Behavioral Sciences & the Law最新文献

We conducted a pre-registered meta-analysis of studies that directly compared the predictive validity of risk assessment tools to unstructured judgments of risk for violent, any, or sexual offending. A total of 31 studies, containing 169 effect sizes from 45,673 risk judgments, met inclusion criteria. Based on the results of three-level mixed-effects meta-regression models, the predictive validity of total scores on risk assessment tools was significantly higher than that of unstructured judgments for predictions of violent, any, and sexual offending. Tools continued to outperform unstructured judgments after accounting for risk of bias. This finding was also robust to variations in population, assessment context, and outcome measurement. Although this meta-analysis provides support for the use of risk assessment tools, it also highlights limitations and gaps that future research should address.

Research on bullying in Indonesia remains limited, revealing significant gaps in understanding its prevalence and underlying factors specific to the Indonesian context. This study addresses these gaps through a three-pronged approach: (a) assessing the prevalence of poly-bullying victimisation, (b) identifying factors associated with poly-bullying experiences, and (c) evaluating subjective well-being (SWB) in cases of poly-bullying by comparing it with uninvolved children. Cummins' theory of SWB homeostasis was employed to interpret the findings. The study included 10,051 children aged 10 and 12 years (50% girls) who reported experiencing poly-bullying in the past month. Data were analysed using descriptive statistics and linear regression. Poly-bullying was measured across five indicators: physical, verbal, and emotional bullying by siblings and other children at school. The analysis considered five independent variables: sociodemographic factors, perceptions of family, friends, and school, and reported fights among students. The results were statistically significant (p < 0.000), though the model explained only 5.1% of the variance in poly-bullying victimisation. Poly-bullying was prevalent in both public and non-religious schools. Significant contributors included the frequency of fights among students (β = 0.129) and the belief that friends would help (β = 0.045). The study's implications for preventing poly-bullying victimisation were also discussed.

A link between parental involvement in school and student victimization in school is often assumed, but empirical studies have shown inconsistent results. Research suggests that the quality of student-teacher relationships could potentially serve as a crucial mediating factor in the link between parental school involvement and student victimization in school. However, the proposition in question lacks sufficient empirical evidence to substantiate it. This paper examines how parental school involvement indirectly influences student victimization by peers and teachers in school mediated via the quality of student-teacher relationships. Additionally, it further investigates sex differences in the patterns of relationships among parental school involvement, quality of student-teacher relationships, and student victimization by peers and teachers in school. Data were derived from a nationally representative sample of 934 junior high school students and their parents/caregivers in Taiwan. The results revealed that parental school involvement had a nonsignificant direct association with school victimization by peers and teachers, but a significant indirect association with both types of school victimization mediated via the quality of student-teacher relationships. These findings are applicable to both boys and girls. To reduce school victimization, policies and intervention programs could consider promoting parental school involvement and the quality of student-teacher relationships.

This study utilized a large-scale representative sample to explore the prevalence of sexting and its associated factors among adolescents in Taiwan. A total of 12,954 students in grade 5–12 countrywide were randomly selected to answer the sexting module of an online survey. 13.7% of the respondents reported having ever received sexts on cellphone, and 2.0% had sent sexts to others. The prevalence was higher among older adolescents. Gender differences were also found, in which female students were more likely to receive sexts (15.8% vs. 11.7%), while male students were at higher risk of sending sexts to others (2.9% vs. 1.1%). A series of hierarchical logistic regression were further performed to examine the associations between potential factors and receiving/sending sexts as the outcome variables. Age, gender, and time spending on texting were significantly associated with receiving and ending sexts. Online respect was found positively associated with receiving sexts but negatively associated with sending them. Privacy awareness was found not significantly associated with sexting. As the first national survey on this growing issue in Taiwan, the results of the present study highlighted the existence of sexting among local youth. Practice and policy implications were discussed.

There is a need for updated survey literature collected from correctional mental health professionals working within prison settings. Up to date research can add to the literature addressing the best practices for mental health treatment of the transgender incarcerated population in order to provide health care professionals and correctional staff with more effective, efficient, and widely understood intervention practices to facilitate the well-being and safety of this population. Guided by three research aims, 50 mental health professionals from 21 states throughout the United States were surveyed in this quantitative survey regarding their work with the transgender incarcerated population. Results are discussed in terms of implications for the type of care and coordination of care provided by correctional mental health professionals.

Sexual assault affects many people of all gender identities, yet most cases do not result in conviction. This may be due to common, inaccurate misperceptions juries hold about how sexual assault is perpetrated and how victims respond to sexual assault. Research has examined misperceptions relating to cisgender victims, yet little is known about the unique misconceptions and stereotypes that may unfairly disadvantage transgender victims or whether courts are attempting to safeguard against them. This article presents a literature review of empirical research on (mock) jurors’ perceptions of transgender victims and a review of judicial instructions about gender identity. We find that empirical research is extremely limited with mixed findings, but many jurisdictions allow for judicial instructions warning jurors against prejudice based on gender identity. Further research is urgently needed to identify common misperceptions jurors may have that are specific to transgender victims to inform legal safeguards and improve justice outcomes.

Bullying remains a pervasive issue in educational settings worldwide. This study examined the effect of teacher training and self-efficacy on teachers' responses to school bullying with the moderating effect of age. Drawing on data from 585 Taiwanese primary and secondary school teachers, the study revealed six distinct response patterns to bullying among Taiwanese teachers. The results underscore the critical role of self-efficacy in enabling proactive responses to bullying, highlighting that training programs that boost teachers' self-efficacy can be effective across different age groups. Furthermore, the research points to the necessity of differentiated training approaches that consider teachers' age to enhance responses of mediating involvers. This study contributes to the broader discourse on bullying prevention, emphasizing the importance of teacher training and the need for further research into the nuanced relationships between teacher characteristics, self-efficacy, and intervention strategies in diverse cultural settings.

The primary aim of this study was to determine whether perceptions of criminal sanctioning and school punishment predict students' willingness to report different types of bullying (material, physical, sexual, verbal, relational, and cyberbullying). An online survey was conducted with secondary school students (n = 1092) as participants. Traditionally included predictors (trust toward school staff, cost of reporting bullying, gender, and school agency) were also incorporated into a multiple linear regression analysis. The perception of criminal sanctioning for a particular type of bullying was a significant predictor of the willingness to report a given type of bullying, whereas anticipation of school punishment was relevant only in the case of cyberbullying. Trust toward school staff and gender were also significant predictors of willingness to report any type of bullying. School agency helped predict the willingness to report any kind of bullying except cyberbullying. Surprisingly, the costs of reporting bullying were relevant only in the case of material bullying. These results have important implications for stakeholders and school administration in identifying unreported bullying, developing and implementing anti-bullying policies, and introducing programs aimed at improving students' legal awareness.