A Study of Attitudes Toward Teacher-Student Sexual Misconduct Cases Based on Student Age, Student Gender, and Teacher Gender.

Teacher-student sexual misconduct is a serious instance of child sexual abuse that impacts an estimated 10% of students. We tested whether two effects seen in research about these types of cases replicated across online American adult and undergraduate samples: (1) sympathy toward younger students who experience sexual abuse compared to older students and (2) leniency in cases of female teachers engaging with male students compared to other gender dyads. Participants (N = 525) reviewed a mock teacher-student sexual encounter and then answered questions about their views and case-related outcomes. Student age emerged as the most influential factor across all our variables of interest, where cases with younger students were viewed as more egregious than those involving older students. Incidents involving boys who experienced abuse were perceived as more "normal" than those involving girls. We found some support for the idea that there is leniency toward women teachers, but limited support for a female teacher-male student leniency effect. While these cases were viewed to be more normal and acceptable than other gender dyads, there were no effects on the other dependent variables. Sample type effects were also minimal, as our adult sample viewed the teachers involved to be more responsible and student complainants as more credible versus the undergraduate sample.

Factors that Influence Mock Jurors' Perceptions of Child Credibility.

Child sexual abuse (CSA) remains a significant societal problem; however, few CSA cases are actually brought to trial. The cases that do proceed to trial typically involve little evidence, therefore, it is imperative that legal professionals become more aware of possible factors that may contribute to jurors' perceptions of child complainants and in turn influence their case decisions. The goal of this study was to investigate the influence of jury instructions, child complainant age, child's level of sexual knowledge, and preexisting beliefs about CSA on mock jurors' child credibility ratings. Participants (N = 388) evaluated a mock CSA trial transcript and answered questions related to the child's credibility. Results indicated that child credibility was dependent on mock jurors' knowledge about CSA, which in turn, differed by mock juror gender. Pre-evidence jury instructions also influenced mock jurors' CSA misconception endorsements. Child sexual knowledge level did not influence credibility, nor did it interact with child age. Our study suggests that specialized pre-evidence jury instructions may educate legal fact finders about alleged CSA victims and in turn may enhance their views of children in this specific legal context.

Baby-led weaning in Italy and potential implications for infant development.

Baby-led weaning is an approach to complementary feeding that emphasizes an infant's ability to self-feed rather than being spoon fed, and to eat minimally-processed foods rather than puréed foods. This study aimed to investigate the variability in infant feeding practices and the possible association with developmental milestones in an Italian population. A sample of 1245 mothers of 6-12 month-old infants completed an online survey about complementary feeding and their infant's attainment of developmental milestones. Infants' eating of family food was positively related to self-feeding and to a lower consumption of puréed foods. As in previous studies in the UK and New Zealand, a baby-led weaning style was positively associated with breastfeeding, exposure to complementary foods around six months of age, earlier exposure to both finger and family foods, and higher interest in family food and shared family meals. Infants who were introduced to solid foods using a baby-led weaning approach were more likely to have met important developmental milestones; when controlling for covariates, percentage of family feeding was positively associated with sitting unsupported at an earlier age and a low spoon-feeding style was associated with crawling at an earlier age. These data suggest that baby-led weaning should be defined more comprehensively. Moreover, its potential influence on developmental domains beyond diet and eating behavior warrants future targeted exploration.

Childhood Adversity and Associated Psychosocial Function in Adolescents with Complex Trauma.

BACKGROUND: Childhood adversity is linked to a number of adult health and psychosocial outcomes; however, it is not clear how to best assess and model childhood adversity reported by adolescents with known maltreatment exposure. OBJECTIVE: This study sought to identify an empirically-supported measurement model of childhood adversity for adolescents in child protective custody and associations among childhood adversity and adolescent outcomes. METHODS: Self-report survey data assessed childhood adversity and adolescent outcomes, including psychological wellbeing, quality of life, and substance use, in 151 adolescents ages 16 to 22 in protective custody with a documented maltreatment history. RESULTS: Findings suggest that, among youth with complex trauma histories, it is important to distinguish among risk related to unexpected tragedy (e.g., natural disaster, parental divorce), family instability (e.g., parental substance abuse or mental health concerns), and family violence (e.g., physical or sexual abuse). Family violence was associated with poorer psychological wellbeing and quality of life, while family instability was associated with cigarette and marijuana use. CONCLUSIONS: Among adolescents with complex trauma histories, childhood adversity assessments reflect multiple domains of adversity, each of which are differentially related to adolescent risks. Properly assessing childhood adversity in adolescents with complex trauma histories may help target interventions for specific risks (e.g., substance use) based on which types of childhood adversity youth have been exposed to.

The Role of Shared Decision-Making in Shaping Intent to Access Services for Adolescents in Protective Custody.

Including children in protective custody (e.g., foster care) in legal decisions positively impacts their perceptions of the legal system, with giving youth a voice being particularly important. Studies have primarily focused on including young people in legal processes; however, for adolescents in protective custody, decisions about living arrangements, education, and long-term planning are made outside the courtroom, with ramifications for young people and their perceptions of both legal and child protection systems. This study looks at such decision making using existing data from 151 adolescents who were ages 16-20 and had been in child welfare protective custody for at least 12 months. During in-person interviews we assessed their desired amount of involvement in a recent decision and their perceptions of their actual involvement. Youth named other individuals involved in decision-making. Data were coded and analysed to identify discrepancies in young people's perceptions of desired and actual levels of involvement. Results indicate that while the majority of adolescents (96%) are participating in decision-making, they generally desire more involvement in decisions made (64%). Only 7% of youth reported that their level of personal involvement and the involvement of others matched what they desired. The most common individuals identified in a decision made were child protection workers, legal professionals, and caregivers or family members. These findings enhance the existing literature by highlighting the unique issues related to giving young people in protective custody a voice, and provide an empirical foundation for guiding policies around who to involve in every-day decisions made for young people preparing for emancipation from protective custody.

Who Is the Rotten Apple? Mock Jurors' Views of Teacher-Student Sexual Contact.

The present study investigated mock jurors' ( N = 541) perceptions of a hypothetical case of teacher-student sexual contact. Mock jurors read a brief vignette describing an alleged sexual encounter where the gender and age of both the teacher and student were manipulated. Participants rendered legal decisions (i.e., verdict, degree of guilt, and sentence length), as well as culpability judgments pertaining to both the teacher and the student (i.e., blame, cause, and desire for the sexual contact). In addition, the effects of mock juror gender and attitudes regarding both rape myth acceptance and homophobia were investigated. Teacher gender and both teacher and student age predicted mock jurors' recommended sentences, with male teachers, older teachers, and younger students leading to greater sentences. Overall, student age was most consistently related to multiple culpability judgments, and the culpability judgments regarding the victim were the most consistently predicted by the independent variables. We did not find any evidence of homosexist attitudes, meaning that same-gender teacher-student contact was not judged any differently than opposite-gender contact. Worth noting, we found an interaction such that male students victimized by female teachers were judged to have wanted the contact more than any other gender combination, especially by male participants. The authors discuss these findings in the context of the child sexual abuse (CSA) literature concluding that many of the findings of more prototypical CSA cases extend to the teacher-student context. We also discuss the implications of these findings in terms of gendered judgments of adolescents who are victimized by teachers, possibly decided by legal professionals, school administrators, and jurors themselves. In particular, the three-way gender interaction can be interpreted in the context of stereotypes regarding sexual development marking sexual contact between adolescent males and older females as a "rite of passage" into adulthood.

Children's participation in foster care hearings.

PURPOSE: Empirical research regarding potential risks and benefits of children's participation in the legal system generally, and in the child dependency legal system in particular, is sparse and mostly characterized by small studies without comparison groups. The current study was designed to address the following questions regarding children's participation in dependency court hearings: (1) Is attending court harmful to children? (2) Is attending court beneficial to children? (3) Is judicial behavior with the child in the courtroom related to potential harms or benefits? and (4) Are there age differences in children's reactions? METHOD: The authors measured children's reactions to attending dependency review hearings (n=43) and compared them to a sample of children who did not attend their hearings (n=50). One to 2 weeks following review hearings, both groups of children were interviewed about their reactions to the court process. RESULTS: Children who attended their hearings reported more positive feelings about the dependency process (e.g., trust in judge, perceived fairness, and more comfort with their guardians ad litem and caseworkers). For children who attended, there was no evidence of high distress immediately preceding or following their hearings. Court observations revealed that more active engagement by judges was related to positive responses from the children. Most children, including both children who attended hearings and those who did not, believed that all children should be able to attend their hearings. CONCLUSION: Overall, the findings suggest that policies encouraging children's attendance at dependency hearings are viewed positively by and not harmful to children.

A comparison of students' and jury panelists' decision-making in split recovery cases.

This study was designed to assess jury decision-making for 289 participants reading a medical malpractice vignette as a function of participant type (undergraduate students or jury panelists), punitive damage award apportionment (none, half, or all to the plaintiff), and compensation previously assigned to the plaintiff (low, medium, or high). We found several sample differences. Overall, jury panelists awarded more money for punitive damages. Jury panelists were also more affected by compensatory-relevant information when making punitive decisions, including assigning punitive damages and rating the fairness of the traditional apportionment scheme, where the plaintiff receives all of the money. Compared with students, more jury panelists were in favor of the plaintiff receiving the entire punitive award. Most students endorsed split recovery. The authors suggest that psycholegal research conducted solely with student samples, rather than community members, may misestimate the likely behavior of actual juries. The implications of the study for split recovery policy are also discussed.

Defense attorneys' concerns about the competence of adolescent defendants.

Research indicates that a sizable proportion of adolescent defendants have difficulty understanding and participating in legal proceedings against them, and may be incompetent to stand trial. To examine attorneys' experience in defending adolescents with competence-related difficulties, 214 juvenile attorneys were surveyed. Findings indicated that attorneys have doubts about the competence of approximately 10% of adolescent defendants, and that they find these cases particularly challenging to defend. Most attorneys appear to recognize that developmental factors may contribute to adolescents' competence-related difficulties, and believe that the law should accept developmental immaturity as a basis for incompetence findings. In approximately half of the cases in which attorneys had doubts about competence, attorneys did not request a competence evaluation but instead made other efforts to address competence issues, such as by teaching adolescents about legal proceedings and further involving their parents. The implications of these findings are discussed.