Women's Experiences of Intimate Partner Violence While Incarcerated: The Measurement Structure, Reliability, and Validity of a Novel Instrument.

While incarcerated, women may continue to experience intimate partner violence (IPV), perpetrated by partners who reside in the outside community. Power and control dynamics of abusive relationships may intensify as the abuser exploits their partners' incarceration. The current study assessed IPV experiences of 832 incarcerated women (50% white, 76% mothers), testing a novel instrument. Results validated a two-factor structure: (a) general abuse (i.e., verbal, physical) and (b) deny or threaten to deny (i.e., leveraging the women's incarceration to intimidate or control). This study introduces a novel instrument to measure IPV while incarcerated and provides implications for research and practice.

When "Shelter-in-Place" Isn't Shelter That's Safe: a Rapid Analysis of Domestic Violence Case Differences during the COVID-19 Pandemic and Stay-at-Home Orders.

This study explored the COVID-19 pandemic's impacts on domestic violence (DV) with the following research questions: 1) Did DV occurring during the pandemic differ on certain variables from cases occurring on a typical day the previous year? 2) Did DV occurring after the implementation of shelter-in-place orders differ (on these same variables) from cases occurring prior to shelter-in-place orders? Two logistic regression models were developed to predict DV case differences before and during the pandemic. DV reports (N = 4618) were collected from the Chicago Police Department. Cases from March 2019 and March 2020 were analyzed based on multiple variables. One model was set to predict case differences since the pandemic began, and another model was set to predict case differences during the shelter-in-place period later that month. Both models were significant with multiple significant predictors. During the pandemic period, cases with arrests were 20% less likely to have occurred, and cases at residential locations were 22% more likely to have occurred. During the shelter-in-place period, cases at residential locations were 64% more likely to have occurred, and cases with child victims were 67% less likely to have occurred. This study offers a rapid analysis of DV case differences since the pandemic and shelter-in-place began. Additional variables and data sources could improve model explanatory power. Research, policy, and practice in this area must pivot to focus on protecting children whose access to mandated reporters has decreased and moving victims out of dangerous living situations into safe spaces.

The role of culturally responsive social and emotional learning in supporting refugee inclusion and belonging: A thematic analysis of service provider perspectives.

Young refugees resettled to the U.S. from the Middle East and North Africa (MENA) region face significant acculturative stressors, including language barriers, unfamiliar norms and practices, new institutional environments, and discrimination. While schools may ease newcomer adjustment and inclusion, they also risk exacerbating acculturative stress and social exclusion. This study seeks to understand the opportunities and challenges that schoolwide social and emotional learning (SEL) efforts may present for supporting refugee incorporation, belonging, and wellbeing. We completed semi-structured interviews with a purposive sample of 40 educators and other service providers in Austin, Texas, Harrisonburg, Virginia, and Detroit Metropolitan Area, Michigan as part of the SALaMA project. We conducted a thematic analysis with transcripts from these interviews guided by the framework of culturally responsive pedagogy. The findings revealed that students and providers struggled with acculturative stressors and structural barriers to meaningful engagement. Schoolwide SEL also provided several mechanisms through which schools could facilitate newcomer adjustment and belonging, which included promoting adult SEL competencies that center equity and inclusion, cultivating more meaningfully inclusive school climates, and engaging families through school liaisons from the newcomer community. We discuss the implications of these findings for systemwide efforts to deliver culturally responsive SEL, emphasize the importance of distinguishing between cultural and structural sources of inequality, and consider how these lessons extend across sectors and disciplinary traditions.