems than those without, irrespective of TDV experience. Chi-square tests compared the odds of psychological problems by TDV experience; each protective factor (except number of activities) was associated with lower odds of psychological problems even after adjusting for sociodemographic variables. Primary prevention of TDV and reducing the overall prevalence of psychological problems among youth is critical; results suggest that many types of protective factors may be beneficial for youth, even in the face of adversity such as TDV. Support from adults, positive identity, and social competency were identified as several of the strongest protective factors across each psychological problem.

Local interpersonal violence service agencies are increasingly turning to digital crisis hotline platforms to enhance their reach. However, limited data describes the impact of digital approaches on survivors' help-seeking experiences, or the role of digital hotline in survivor safety planning. The study employs a concurrent mixed-methods evaluation design drawing on four streams of data: (a) qualitative and (b) quantitative review of digital hotline transcripts (n = 328), (c) semi-structure staff interviews (n = 17), and (d) quantitative fidelity assessments completed by program staff after digital hotline service interactions (n = 99). Thematic analysis and descriptive statistics were used to analyze data separately, before mixed methods data integration procedures were employed to synthesize data across streams and draw conclusions. Transcript data revealed a predictable phased process employed by digital hotline advocates, which begins with the identification of immediate safety risks and continues with an assessment of participant safety needs and goals via open-ended questions and building a supportive connection, and a joint effort to pursue individualized safety planning strategies based on participant expressed wishes. Together, these data demonstrate that digital hotlines are a viable method for survivors of violence to begin to include formal services in their safety planning processes. Ensuring that hotline advocates have access to key safety supports can facilitate digital hotline as a venue for increasing survivor and family safety and well-being.

Child sexual abuse (CSA) remains critically underreported across sub-Saharan Africa, often due to cultural taboos, institutional mistrust, and fear of victim-blaming. This study explores the perspectives of Nigerian secondary school Senior Prefects-adolescent leaders often entrusted by their peers- on the barriers to CSA reporting and offers culturally relevant recommendations for encouraging disclosure. Sixteen in-depth interviews were conducted with student leaders (eight males and eight females) from eight public secondary schools in Ibadan, Nigeria. Interviews were audio-recorded, transcribed verbatim, anonymized, and thematically analyzed using an inductive approach. Six major themes emerged: barriers to reporting CSA, strategies to encourage disclosure, limitations in CSA knowledge and perception, reasons children should report abuse, trusted individuals for disclosure, and factors informing CSA perceptions. Thematic analysis revealed that fear of stigma and shame, lack of trust in adults, emotional manipulation by perpetrators, strained parent-child relationships, and limited knowledge about CSA inhibit disclosure. Most participants viewed disclosure as essential for justice, healthcare, and prevention of future abuse. Suggestions for improving disclosure included increased public awareness, culturally sensitive education, youth empowerment programs, confidential community-based reporting centers, psychosocial support, and ethical media reforms to enhance CSA reporting. Findings underscore the importance of engaging adolescent leaders as stakeholders in child protection and highlight the need for youth-centered, culturally grounded interventions to dismantle disclosure barriers. The study contributes to the growing call for context-sensitive violence prevention strategies in school settings and reinforces the value of peer perspectives in shaping policy and practice.

Adolescents in the United States experience abusive relationship behaviors at alarming rates; yet formal education on navigating harmful relationship dynamics is lacking. Thus, many teens use the internet to disclose abuse experiences and seek information or advice from their online peers. To better understand the types of responses, advice, and information teens receive from their online peers, we analyzed peer-to-peer discussions about abusive relationship behaviors from teens in the Reddit community r/teenrelationships. Using qualitative content analysis, we analyzed comment responses (n = 154) to Reddit posts (n = 56) in which teen users discussed experiences of interpersonal harm or abuse. We constructed 4 primary themes and 14 associated subcategories. Responses were predominantly supportive in tone, with commenters providing advice for next steps (84%), education in healthy versus unhealthy relationships (70%), and general support (44%). A smaller proportion (21%) of comments were categorized as unsupportive or misleading. These findings emphasize the importance of including psychoeducation on how to respond to disclosures of abuse in prevention programming for teen dating violence and developing online interventions to facilitate and support help-seeking behaviors.

Childhood maltreatment, problematic alcohol use, and impulsive emotion dysregulation are related to dating aggression (DA) perpetration in young adulthood. This present study investigates the association of problematic alcohol use and impulsive emotion dysregulation with sexual, physical, and psychological DA perpetration in young adulthood after consideration of experiencing sexual, physical, or psychological childhood maltreatment. We employed a moderation analysis on a diverse sample of 475 participants (75% women; 30% sexual minorities and 5.4% gender minorities) aged between 18 and 30 (M = 22.88; SD = 3.62) from the United States. The Conflict in Adolescent Dating Relationships Inventory measured different types of DA. Participants completed measures on sexual, physical, and psychological childhood maltreatment as well as the Alcohol Use Disorders Identification Test and Difficulties in Emotion Regulation Scale. Evidence exists for the cyclic patterns of maltreatment, as those individuals with a childhood maltreatment history, problematic alcohol use, and impulsive emotion dysregulation were at greater risk for DA perpetration. However, experiencing one specific type of childhood maltreatment (i.e., sexual, physical, or psychological) did not increase risk of perpetrating the same type of DA. Consistent with prior research and theoretical frameworks on DA perpetration, individuals with a childhood maltreatment history, more problematic alcohol use, and impulsive emotion dysregulation were at greatest risk for perpetrating psychological DA. Partially in line with social learning theory, abusive experience may contribute to responding to situations with maltreatment as a learned behavior in later romantic relationships.

This study developed and validated the Adolescents' Online Risk Behavior Scale (AORBS), a comprehensive instrument designed to assess multifaceted online risks among adolescents. Grounded in qualitative insights from interviews with adolescents, parents, and experts, the AORBS integrates three overarching domains-conduct, content, and contact risks-into a hierarchical structure encompassing six empirically derived factors: cyber aggression, internet addiction, harmful information inducement, consumer inducement, data breaches, and information fraud. Psychometric testing (N = 1,816 Chinese adolescents) demonstrated robust validity and reliability. Exploratory and confirmatory factor analyses confirmed a stable six-factor model (Comparative Fit Index = 0.92, Tucker-Lewis Index = 0.91, Root Mean Square Error of Approximation = 0.04), with high internal consistency (α = .88-.90 for subscales; α = .90 for the total scale). Convergent and discriminant validity were established through factor loadings (>0.60), average variance extracted (AVE > 0.50), and correlations with online disinhibition (r = .19-.33, p < .001). Distinctive contributions include capturing emerging digital risks (e.g., data breaches, fraud) and addressing cultural relevance for collectivist contexts. The AORBS provides a validated tool for identifying at-risk adolescents, informing interventions, and advancing research on evolving online threats.

Although teachers are arguably in the best position to recognize signs of child neglect in its earliest stages, there is a notable gap in research examining their perspectives. In this study, we examined how Jewish and Arab in-service and pre-service teachers in Israel perceive their role in responding to child neglect, their attitudes toward it, and what this role should consist of. Focus groups were conducted with 107 participants across two groups: (a) 10 with in-service Jewish and Arab teachers; and (b) seven with pre-service Jewish and Arab teachers. Overall, teachers acknowledged their central role in identifying, reporting, and intervening in cases of child neglect and were strongly committed to doing so. Nevertheless, they also conveyed their hesitance: They were overburdened with too many other tasks, and such work extended beyond their professional responsibility/expertise. A major obstacle to teachers' inclination to engage in such cases was lack of knowledge and the complete absence/inadequacy of training provided in pre-service teaching programs and on-the-job training for in-service teachers. Importantly, teachers suggested several ways that schools could contribute to child neglect responses, including attending to children's emotional needs and counterbalancing negative experiences of unresponsive/rejecting parenting; adopting a whole-school approach to the handling of neglect that would encompass all school staff (e.g., cafeteria workers, bus drivers) and even other pupils; and supporting and educating parents through improved communication and establishing collaborative relationships based on trust. This study calls for a broader view of teachers' role in responding to neglect that would extend beyond the detection and reporting of child neglect to the implementation of whole-school trauma-informed practices and the fostering of teacher-parent partnerships. A prerequisite for such initiatives is providing teachers with proper training and supervision that would prepare them for their role.

Childhood maltreatment and young motherhood both increase the risk of intimate partner violence (IPV). Young mothers with a history of childhood trauma express a desire to protect and parent differently with their own children, but parenting children in the context of IPV is incredibly difficult. Little is known specifically about how young, maltreated Black mothers parent and cultivate family in the wake of challenges. To address this literature gap, we used interpretative phenomenological analysis (IPA) to examine how three mothers aged 20 to 22 who had experienced childhood maltreatment and IPV experienced parenting young children in the context of IPV. All the mothers had one child, had a history of foster care, and self-identified as Black or African American. IPA results yielded a rich depiction of how mothers are navigating complex circumstances and relationships to cultivate safe and reliable homes for their children, with analysis revealing four themes: the transformative nature of motherhood, feeling alone, coping through challenges, and building community. Mothers shared the complicated position of needing to rely on their abusive partners and families, while also expressing the desire to model healthy relationships and support their children. Ultimately, mothers were faced with the challenge of creating support networks and communities of care, which commonly consisted of peers. As young parents with childhood maltreatment transition into adulthood, intervening to protect them against further violence is of paramount importance. Promising strategies include building a robust social support structure and ensuring mothers can secure housing, food, education, and childcare without being reliant on their abusive partners or family members.