Journal of School Violence最新文献

{"title":"“Information is power:” Promoting a Safer Environment for College Students to Report Sexual Violence","authors":"Lindsay Smith, Pallie Swartz, Yasemin Irvin-Erickson","doi":"10.1080/15388220.2023.2264178","DOIUrl":"https://doi.org/10.1080/15388220.2023.2264178","url":null,"abstract":"ABSTRACTMost college students do not report sexual violence (SV) incidents reportable under Title IX to their universities. Several studies focus on Title IX in regard to gender equality in sports or SV survivors’ perceptions of their Title IX experience. However, few studies examine the knowledge and perceptions of Title IX of the general college student body using qualitative methods. This study expands upon this literature by exploring college students’ perspectives on Title IX, including the most recent amendments to Title IX regulations. Focus groups and interviews were conducted with 55 students with different levels of Title IX experience at one university. The results show that, with the exception of students with Title IX experience, most students lack knowledge about Title IX regulations and procedures, but all students had high expectations of the Title IX office. There is also skepticism and confusion surrounding changes to Title IX regulations.KEYWORDS: Sexual violenceTitle IXvictimizationdiscriminationcollege students Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the College of Humanities and Social Sciences (CHSS) and the Office of Graduate Education, George Mason University.Notes on contributorsLindsay SmithLindsay Smith Lindsay Smith completed her master’s degree in Criminology, Law and Society at George Mason University. As a doctoral candidate in Criminology, Law and Society, she works as a graduate research assistant for the Center for Advancing Correctional Excellence! Her research interests include gender and corrections with an emphasis on reintegration success, gender-based violence, and sexual victimization.Pallie SwartzPallie Swartz Pallie Swartz completed her undergraduate degrees in psychology and criminology at Kansas State University, and her master’s degree in Criminology, Law and Society at George Mason University. She is completing her law degree at the University of Missouri – Kansas City and plans to practice family law, focusing on domestic and sexual violence, education, and disability law.Yasemin Irvin-EricksonYasemin Irvin-Erickson Dr. Yasemin Irvin-Erickson is an Assistant Professor of Criminology, Law and Society at George Mason University. She primarily conducts research in the areas of victimization and violence.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Large-Scale Longitudinal Study of School Factors as Mediators from Depression and Parental Monitoring to Peer Victimization in Mainland Chinese Middle Schools","authors":"Chaoyue Wu, Ron A. Astor, Rami Benbenishty","doi":"10.1080/15388220.2023.2261365","DOIUrl":"https://doi.org/10.1080/15388220.2023.2261365","url":null,"abstract":"ABSTRACTThe current study longitudinally investigated how personal (depression) and family (parental monitoring) factors affect middle school peer victimization through school factors (academic performance, risky peer influence, and school belongingness) in mainland China. This study relied on large-scale 3-year longitudinal national data from mainland China with a sample of 8,357 middle school students who participated in all three waves. The results of structural equation modeling indicate that parental monitoring in Wave 1 did not predict peer victimization in Wave 3 directly, but it showed a significant indirect impact on peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Depression in Wave 1 was directly associated with peer victimization in Wave 3 and indirectly affected peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Practical implications are discussed.KEYWORDS: Peer victimizationdepressionparental monitoringrisky peersschool belongingness Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsChaoyue WuChaoyue Wu is a Ph.D student in Social Welfare at the UCLA Luskin School of Public Affairs. Her research focuses on examining risk factors for violence involvement and the negative impacts of victimization experience on mental and behavioral health among marginalized children and adolescents.Ron A. AstorRon A. Astor holds the Marjory Crump Chair Professorship in Social Welfare at the UCLA Luskin School of Public Affairs, with a joint appointment in the UCLA Graduate School of Education and Information Studies. His work examines the role of the physical, social-organizational, and cultural contexts in schools related to different kinds of school violence.Rami BenbenishtyRami Benbenishty is a Professor emeritus at the Hebrew University of Jerusalem. His main areas of interest are the safety, welfare, and wellbeing of children, both in community normative settings, such as schools, and in out of home placements, such as foster homes and residential care.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Connection Between Food Insecurity and Sexual Victimization Among College Students","authors":"Leah E. Daigle, Raven B. Muñoz, Katelyn P. Hancock","doi":"10.1080/15388220.2023.2261361","DOIUrl":"https://doi.org/10.1080/15388220.2023.2261361","url":null,"abstract":"ABSTRACTA small body of research has identified a positive relationship between food insecurity and victimization risk, including intimate partner violence and sexual violence victimization as well as experiencing and witnessing childhood violence in the home. The question remains whether food insecurity is related to sexual victimization among college students, and if so, what mechanisms link the two. We use data from the American College Health Association’s National College Health Assessment, a national sample of college students, to investigate these relationships. We find that low and very low food security increases the odds of sexual victimization, and that both are tied to increased odds of experiencing moderate to severe stress, depression, anxiety, binge drinking, and drug use. Institutions of higher learning may benefit from programs to address food insecurity. Doing so may have the corollary benefit of influencing mental health and health risk behaviors in ways that could reduce sexual victimization.KEYWORDS: Sexual victimizationfood insecuritycollege studentsstress Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Respondents were asked to write in their identification if they selected the other category. Those who wrote an option that fit into one of the noted categories were coded as such, and those who were not clearly identifiable as one of these groups but noted a racial/ethnic/national group (e.g., German) were coded as Other. Those who did not wish to indicate or wrote in something nonsensical or nonidentifiable were coded as missing.2. Persons who wrote in a response that matched one of these categories when selecting “Other” were coded accordingly or in the Other category. Those who wrote in a response that was nonsensical or nonidentifiable were coded as missing. Those who wrote in a response that indicated cisgender were coded according to their response on the biological sex variable (e.g., those who indicated being cisgender and female at birth were coded as woman or female on the gender identity variable).3. Those who wrote in a response when selecting other who identified one of the categories present in this study were coded as that category. Those who wrote in a response that was determined to be made up or noninterpretable (e.g., hopeless) or who chose not to answer were coded as missing.4. When using a Bonferroni correction for planned comparisons for the effect between food security and the mediators, all significant findings remain (adjusted p-value =.004).Additional informationNotes on contributorsLeah E. DaigleDr. Leah E. Daigle is Professor in the Department of Criminal Justice in the Andrew Young School of Policy Studies at Georgia State University. Her most recent research has centered on recurring victimization, sexual victimization of college women, and the development and continuation of victimization across the life course. She is coauthor of Criminals in the Mak","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Classroom Disruptiveness and Racial, Ethnic, and Gender Disparities in Office Discipline Referrals","authors":"Peter S. Lehmann","doi":"10.1080/15388220.2023.2255131","DOIUrl":"https://doi.org/10.1080/15388220.2023.2255131","url":null,"abstract":"ABSTRACT Prior research has shown that Black and Hispanic students are more likely to experience office discipline referrals than White youth, and the magnitude of these inequalities has been found to vary by gender. However, it remains unclear whether racial/ethnic and gender disparities in office referrals might be amplified among students in more disruptive classroom environments. Analyses of data from the 2012–2021 8th/10th grade cohorts of the Monitoring the Future survey (N = 70,442) reveal that, among male youth, Black- and Hispanic-White differences in office referrals are substantially weaker for students who describe their classrooms as more disruptive. In contrast, the heightened risk of an office referral for minority female students relative to White females increases in correspondence with higher levels of classroom disruptiveness.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"581 - 594"},"PeriodicalIF":2.4,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43761123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the Feasibility of a Text Message Intervention to Promote Bystander Intervention to Adolescents","authors":"Rebecca R. Ortiz, Andrea M. Smith","doi":"10.1080/15388220.2023.2214739","DOIUrl":"https://doi.org/10.1080/15388220.2023.2214739","url":null,"abstract":"ABSTRACT The purpose of this study was to assess the feasibility and implementation of a text message intervention to teach adolescents bystander intervention strategies. Adolescents (N = 123) engaged daily for 15 days with bystander education materials and questions sent to them by text message to their personal cell phones. The likelihood to intervene on social media increased over the course of the intervention, but the same was not found for likelihood to intervene in person. The likelihood to intervene in the individual bystander intervention scenarios presented were however significant predictors of likelihood to intervene on social media and in person. This study provides promising preliminary evidence that delivering bystander intervention education to adolescents via their cell phones has the potential to teach them how to recognize and respond as a bystander to bullying and harassment among their peers, especially in online spaces such as social media.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"490 - 501"},"PeriodicalIF":2.4,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47078388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dimensions of Empathy and Bystander Intervention Action in Bullying Across Age","authors":"Suravi Changlani, Lyndsay N. Jenkins, Yanyun Yang","doi":"10.1080/15388220.2023.2248870","DOIUrl":"https://doi.org/10.1080/15388220.2023.2248870","url":null,"abstract":"ABSTRACT This study aimed to extend the literature by examining how bystander intervention (i.e. when a witness to a bullying episodes does something to address the situation) varies with respect to the type of bystander intervention (i.e. direct intervention, emotional intervention, involving an adult, ignore) across victim status (friend, unknown), intervener age (elementary, high school), and dimensions of empathy (affective, cognitive) in the intervener. Given substantive differences in both empathy (especially cognitive empathy) and bystander intervention when comparing children to older adolescents, the association between empathy and intervening may differ across age groups. Self-report survey data were collected from 370 racially diverse participants in grades 3–5 ; (n = 158) and grades 9–12 (n = 212) in the southeastern area of the United States. Multi-group path analysis was conducted. Results varied by intervener age, type of intervention, and type of empathy. Affective empathy for high school students was not related to intervention at all, but affective empathy for elementary students was related to emotional intervention. For both age groups, cognitive empathy was related to emotional intervention and reporting to adults for all unknown victims, as well as for known victims in high school students. For known victims, no clear pattern emerged for age groups and how empathy was associated with each type of intervention. Overall, the findings suggest that bystander intervention in bullying is not a “one size fits all” behavior. Bystander intervention programs for bullying should provide more nuanced training regarding types of interventions and encourage empathy and action for both known and unknown victims.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"529 - 542"},"PeriodicalIF":2.4,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trends in Bias-Based Bullying from 2015 to 2019 and the Associations Among Bias-Based Bullying, School Avoidance, and Supportive Adults at School","authors":"HyunGyung Joo, Hyemi Lee, Bianca Rodriguez","doi":"10.1080/15388220.2023.2248875","DOIUrl":"https://doi.org/10.1080/15388220.2023.2248875","url":null,"abstract":"ABSTRACT This study examines the prevalence of bias-based bullying and the associations among bias-based bullying, negative effects, school avoidance, and supportive adults. Frequency analysis and moderated mediation analysis were conducted using a national sample of adolescents aged 12 to 18 in the U.S. from the 2015, 2017, and 2019 National Crime Victimization Survey School Crime Supplement. Among the adolescents who were bullied between 2015 and 2019 (N = 629 in 2015, N = 1,179 in 2017, and N = 1,197 in 2019), 40.3% − 45.0% of them thought that bullying was related to their race, religion, ethnic origin, disability, gender, sexual orientation, or physical appearance. Among the adolescents who were bullied, the most frequently perceived reason was physical appearance (28.1% − 30.8%), followed by race (10.2% − 11.8%). The presence of supportive adults at school significantly moderates the mediational pathway between experiencing multiple forms of bias-based bullying and school avoidance through the negative effects of bullying.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"543 - 555"},"PeriodicalIF":2.4,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41455843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship Between Cyberbullying, Positive Mental Health, Stress Symptoms and Teachers' Cybercompetence","authors":"J. Brailovskaia, Stephanie L. Diez, J. Margraf","doi":"10.1080/15388220.2023.2249824","DOIUrl":"https://doi.org/10.1080/15388220.2023.2249824","url":null,"abstract":"ABSTRACT The present study investigated how teachers’ cyberbullying experiences are associated with their mental health. Data of 372 school teachers in Germany were assessed via online surveys. Overall, 91.1% of the teachers reported that cyberbullying is an issue at their school, and 69.9% wanted more training in how to manage cyberbullying. In a moderated mediation analysis, the positive association between cyberbullying experience and stress symptoms was mediated negatively by positive mental health (PMH), i.e., the higher the cyberbullying experience, the lower the PMH and the higher the stress symptoms. Teachers’ cybercompetence in managing cyberbullying moderated the link between PMH and stress symptoms. Specifically, the higher the cybercompetence, the weaker their association. Therefore, among persons with high cybercompetence the decrease of PMH caused by cyberbullying experience could contribute to a lesser increase in stress symptoms. Teachers’ training in managing cyberbullying is discussed as an approach to protect teachers’ and students’ mental health.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"569 - 580"},"PeriodicalIF":2.4,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47536269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cyberbullying victimization and the COVID-19 pandemic: a routine activity perspective","authors":"Rachael A. Schilling, W. Wang","doi":"10.1080/15388220.2023.2248869","DOIUrl":"https://doi.org/10.1080/15388220.2023.2248869","url":null,"abstract":"ABSTRACT The COVID-19 pandemic-induced shift to online learning resulted in students spending more time online while quarantining. Using data collected before and during the pandemic from representative samples of eighth graders, we explored differences in cyberbullying victimization, including factors in students’ daily lives that may contribute to cyberbullying, before and during COVID-19 through a routine activity lens. We found that students were more likely to experience cyberbullying during the pandemic than before and that parental guardianship, target visibility, and characteristics of victims help explain this difference. These findings add to our understanding of the unequal impact the pandemic may have on different groups while underlining the importance of parental guardianship and collaborative intervention.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"517 - 528"},"PeriodicalIF":2.4,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Let there be Peace”: An Exploratory Study of Peace Education as a Strategy to Combating School-Based Violence in South African Secondary Schools","authors":"N. Ndwandwe, O. Adigun","doi":"10.1080/15388220.2023.2249811","DOIUrl":"https://doi.org/10.1080/15388220.2023.2249811","url":null,"abstract":"ABSTRACT The aim of this study was to discuss issues of school-based violence and how some secondary schools have been able to achieve relative peace. Framed by the Integrative Peace Theory, the study provided answers to three research questions. The qualitative research design was employed, and data was collected with semi-structured interviews and focus group discussions. Participants were comprised of learners, teachers, principals, and a project manager of a non-governmental organization. A thematic content analysis with an iterative process was employed for analysis of data collected. Findings revealed that there is a reduction in reported cases of school violence and three basic strategies were found to be employed by schools to ensure relative peace and a reduction in school-based violence. Time constraints and societal influence were found to be the potential barriers for effective peace education and sustenance of peace in secondary schools. Based on the findings, appropriate recommendations were offered.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"556 - 568"},"PeriodicalIF":2.4,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47767173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}