Psychological dating violence perpetration and victimization: trajectories from middle to high school.

Despite evidence documenting the negative consequences, psychological dating violence occurs frequently in adolescent dating relationships. No information exists on the trajectories that adolescents follow and their association to nonphysical peer violence. The sample comprised 624 randomly selected 6th graders. In yearly surveys from 6th through 12th grade, 550 of the 624 students reported dating at least twice during the 3 months prior to completing the survey. These students responded to questions about frequency of engagement in psychological dating violence perpetration and victimization. We used Proc TRAJ to identify developmental trajectories of behavior over time and generalized estimating equation models to examine the associations of the trajectories and peer aggression. Adolescents followed three distinct developmental trajectories related to psychological dating violence victimization and perpetration: low, increasing, and high. Based on the joint probabilities of victimization and perpetration, we identified four predominant groups: low victimization/low perpetration (LVLP; 36%), increasing victimization/increasing perpetration (40%), high victimization/high perpetration (HVHP; 15%), and increasing victimization/low perpetration (IVLP; 7%). The LVLP had significantly more boys and White students; the HVHP group had an even gender distribution and more African-American students. For all groups, peer aggression decreased from Grade 6 to 12; students in the HVHP group reported the highest peer aggression, and students in the LVLP reported the lowest peer aggression. Findings suggest a strong, reciprocal relationship in the developmental trajectories of adolescents who experience and perpetrate psychological dating violence. Those highly engaged in these behaviors were also more likely to be violent toward peers.

With graduation in sight: perceptions of high- and low-aggression students of the journey to high school completion.

This study explores students' perceptions of the paths to high school graduation using an ecological framework. Specifically, it identifies the challenges, influences, and motivations differentiating students who remained in school despite being at high risk for dropping out-defined as consistently high levels of aggression-from students at low risk of high school dropout. We analyzed inductively 16 focus groups conducted in Northeast Georgia with 81 eleventh graders participating in the Healthy Teens Longitudinal Study. Eight focus groups consisted of 11th graders who consistently scored high on aggression from 6th to 10th grade on the Problem Behaviors Frequency Scales (n = 40; 56% boys; 54% Caucasian, 39% African American; 7% Hispanic), and 8 groups consisting of students scoring low in aggression at all time points (n = 41; 40% boys; 45% Caucasian, 50% African American; 3% Hispanic). Findings derived from the constant comparative method revealed 4 distinguishing themes. High aggressive students highlighted a) the salience of structural barriers, b) stress due to external (vs. internal) factors, c) preference for concrete sources of motivation, and d) the strong influence of coaches. At the microsystem level of the ecological model, school psychologists can engage students through cognitive behavioral methods to foster realistic academic goals and to improve management of external sources of stress. At the mesosystem level, school policies can target 9th grade as a critical juncture for academic success. The final finding supports the involvement of adults at the mesosystem level, and coaches in particular, to promote positive social and academic development.

Dating norms and dating violence among ninth graders in Northeast Georgia: reports from student surveys and focus groups.

This mixed-methods study describes the norms supporting male-to-female and female-to-male dating violence in a diverse sample of ninth graders. The quantitative study, based on student surveys (n = 624), compared norms supporting dating violence by sex, race/ethnicity, and dating status, and it examined the relation between dating violence norms and physical aggression and victimization. The qualitative study, based on 12 focus groups, explored participants' views of dating aggression. Findings revealed more support for female-to-male aggression, greater acceptance of norms supporting dating violence by non-White students, a strong association between norms and physical aggression but only in males, and a high correlation between victimization and perpetration. Participants rejected male-to-female dating aggression because of peer pressure not to hit girls, parents' beliefs that denounce dating violence, the superior physical advantage of boys over girls, and legal consequences. Results highlight the importance of culturally sensitive and gender-specific interventions.

A sensitive semi-micro column HPLC method with peroxyoxalate chemiluminescence detection and column switching for determination of MDMA-related compounds in hair.

A sensitive semi-micro column HPLC method with peroxyoxalate chemiluminescence (POCL) detection and column switching has been developed for simultaneous determination of 3,4-methylenedioxymethamphetamine (MDMA) and related compounds, for example 3,4-methylenedioxyamphetamine, methamphetamine, and amphetamine, in hair. After digestion of the hair with 1 mol L-1 sodium hydroxide the compounds were extracted with n-heptane and derivatized with 4-(N,N-dimethylaminosulfonyl)-7-fluoro-2,1,3-benzoxadiazole. A mixture of hydrogen peroxide and bis(2,4,5-trichloro-6-carbopentoxyphenyl)oxalate in acetonitrile was used as post-column CL reagent. Calibration plots showed linearity was good (r=0.999); detection limits were 0.02-0.16 ng mg-1 hair at a signal-to-noise ratio of 3. The precision of the method, as RSD (n=5), in intra-day and inter-day assays was better than 5.0 and 6.9%, respectively. The proposed method was sufficiently sensitive to detect low ng mg-1 levels of MDMA and related compounds in hair, and could be used for quantification of the compounds in hair samples from patients treated in a chemical dependency unit.

Creating a social work link to the burn community: a research team goes to burn camp.

Social work faculty and graduate students conducted focus groups with 52 burn-injured adolescents from three burn camps to explore perceptions of their camp experience. Three themes emerged from data analysis that suggest burn camps play an important role in participants' lives. Camp is a place where burn-injured adolescents: (1) feel "normal" and accepted; (2) acquire insight in regard to self and meaning in life; and (3) gain confidence, increase self-esteem, and develop empathy. This project highlights how the use of qualitative research methods with grassroots organizations such as burn camps can serve as a link to greater social work involvement with this community.

Shedding the layers: exploring the impact of the burn camp experience on adolescent campers' body image.

The purpose of this qualitative study was to explore the impact of the burn camp experience, as it relates to body image, on participating burn-injured adolescents. Focus groups were conducted with 52 burn-injured adolescents at three burn camps in geographically diverse regions of the United States. Data revealed that burn camp is a place where these adolescents feel a sense of belonging and acceptance, a place where they don't have to hide their bodies, and a place where they can learn to integrate their scars into their overall body image in a positive way. Implications of this study include highlighting the contributions that burn camps may provide in helping burn-injured adolescents learn to cope with the devastating disfigurements that often accompany their injuries.