Bidirectional IPV Among Adolescent Sexual Minorities.

Research repeatedly concludes that lesbian, gay, and bisexual individuals (i.e., sexual minorities) are at increased risk of experiencing abuse in a romantic or sexual relationship. For service providers, a vital but largely unanswered question is how common it is for victims of sexual minority intimate partner violence (SM-IPV) to also have perpetrated IPV, particularly in regard to adolescent relationships. To our knowledge, the present article is only the second in the literature to examine adolescent SM-IPV directionality, and it is the first to compare adolescent SM-IPV directionality and heterosexual IPV (H-IPV) directionality within the same sample. In 25 high schools across three northern New England states, sexual minority (n = 398) and heterosexual (n = 2,687) high school-aged adolescents aged 13 years to 19 years (where sexual orientation is defined indirectly via sexual attraction) completed a questionnaire as part of a broader evaluation study of a bystander-focused violence prevention curriculum (we utilized baseline data in this article). Chi-square tests revealed that experiencing victimization was significantly associated with engaging in perpetration for all forms of IPV assessed for both sexual minority and heterosexual youths. The sole exception was threatening IPV, for which a significant association was found among heterosexual but not sexual minority individuals. Bidirectional IPV rates did not differ substantially by sexual attraction: Verbal abuse was most likely to be bidirectional for both sexual attraction groups and all other assessed IPV forms occurring overwhelmingly in unidirectional patterns. Although replication is needed, study results suggest that adolescent IPV is not generally bidirectional. Directions for future research are discussed, including the need for sampling plans that enable further disaggregation by age and sexual orientations.

Development and Psychometrics of Instruments to Assess School Personnel's Bystander Action in Situations of Teen Relationship Abuse and Sexual Assault.

This article describes recently developed instruments that assess school personnel's bystander barriers and intentions in situations of teen relationship abuse, sexual assault, and sexual harassment, as well as perceptions of school readiness specific to relationship abuse, sexual assault, and sexual harassment prevention and response. Participants were 1,150 high school personnel from 25 schools in New Hampshire, Massachusetts, and Maine. Specific instruments focused on bystander intentions, bystander action, barriers to bystander action, and perceptions of school readiness. Participants were randomly divided into two groups for analysis-the exploratory sample (ES; n = 575) and the confirmatory sample (CS; n = 575). Overall, the measures demonstrated acceptable fit indices. Results suggested that most measures and subscales had adequate reliability, but a few subscales had less than ideal internal consistency, which can likely be attributed to the small number of items. More work is needed, but these measures act as a starting point by which the role of school personnel in prevention initiatives and bystander intervention can be evaluated.

Youth Strategies for Positive Bystander Action in Situations of Dating and Sexual Violence: Implications for Measurement and Programming.

Research on bystander behavior in situations of dating violence (DV) and sexual violence (SV) in youth populations is growing; yet, there is a distinct lack of qualitative studies to identify nuances in specifically how and when youth are taking action to help to inform theory, measurement, and programming. The current study examined bystander action plans of high school youth after their participation in a classroom-based, bystander-focused prevention program, to inform bystander behavior measurement and programming within the context of DV and SV research and practice. High school youth (N = 889) from schools across New England completed a bystander-focused violence prevention curriculum and subsequently wrote a bystander plan of action addressing a situation of DV or SV that they had seen before or were likely to see again in the future. The responses were qualitatively coded for type of situation and bystander action, while noting situational aspects (e.g., location, relationship to those involved, engagement of others). Students reported a variety of strategies (ranging from directly telling the perpetrator to stop to creating a distraction) and ways of thinking about situations of DV and SV, and related behaviors (e.g., bullying). Many students listed unique situations and bystander behaviors that were not addressed as part of the curriculum. Bystander action plans also varied as a function of situational variables (e.g., relationship to those involved). These results indicate that measures of bystander behavior for high school students need to look different from established measures for older age groups. Furthermore, bystander programming may be more effective if more thoughtful attention is given to how youth see helping in situations of DV and SV as connected to other problematic behaviors.

Patterns of Violence Victimization and Perpetration Among Adolescents Using Latent Class Analysis.

Research has identified interpersonal violence (a broad term that includes stalking, harassment, sexual assault, and physical dating violence) as a major problem among adolescents. Research suggests that there are different patterns, or classes, of interpersonal violence victimization and perpetration, but little of this work has focused on adolescents. In the current study, we conducted latent class analysis using a sample of 2,921 adolescent girls and boys in high school from northern New England to assess varying patterns of interpersonal violence victimization and perpetration over the past 2 months, specifically stalking, harassment, sexual assault, and dating violence. Four classes of violence victimization and perpetration were identified: (a) No Victimization or Perpetration class (n = 1,898, 65.0%), (b) Low Victimization and Perpetration class (n = 343, 11.7%), (c) Harassment Victimization Only class (n = 560, 19.2%), and (d) High Victimization and Low Perpetration class (n = 120, 4.1%). Several differences in classes emerged as a function of demographic and behavioral health variables. For example, the High Victimization and Low Perpetration class had the highest proportion of girls and youth with sexual minority status. Furthermore, youth in the High Victimization and Low Perpetration class also had a significantly higher proportion of class members endorsing depressed mood and engagement in binge drinking than the youth in other classes. These findings demonstrate the heterogeneity in patterns of interpersonal violence, which future research should seek to better understand in terms of etiology, outcomes, and best practices for prevention and intervention.

Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel.

The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander-High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students.

School Personnel's Bystander Action in Situations of Teen Relationship Abuse and Sexual Assault: Prevalence and Correlates.

BACKGROUND: Relationship abuse (RA) and sexual assault (SA) are major problems among high school students, and school personnel are an important part of preventing RA and SA among youth. Therefore, we examined the rates and correlates of bystander intentions among school personnel in situations of RA and SA. METHODS: School personnel (N = 1150) from 25 high schools in New England completed surveys that assessed their RA and SA knowledge, perceptions of school climate specific to RA and SA, and RA and SA bystander efficacy and bystander intentions. RESULTS: Across each type of bystander behavior measured, the vast majority of school personnel reported intentions to intervene. In the multilevel regression analyses, both proactive and reactive bystander intentions were related to higher levels of RA and SA bystander efficacy and perceptions of a more positive school climate and lower levels of RA and SA barriers to intervene. CONCLUSIONS: These data support the utility of school-based interventions that seek to improve school climate and teach school personnel skills that enhance bystander efficacy and reduce bystander barriers in student situations of RA and SA. Although they would need to be evaluated, such interventions could promote positive bystander action among school personnel and untimely contribute to reductions in RA and SA among high school youth.

Evaluation of a Bystander-Focused Interpersonal Violence Prevention Program with High School Students.

This study evaluated the effectiveness of a seven-session, bystander-focused, classroom-delivered curriculum (i.e., Bringing in the Bystander-High School Curriculum [BITB-HSC]) in reducing rates of interpersonal violence among high school students. High schools (N = 26) were randomly assigned to the treatment or control condition. In classrooms in treatment schools, students (n = 1081) completed a baseline survey, participated in the BITB-HSC, and completed an immediate post-test, a short-term post-test (approx. 2 months after intervention), and a long-term post-test (approx. 1 year after intervention). Youth in control schools (n = 1322) completed surveys at similar time points but did not participate in the BITB-HSC. Participants were 15.8 years old on average and largely White (85.1%) and heterosexual (84.5%). Students exposed to the BITB-HSC demonstrated significant short-term changes in victim empathy and bystander barriers/facilitators, and long-term changes in rape myths, media literacy, bystander readiness, and knowledge relative to youth in the control condition. Although the BITB-HSC had little long-term impact on actual bystander behavior, there were reductions in some forms of violence among students in the BITB-HSC condition relative to the control condition. Future research is needed to determine if, for whom, why, and in what contexts (e.g., classroom-based versus school-wide initiatives) bystander-focused violence prevention initiatives reduce violence.

Measurement Tools to Assess Relationship Abuse and Sexual Assault Prevention Program Effectiveness Among Youth.

OBJECTIVE: This article describes the adaptation, development, and psychometric properties of survey instruments to assess outcomes of bystander-focused violence prevention efforts among high school students, including media literacy, rape myths, bystander readiness, bystander barriers and facilitators of bystander action, bystander intentions, perceptions of school personnel helping, perceptions of peer helping, and victim empathy. METHOD: The study was based on data collected from 3,172 high school students across 25 schools in northern New England. RESULTS: Overall, the measures demonstrated acceptable fit indices in multilevel exploratory and confirmatory factor analyses. Whereas most measures and subscales had adequate reliability, several measures had less than ideal internal consistency, likely because of the limited number of items. CONCLUSION: Although additional measurement work is needed, these measures provide researchers and practitioners with foundational tools for basic research and program evaluation.

Rape Myth Acceptance in Sexually Assaulted Adolescents' School Contexts: Associations with Depressed Mood and Alcohol Use.

High school students exposed to sexual assault (SA) are at risk for negative outcomes like depressed mood and high-risk drinking. Although evidence suggests that both social contexts and internalized stigma can affect recovery from SA, no research to date has directly examined the presence of stigma in social contexts such as high schools as a correlate of adjustment after SA. In this study, the self-reported rape myth acceptance (RMA) of 3080 students from 97 grade cohorts in 25 high schools was used to calculate grade-mean and school-mean RMA, which was entered into multilevel models predicting depressed mood and alcohol use among N = 263 SA survivors within those schools. Two forms of RMA were assessed (i.e., rape denial and traditional gender expectations). Results indicate that higher grade-mean rape denial was associated with higher risk for depressed mood among high school boys and girls exposed to SA, and higher grade-mean traditional gender expectations were associated with higher risk for alcohol use among girls exposed to SA. Survivors' own RMA and school-level RMA were not significantly associated with their depressed mood or alcohol use. Although causality cannot be concluded, these findings suggest that interventions that reduce stigma in social contexts should be explored further as a strategy to improve well-being among high-school-aged survivors of SA.

Diagnostic field reliability in forensic mental health evaluations.

How likely are multiple forensic evaluators to agree on defendants' diagnoses in routine forensic mental health evaluations? A total of 720 evaluation reports were examined from 240 cases in which 3 evaluators, working independently, provided diagnoses for the same defendant. Results revealed perfect agreement across 6 independent diagnostic categories in 18.3% of cases. Agreement for individual diagnostic categories was higher, with all 3 evaluators agreeing on the separate presence of psychotic, mood, or substance disorders in more than 64.7% of cases and agreeing on the presence of cognitive or developmental disorders in more than 89.7% of cases. However, evaluators agreed about the combination of psychotic and substance-related diagnoses in only 46.5% of cases. Agreement was enhanced by diagnoses with low base rates, and it was suppressed in evaluations conducted in jails. Psychiatrists and contracted evaluators were more likely to provide dissenting diagnostic categories than psychologists and state-employed evaluators. These results are among the first to document diagnostic agreement among nonpartisan practitioners in forensic evaluations conducted in the field, and they allow for practice and policy recommendations for evaluators in routine forensic practice to be made. (PsycINFO Database Record