This article reports the results of a scoping review of the literature on life-course patterns of violence that span the developmental periods of childhood, adolescence, and early and middle adulthood. We also assess the evidence on elder mistreatment and its relation to earlier forms of violence. Additionally, we draw on theories and empirical studies to help explain the transmission of violence over time and relational contexts and the factors that appear to mitigate risks and promote resilience in individuals exposed to violence. Results suggest that encounters with violence beginning in childhood elevate the risk for violence in subsequent developmental periods. The strongest connections are between child maltreatment (physical abuse, emotional abuse, sexual abuse, and neglect) and violence in adolescence and between violence in adolescence and violence in early and middle adulthood. Persistence of violence into older adulthood leading to elder mistreatment is less well-documented, but probable, based on available research. We conclude that more attention should be paid to studying developmental patterns and intersecting forms of violence that extend into old age. To eradicate violence in all its forms, considerably more must be done to increase awareness of the repetition of violence; to connect research to actionable steps for prevention and intervention across the life course; and to better integrate systems that serve vulnerable children, youth, and adults. Primary prevention is essential to breaking the cycle of violence within families and to alleviating the risks to children caused by poverty and other external factors such as social disconnection within communities.

This study focused on gender differences in the prediction of adult intimate partner violence (IPV) by subtypes of child abuse and children's exposure to IPV. Latent classes of adult IPV consisted of a no violence (20.3%), a psychological violence only (46.2%), a psychological and sexual violence (9.2%), a multitype violence and intimidation (6.8%), and a psychological and physical violence with low intimidation class (17.5%). Physical-emotional child abuse and domestic violence exposure predicted a higher likelihood of multitype violence for males. Sexual abuse predicted a higher likelihood of this same class for females. Implications for future research and prevention are discussed.

Objectives: Long-term negative effects of child maltreatment, including risk for depression, are well established. The role of acute stressors in the relationship between maltreatment and depression is not as clear. We used data from a prospective study to test a stress sensitization hypothesis: whether child maltreatment lowered the threshold at which adult household stressors impacted adult depression. We hypothesized that maltreatment would positively moderate the relationship between acute stressors and adult depressive symptoms. Method: Participants (n ϭ 457) were majority White (ϳ 80%) and from low-income families (63%), and the sample was gender balanced (54% male) at the start of a 40-year longitudinal study examining the causes and consequences of child maltreatment. Regression analyses tested a main effects model for adult depression, modeled as a function of proximal adult household stressors and officially recorded child maltreatment and controlled for measures of prior depression, household stress, and sociodemographic factors. A second model added the interaction between maltreatment and stressors to test the stress sensitization hypothesis. Results: Maltreatment had a positive overall association with adult depression. This association was not significant after taking into account adult stressors and other controls. Adult stressors had a unique, positive association with depression. The association between adult stressors and depression was stronger for participants with histories of child maltreatment. Conclusions: Child maltreatment increases sensitivity to later stressors, adding to the risk for depression. Findings are generally consistent with prior studies linking child maltreatment, stress, and later depression and provide support for stress sensitization extending into adulthood.

The purpose of this study was to examine the range of policy approaches used by child welfare systems in the United States to guide workers in classifying and substantiating child exposure to domestic violence (CEDV) as an actionable form of maltreatment. To that end, we conducted a qualitative document analysis of child protective services (CPS) policy manuals from all state-administered child welfare systems in the U.S. ( N = 41). Our findings indicate that a majority of state-administered systems (71%) have adopted policy requiring workers to demonstrate that children have endured harm or the threat of harm before substantiating CEDV-related maltreatment. Many state systems (51%) also include policy directives that require workers to identify a primary aggressor during CPS investigations involving CEDV, while far fewer (37%) provide language that potentially exonerates survivors of domestic violence from being held accountable for failure to protect on the basis of their own victimization. Based on our findings and identification of policy exemplars, we offer a recommended set of quality policy indicators for states to consider in the formulation of their policy guidelines for substantiating children’s exposure to domestic violence that promotes the safety and wellbeing of both children and adult survivors of domestic violence.

COVID-19 has put child wellbeing at risk, perhaps especially, for children and youth involved in the foster care system. For these children and youth, any stability they may have experienced since entering care has been disrupted and their contact with parents limited. A sudden shift to virtual only contact meant both parents and caregivers were in need of support to navigate these changes. This study reports on the rapid development and implementation of an eLearning and structured practice guide for visitation supervisors to help them facilitate virtual visits that promote parent-caregiver collaboration in support of the child. Over a four month period, April to August 2020, 140 people registered for the Supportive Virtual Family Time training. Of these participants, 101 (72%) completed a post-training survey which included an evaluation of the eLearning and assessment of the feasibility of implementing the model. Overall, participants were satisfied with the training content and delivery, agreed the training helped them develop new skills for interacting with parents and caregivers, and planned to start using the model right away. Given the ongoing and dynamic nature of the pandemic, there is likely continued need for virtual family time and training and support for supervisors who facilitate these interactions. It is critical these supports are timely, easily accessible, and include practice guidelines and resources that help practitioners facilitate and maintain youths’ critical attachments to their families. Given the potential benefits of supporting parent-caregiver collaboration, the model and accompanying materials address an overarching need in the field and remain relevant even after a return to in-person visitation.