Longitudinal Patterns of Electronic Teen Dating Violence Among Middle School Students.

We investigated rates and developmental trends of electronic teen dating violence (TDV) perpetration and victimization overall and by gender. Data were collected from a single cohort of seventh-grade students from four schools using paper-and-pencil surveys administered at 6-month intervals (N = 795). Data were analyzed with descriptive statistics and longitudinal growth models to estimate change over time in TDV. Overall, 32% of youth reported electronic TDV perpetration, and 51% reported electronic TDV victimization. Victimization was more prevalent for boys (42%) than for girls (31%) at baseline only (t = 2.55, p < .05). Perpetration did not differ at any wave. Perpetration and victimization each decreased significantly from the beginning of seventh grade to the end of eighth grade, ß = -.129 (.058), p < .05, for perpetration, and ß = -.138 (.048), p < .01, for victimization. Gender moderated the decrease in reported victimization, with simple slopes indicating girls showed almost no change in victimization, ß = .006 (.066), ns, whereas boys decreased significantly over the 2 years, ß = -.292 (.069), p < .001. Although moderation by gender of change in perpetration was not conventionally significant, the simple slopes revealed that girls again showed a nonsignificant change in TDV across seventh and eighth grades, ß = -.067 (.078), ns, whereas boys showed a significant decline in reported electronic TDV perpetration, ß = -.197 (.083), p < .05. The high prevalence of electronic TDV underscore the need for addressing these behaviors within TDV prevention interventions.

Implementers' Perspectives on Fidelity of Implementation.

Fidelity of implementation is an essential factor in realizing outcomes of evidence-based interventions. Yet perspectives vary on the degree to which fidelity is necessary or desirable, implementers may receive limited guidance on fidelity, and research on implementers' understanding and operationalization of fidelity is lacking. We conducted key informant interviews with 20 individuals who implemented an evidence-based teen dating violence prevention curriculum in seven sites. Interviews addressed how implementers defined fidelity and the adaptations they made in implementing the curriculum. Although all implementers reported delivering the curriculum with fidelity, their definitions of fidelity varied. Most defined fidelity in terms of adherence to the published curriculum, although definitions sometimes allowed modifications of pedagogy or adding or subtracting materials. A smaller group of implementers defined fidelity in terms of their perceptions of the curriculum's core messages. All implementers described variations from the published curriculum, which were frequently inconsistent with their own definitions of fidelity. Implementers committed to the value of implementation with fidelity may need support in its definition and application. Developers can support implementers by communicating program theory in terms that implementers will understand, clarifying expectations for fidelity and allowable adaptations, and codifying lessons learned from previous implementation.

Evaluation of the Start Strong initiative: preventing teen dating violence and promoting healthy relationships among middle school students.

PURPOSE: This study reports on an independent evaluation of Start Strong: Building Healthy Teen Relationships, a multicomponent initiative targeting 11- to 14-year-olds. "Start Strong" was designed to focus on the developmental needs of middle school students and to enhance skills and attitudes consistent with promotion of healthy relationships and reduction of teen dating violence (TDV). METHODS: The quasi-experimental evaluation design included data collection from four Start Strong schools and four comparison schools. Student surveys were collected at four waves of data at the beginning and the end of grades 7 and 8. Multilevel models used repeated observations nested within students who were, in turn, nested within schools to determine whether participation in Start Strong enhanced healthy skills and relationships and decreased TDV-related attitudes and behaviors. RESULTS: Short-term effects from waves 1 to 2 were statistically significant for increased parent-child communication and boy/girlfriend relationship satisfaction and support and decreased gender stereotypes and attitudes supporting TDV. Findings for acceptance of TDV and gender stereotypes persisted longitudinally. CONCLUSIONS: Results are promising and illustrate that a multicomponent, community-based initiative reduced risk factors predictive of TDV. Start Strong is innovative in its focus on early adolescence, which is a critical period in the transition to dating. The results inform future intervention efforts and underscore the need for further study of middle school students.

A latent transition model of the effects of a teen dating violence prevention initiative.

PURPOSE: Patterns of physical and psychological teen dating violence (TDV) perpetration, victimization, and related behaviors were examined with data from the evaluation of the Start Strong: Building Healthy Teen Relationships initiative, a dating violence primary prevention program targeting middle school students. METHODS: Latent class and latent transition models were used to estimate distinct patterns of TDV and related behaviors of bullying and sexual harassment in seventh grade students at baseline and to estimate transition probabilities from one pattern of behavior to another at the 1-year follow-up. Intervention effects were estimated by conditioning transitions on exposure to Start Strong. RESULTS: Latent class analyses suggested four classes best captured patterns of these interrelated behaviors. Classes were characterized by elevated perpetration and victimization on most behaviors (the multiproblem class), bullying perpetration/victimization and sexual harassment victimization (the bully-harassment victimization class), bullying perpetration/victimization and psychological TDV victimization (bully-psychological victimization), and experience of bully victimization (bully victimization). Latent transition models indicated greater stability of class membership in the comparison group. Intervention students were less likely to transition to the most problematic pattern and more likely to transition to the least problem class. CONCLUSIONS: Although Start Strong has not been found to significantly change TDV, alternative evaluation models may find important differences. Latent transition analysis models suggest positive intervention impact, especially for the transitions at the most and the least positive end of the spectrum.

Dating violence, bullying, and sexual harassment: longitudinal profiles and transitions over time.

Although there is growing recognition of the problem of dating violence, little is known about how it unfolds among young adolescents who are just beginning to date. This study examined classes (subgroups) and transitions between classes over three time points based on dating violence, bullying, and sexual harassment perpetration and victimization experienced by youth. The sample was ethnically diverse, consisting of 795 seventh-grade students from schools that were part of a multi-site, longitudinal evaluation of a dating violence initiative (50 % female; 27 % White, 32 % African American, 25 % Latino, 16 % other or multiple races). Results from latent transition analyses revealed five classes of students with distinct behavioral profiles: multi-problem (victimization and perpetration), bullying and sexual harassment (victimization and perpetration), bullying (victimization and perpetration) and sexual harassment (victimization only), bullying (victimization and perpetration), and a least problem group. The majority of classes were characterized by reports of both perpetration and victimization for at least one behavior. Girls were more likely to be in the less problematic classes. Class membership was fairly stable across the three time points. When students transitioned to a different class, the shift was most often from a more problematic to a less problematic class, particularly for girls. The findings support understanding dating violence within a dynamic, developmental process that recognizes related behaviors within and across individuals. Overall, the findings highlight the utility of person-oriented approaches to enhance our understanding of longitudinal profiles and transitions over time for dating violence and related behaviors.

Approaches used by employee assistance programs to address perpetration of intimate partner violence.

Employee Assistance Programs (EAPs) are workplace resources available to employees with problems impacting work performance. EAPs are well-positioned to address intimate partner violence (IPV), a major public health problem with workplace impacts. A purposeful sample of 28 EAPs across the United States was surveyed to identify policies and programs to address IPV, including perpetration. Most EAPs did not report having standardized approaches for addressing IPV perpetration. EAPs also described significant barriers to identifying IPV perpetrators, with the majority relying on self-disclosure on the part of the perpetrator when contacting the EAP. These results suggest that many EAPs--even when interacting with employees who present with issues known to correlate with IPV--are missing a potential opportunity to assess and intervene with IPV perpetrators.

Incapacitated sexual violence involving alcohol among college women: the impact of a brief drinking intervention.

This study assessed the impact of a motivational interviewing (MI) brief alcohol intervention and prior victimization on alcohol-involved sexual victimization experiences. First-year female college students (N = 229) were randomly assigned to an intervention condition: MI, MI with feedback (MIFB), feedback (FB), and assessment only (AO). Findings indicate reduced alcohol use for all conditions and violence for MIFB, with interactions for prior victimization. The mechanism of change for reduced victimization was not reductions in alcohol use and mechanisms for this effectiveness remain somewhat convoluted. Tailoring of brief interventions addressing alcohol use and sexual violence, particularly for women with prior victimization, is critical.

Substance use by soldiers who abuse their spouses.

Data on 7,424 soldier spouse abuse offenders were analyzed to determine the prevalence of substance use during abusive incidents, and to examine differences between substance-using and non-substance-using offenders. Results showed that 25% of all offenders used substances during abusive incidents, with males and non-Hispanic Whites being more likely to hav e used substances. Substance-using offenders were more likely to perpetrate physical spouse abuse and more severe spouse abuse. These findings underscore the importance of educating military personnel (including commanders) about links between substance use and domestic violence, and of coordinating preventive and therapeutic substance abuse and violence-related interventions.

Male soldier family violence offenders: spouse and child offenders compared to child offenders.

Army data from 2000 to 2004 were used to compare two groups of married, male, Army soldier, first-time family violence offenders: 760 dual offenders (whose initial incident included both child maltreatment and spouse abuse) and 2,209 single offenders (whose initial incident included only child maltreatment). The majority (81%) of dual offenders perpetrated physical spouse abuse; however, dual offenders were less likely than single offenders to perpetrate physical child abuse (16% vs. 42%) or sexual child abuse (1% vs. 11%), but they were more likely to perpetrate emotional child abuse (45% vs. 12%). These findings may be, at least in part, explained in light of the Army Family Advocacy Program policy, which considers spouse offenders as also being emotional child abuse offenders since children may be traumatized by exposure to spouse abuse.

Child maltreatment and substance abuse among U.S. Army soldiers.

Although substance abuse has consistently been linked to child maltreatment, no study to date has described the extent of substance abuse among child maltreatment offenders within the military. Analysis of U.S. Army data on all substantiated incidents of parental child maltreatment committed between 2000 and 2004 by active duty soldiers found that 13% of offenders were noted to have been abusing alcohol or illicit drugs at the time of their child maltreatment incident. The odds of substance abuse were increased for offenders who committed child neglect or emotional abuse, but were reduced for child physical abuse. The odds of offender substance abuse nearly tripled in child maltreatment incidents that also involved co-occurring spouse abuse. Findings include a lack of association between offender substance abuse and child maltreatment recurrence, possibly because of the increased likelihood of removal of offenders from the home when either substance abuse or spouse abuse were documented.

Family violence in the military: a review of the literature.

Family violence, including both child maltreatment and spouse abuse, is a public health concern in both military and civilian populations. However, there is limited knowledge concerning violence in military families relative to civilian families. This literature review critically reviews studies that examine child maltreatment and spouse abuse among military families and compares family violence in military versus nonmilitary populations. Physical abuse and neglect compose the majority of the reported and substantiated cases of child maltreatment in military families, followed by sexual abuse and emotional abuse. On the other hand, physical abuse represents more than 90% of all substantiated cases of spouse abuse in military families, followed by emotional abuse, neglect, and sexual abuse. Mixed results were found when comparing military and nonmilitary families in terms of child maltreatment and spouse abuse, in part because of a lack of consistency in policies and practices between military and civilian agencies.

Suicide prevention and community-level indictors.

This study sought to develop a set of easily obtainable, relevant measures of a community's condition that could be used to guide its suicide prevention efforts. Existing data were gathered across 159 Georgia counties for nine potential social indicators (rates of net migration, divorce, unemployment, violent crimes reported, driving under the influence of alcohol or drugs [DUI] crashes, high school dropouts, Temporary Assistance for Needy Families [TANF], percentage of population aged 65 or older, and percentage of population who are white males) that had been chosen by the communities. Data on the social indicators from 1995 through 1999 were averaged and analyzed to determine their correlation with aggregated 5-year county suicide rates. Results of multivariate modeling procedures showed number of DUI crashes and percentage of the population aged 65 or older to be significant correlates of the suicide rate, controlling for other potential indicators. These preliminary data may provide a useful model of a county's 5-year suicide rate among counties reporting 20 or more suicides. Research with additional indicators and in other states will help determine the generalizability of these findings to other communities.

The role of psychosocial factors in the transition to substance use: are they protective among urban minority adolescents?

Changes in psychosocial risk and protective factors associated with the onset of substance use were examined in a sample of 556 urban public school sixth graders. General linear modeling analyses indicated that students who did not use substances by the end of sixth grade consistently had higher scores on protective factors than did students who were already using substances at the beginning of sixth grade. Students who began to use during the school year were in flux with scores similar to nonusers at Time 1 and scores closer to early users by Time 2. These findings suggest that interventions which focus on skill enhancement during the transition to middle school may be effective at delaying the onset of substance use. Editors' Strategic Implications: The authors find the same protective factors in this urban, primarily African American sample that are typical in suburban, White samples. Developmentalists and school officials will find interesting the changing effects of protective factors against early substance use during the transitional sixth grade year.

Report from the CDC: Evaluability assessment of the rape prevention and education program: summary of findings and recommendations.

This paper describes an evaluability assessment of CDC's Rape Prevention and Education (RPE) Program conducted to establish a baseline description and understanding of the current activities and goals of the program, revisit and update program performance measures, and identify opportunities for CDC to provide training and technical assistance to states. Data were collected using (1) a web-based survey of all state and territory health departments, other government agencies involved in the administration of the program, and sexual assault coalitions, (2) in-depth interviews with the same respondents during site visits to a sample of 14 states, and (3) focus groups in 5 of these states with local providers. This paper highlights the findings and summarizes recommendations to improve the program. It concludes with examples of steps CDC is taking to implement the recommendations.