Association of Teen Dating Aggression With Risk Behavior and Academic Adjustment.

This study constructed a six-item Teen Dating Aggression (TDA) scale, investigated the prevalence of TDA in a statewide sample, and identified associations between TDA and high-risk behaviors and academic adjustment. Based on a review of literature, TDA included physical harm, threats to harm, verbal aggression, forced sexual contact, coercion to use alcohol or drugs, and harassment after the relationship ended. The sample consisted of 32,428 students (Grades 9-12) in 320 Virginia high schools who completed a statewide school climate survey. Participation rates were 99% for schools and 80.5% for students. Confirmatory factor analysis and hierarchical regression analyses investigated the associations between TDA and high-risk behaviors and poor academic adjustment. School fixed-effects analyses accounted for school-level influences in student responses. Nearly four in 10 students (39%) reported experiencing at least one form of dating aggression in the past year. The 12,596 students who experienced TDA (40%) in the past year reported more marijuana use (26% vs. 13%), alcohol use (40% vs. 22%), fighting (13% vs. 5%), suicidal ideation (31% vs. 13%), and suicide attempts (17% vs. 5%), as well as lower school engagement, educational aspirations, and grades than 19,832 students who dated without TDA. The current study emphasized the need for dating aggression to be a focus of secondary school prevention programs due its associations with poorer academic performance, high-risk behavior with potentially serious mental health consequences. Accurate assessment of TDA can also guide the evaluation of intervention programs that target TDA.

Authoritative school climate and sexual harassment: A cross-sectional multilevel analysis of student self-reports.

School sexual harassment (SH) is defined as unwelcome behavior of a sexual nature that interferes with a student's ability to learn. There is an important need for schools to assess the prevalence of SH and its relation to school climate to guide intervention efforts. This study investigated 3 research questions: (a) Is there psychometric support for a 4-item multilevel measure of SH? (b) What is the prevalence of SH in a statewide high school sample, and how does SH vary across gender, grade level, race-ethnicity, and socioeconomic status? (c) Is an authoritative school climate-characterized by strict but fair discipline and supportive teacher-student relationships-associated with lower levels of SH for students? A statewide sample of high school students (N = 62,679) completed a school climate survey that included a new 4-item measure of SH. Results of a multilevel confirmatory factor analysis indicated good fit for a single SH factor at both student and school levels. A multiway analysis of variance demonstrated the high prevalence of SH and variations across demographic groups. Multilevel hierarchical regression analyses indicated that an authoritative school climate accounted for 5.7% of the student-level variance and 38.3% of the school-level variance in SH scores. Routine assessment of SH can help school psychologists bring attention to this underrecognized problem. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Effects of validity screening items on adolescent survey data.

In 2 studies, we examined the use of validity screening items in adolescent survey data. In each study, adolescent respondents were asked whether they were telling the truth and paying attention in answering survey questions. In Study 1 (N = 7,801), the prevalence rates of student risk behaviors were significantly lower after inappropriate (invalid) responders were screened out of the sample. In addition, confirmatory and multigroup factor analyses demonstrated significant differences between the factor structures of school climate scales with valid versus invalid responders. In Study 2, student perceptions of school climate were correlated with teacher perceptions in 291 schools. A bootstrap resampling procedure compared the correlations obtained with valid versus invalid responding students in each school and found that valid responders had more positive views of school conditions and produced higher correlations with teacher perceptions. These findings support the value of validity screening items in improving the quality of adolescent survey data.

Sagittal plane knee joint moments following anterior cruciate ligament injury and reconstruction: a systematic review.

BACKGROUND: Gait adaptations in persons with anterior cruciate ligament (ACL) injuries have been debated. Many studies examine high speed, 3-dimensional video gait analysis to compare knee joint torques during simulated activities of daily living. METHODS: We performed a systematic review of the literature for published clinical papers that reported sagittal plane knee joint kinetics in ACL deficient or reconstructed individuals. We calculated weighted effect sizes (Cohen's d) to evaluate the magnitude of differences between the injured limb and the contralateral limb and healthy, uninjured limbs in control subjects. FINDINGS: Ten published papers reported kinetic data in ACL deficient subjects while walking for comparisons to the contralateral side (weighted average d=-0.83, range: -3.21, 1.07), and to healthy control knees (weighted average d=-1.0, range: -3.36, 0.17); four papers reported data during jogging compared to the contralateral side (weighted average d=-0.94, range: -4.15, 0.17), and to controls (weighted average d=-1.42, range: -3.83,-0.2). Four papers reported data for ACL-reconstructed patients compared to healthy controls during walking (weighted average d=-0.94, range: -0.4, -1.77) and jogging (weighted average d=-1.18). INTERPRETATION: Effect sizes comparing knee joint moments in injured vs. healthy control subjects appear to be slightly higher while jogging than walking, and higher in ACL-deficient patients compared to reconstructions. However, magnitudes are all large. Few studies report stair climbing. Consequently, it is difficult to make inferences with confidence during these tasks.