Journal of Interpersonal Violence最新文献

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.