Intergenerational transmission of childhood maltreatment and offspring behavioral adjustment problems and competence.

BACKGROUND: Previous studies have consistently highlighted that exposure to childhood maltreatment adversely affects the developmental domains of subsequent generations. Little, however, is known about the relationship between maternal childhood maltreatment history and adolescent development, as well as the mediator role of offspring childhood maltreatment. OBJECTIVE: The current study attempts to investigate the mediating role of offspring childhood maltreatment in the relationship between maternal childhood maltreatment history and offspring behavioral adjustment problems and competence. METHODS: Participants were 1102 adolescents aged 10-15 years (Mage = 12.14, SD = 1.22) and their mothers (Mage = 39.40, SD = 5.31). Participating adolescents filled out self-report instruments assessing their childhood maltreatment by their mothers, self-esteem, academic performance, loneliness, and prosocial and aggressive behaviors between October 2018 and May 2019. In addition, we collected data from mothers on their childhood maltreatment history. RESULTS: We analyzed the data through a structural equation model. The findings revealed insignificant direct effects of maternal childhood maltreatment history on offspring behavioral adjustment problems and competence. Yet, indirect effects demonstrated that offspring maltreatment by mothers mediated the relationship between maternal childhood maltreatment history and offspring behavioral adjustment problems and competence. Maternal childhood maltreatment history was significantly associated with offspring maltreatment (ß = 0.30; p < .001), which in turn was linked to a higher level of behavioral adjustment problems (ß = 0.40; p < .001) and a lower level of competence (ß = -0.71; p < .001). CONCLUSION: The research findings extend our understanding of the relationship between maternal childhood maltreatment history and offspring behavioral adjustment problems and competence, identifying the mediating role of offspring maltreatment.

Problem-Focused Coping and Teacher Emotional Violence: A Serial Mediation Analysis.

Although school violence is a serious problem, teacher emotional violence that has short- and long-term detrimental effects on children's development is often overlooked. Considering the potential negative effects, it is important to determine teacher characteristics associated with teacher emotional violence, especially in societies where the prevalence rate of emotional violence is high. The current study investigated the role of teacher stress and burnout and favorable attitudes toward emotional violence in the association between problem-focused coping and teacher emotional violence. Between February and June 2019, a cross-sectional study was conducted in 16 randomly selected secondary schools in Izmir, Turkey. In total, 205 secondary school teachers (64.4% females, Mage = 37.20 years) participated in this study. Participants completed questionnaires that assessed their use of emotional violence, favorable attitudes toward emotional violence, stress and burnout, and problem-focused coping. A serial mediation model was conducted. The model indicated that problem-focused coping was not directly associated with teacher emotional violence. Examination of indirect pathways suggested that favorable attitudes toward emotional violence did not mediate this relationship; however, stress and burnout mediated the link between problem-focused coping and emotional violence. In addition, there was a significant indirect effect from problem-focused coping to emotional violence through stress and burnout and favorable attitudes toward emotional violence. The findings indicate a potential role of teacher characteristics in preventing teacher emotional violence.

An Intervention Program for Male Juvenile Offenders in Turkey: A Pilot Randomized Trial.

Researchers have developed various intervention programs to prevent children from committing crimes and from recidivism; however, few intervention programs have been implemented in juvenile detention centers in Turkey. The aim of this study was to examine the effectiveness of a psychoeducation program to improve the social skills of juvenile offenders. The participants consisted of 38 male adolescents aged 13 to 18 years (M = 17.02, SD = 1.14) randomly assigned to intervention (n = 19) and comparison (n = 19) groups. The results demonstrated that the interaction effects between the group and time were significant for communication and empathy skills. The intervention program prevented declines in empathy skills among program participants, while empathy skills decreased in the comparison group. The participants also improved their communication skills, while comparison group members' communication skills declined over time. Considering the limited number of intervention programs discussed in the literature, this study provides preliminary support for the literature on intervention programs.

A Systematic Review of the Prevalence and Correlates of Emotional Violence by Teachers.

There is increasing evidence for the deleterious impact of emotional violence on children`s well-being and development. This systematic review focused on a) the prevalence and (b) correlates of emotional violence by teachers. A literature search of quantitative and peer-reviewed studies published in English between 1980 and April 2021 was conducted. Eighty-four studies met the inclusion criteria. Studies represented all geographical regions of the world, were predominantly cross-sectional and of moderate quality. Studies were heterogeneous in terms of their samples, conceptualization, and measurement of emotional violence. Results indicated that emotional violence by teachers is prevalent across cultural settings, although large variations within and between regions are noted. It is related to mental health, behavioral and academic problems of children above and beyond physical violence by teachers and victimization by peers and parents. Boys are at higher risk of experiencing emotional violence by teachers than girls. Family dysfunction, low socioeconomic status (of the family or the community), and violent school environments appear to increase risk as well. The observed patterns of co-occurrence of emotional violence with physical violence by teachers and victimization by peers as well as perpetration of violence against peers and teachers lend support to notions of poly-victimization and cycles of violence in the school settings. Future research should use representative surveys, examine antecedents, and consequences of emotional violence by teachers using longitudinal and experimental designs and evaluate interventions to prevent emotional violence by teachers.

An Evaluation of the "I am Learning to Protect Myself with Mika" Program Using the "What If" Situations Test.

Despite the recent development of a plethora of child sexual abuse prevention programs in recent years, few studies have attempted to evaluate their effectiveness using a standardized measure. Therefore, we attempted to test the effectiveness of the "I am learning to protect myself with Mika" program using a valid and reliable tool: the "What If" Situations Test (WIST). Eighty-one preschool children and their parents and teachers participated in this study. Ultimately, we compared the data of 43 children (M =  66.78, SD =  8.84) in the intervention group and 38 children (M =  69.28, SD =  6.78) in the wait-list group. The findings revealed that the intervention group had increased knowledge of inappropriate touching recognition and personal safety. The say, tell, report, and WIST total skill scores also increased in the intervention group. These findings are promising and may pave the way for disseminating the program in Turkish preschools.

Exposure to Recurring Community Violence Scale: A validity and reliability study in Turkey.

Recent years have witnessed a substantial increase in the interest in violence occurring at home or school, as well as in neighborhoods. Yet, there is no standardized instrument to measure community violence in Turkey. Thus, the present study aimed to adapt the Exposure to Recurring Community Violence Scale into Turkish and explore its psychometric properties. The sample consisted of 210 participants (57% were females) between 18 and 64 years (Mage = 38.33, SD = 10.67). For criterion-related validity, we evaluated the participants' scores on the Brief Symptom Inventory (BSI), the Traumatic Life Events Form, the Relationship Quality Scale, and a Demographic Information Form. We performed all statistical analyses using the FACTOR and SPSS v.20 programs. Exploratory factor analysis revealed a 2-factor structure for the scale (victimization and witnessing), explaining 52% of the total variance. As expected, the witnessing and victimization scores were correlated with the subscales of the BSI, the number of traumatic life events, and the subscales of The Relationship Quality Scale. For reliability concerns, we calculated Cronbach's α coefficients to be 0.79 for the victimization and 0.90 for the witnessing. Besides, the findings revealed acceptable psychometric properties for the Turkish version of the Exposure to Recurring Community Violence Scale. Thereby, we concluded that the scale can be used as a reliable and valid measure in the Turkish context. Overall, the scale will likely allow further research to scrutinize the risk factors and consequences of community violence.

"I am Learning to Protect Myself with Mika:" A Teacher-based Child Sexual Abuse Prevention Program in Turkey.

This study aimed to explore the effectiveness of a teacher-based child sexual abuse prevention program entitled "I am learning to protect myself with Mika." The sample consisted of 290 children, their parents, and their classroom teachers. The participants were randomly assigned to intervention (n = 137) or wait-list comparison groups (n = 153) by classroom. The age of the children ranged from 46 to 71 months (M = 58.99, SD = 6.64). The prevention program was a 5-week program that consisted of five modules, including emotional awareness, good touch-bad touch, and body safety rules. To investigate the effectiveness of the prevention program, a latent Markov analysis was conducted. A three-class solution was identified as the best model: Status-1 (self-protecting group), Status-2 (risky secret keepers), and Status-3 (risk group). Following the intervention, members of the two at-risk groups (Statuses 2 and 3) were more likely to move into the Status-1 group than were those participants who had not received the intervention (wait-list comparison). Self-protection skills were analyzed using a 2 × 2 ANOVA with repeated measures. The increase in self-protection skills was greater for participants in the intervention group than for those in the wait-list comparison group from pre-test to post-test. Two-month follow-up analysis showed that gain in knowledge and skills was maintained. This program should be considered as a potential approach to meeting the need for child sexual abuse preventive efforts in Turkish preschool curriculum.

An annotated video dataset for computing video memorability.

Using a collection of publicly available links to short form video clips of an average of 6 seconds duration each, 1275 users manually annotated each video multiple times to indicate both long-term and short-term memorability of the videos. The annotations were gathered as part of an online memory game and measured a participant's ability to recall having seen the video previously when shown a collection of videos. The recognition tasks were performed on videos seen within the previous few minutes for short-term memorability and within the previous 24 to 72 hours for long-term memorability. Data includes the reaction times for each recognition of each video. Associated with each video are text descriptions (captions) as well as a collection of image-level features applied to 3 frames extracted from each video (start, middle and end). Video-level features are also provided. The dataset was used in the Video Memorability task as part of the MediaEval benchmark in 2020.

Prevalence of violence by teachers and its association to students' emotional and behavioral problems and school performance: Findings from secondary school students and teachers in Turkey.

BACKGROUND: Teacher violence toward students is a common public health risk associated with various negative outcomes. Though previous studies examined the prevalence of teacher violence toward students and its association with negative outcomes, little is known about the association between teacher violence and school performance, and the mediating role of students' emotional and behavioral problems, particularly in developing countries. OBJECTIVE: This study sought to investigate the prevalence of teacher violence toward students, its association with school performance, and the mediating role of emotional and behavioral problems. PARTICIPANTS AND SETTING: Data were collected from 293 students (M = 12.59, SD = 1.07) and 205 teachers (M = 37.20, SD = 8.41) using a structured sampling approach. METHODS: Our cross-sectional study used a multi-informant approach: both teachers and students reported on violence by teachers. Students reported also on other types of violence, emotional and behavioral problems, and school performance. RESULTS: Of all students, 55 % reported that they were exposed to teacher violence at least once in the past month, while 83 % of teachers reported having used any type of violence against students. Path analysis indicated direct associations between teacher violence toward students and students' behavioral and emotional problems (ß = 0.21) and school performance (ß = -0.15), and an indirect association between teacher violence and school performance (ß = -0.05) via emotional and behavioral problems. CONCLUSIONS: Teacher violence toward students was highly prevalent and associated with emotional and behavioral problems and lower school performance. Prevention programs and social policies aiming to reduce violence by teachers are urgently needed.