Children are increasingly using computer technologies, and many are experiencing online aggressive acts from their peers. The news media reports have documented instances of cyber victimization and social scientists have started to examine its characteristics and consequences. The present research evaluated a comprehensive conceptual model of the relation between victimization in two separate contexts (online cyber victimization and traditional, face-to-face, classroom victimization) and psychosocial functioning. A total of 192 children in the third through sixth grades completed self-report and peer-report measures, based on their experiences with traditional victimization, cyber victimization, and on their psychosocial functioning. The results indicated a fairly large prevalence of cyber victimization at these relatively young ages. No gender differences were noted for children's experiences with cyber victimization; males were more likely than females to experience traditional victimization. Although some children may have experienced victimization in both contexts, cyber victimization and traditional victimization were not statistically significantly related. Using structural equation modeling, results indicated that traditional victimization and cyber victimization were each uniquely and significantly related to negative psychosocial functioning. More specifically, victimization in both contexts was related to higher rates of loneliness and lower rates of optimism about peer relations, number of friendships, and social acceptability by peers. Results of the current study have important implications for the understanding of cyber victimization, as well as possible directions for future research.

Although research examining intimate partner violence (IPV) has expanded in recent years, there has been relatively little examination of the related demographic and psychosocial factors, as well as mental health outcomes, for IPV before and during pregnancy, especially in a Mexican American population. The current study provides a snapshot of the occurrence of IPV in a community sample of low-income, perinatal Mexican American women (n = 320). Results indicated that 13.1% of the women reported IPV before pregnancy and 11.3% reported IPV during pregnancy. For both IPV before and during pregnancy, women born in the U.S. were more likely to report IPV than foreign born women. For IPV before pregnancy, women who were not in a serious romantic relationship or reported a history of childhood trauma were also more likely to report IPV. For IPV during pregnancy, women who reported higher general stress and lower social support were also more likely to report IPV. Finally, the current study provided strong evidence that a history of IPV predicted elevated postpartum depressive symptoms, above and beyond the impact of prenatal depressive symptoms. This study brings greater awareness to a complex and harmful situation in an understudied population. Results are discussed in terms of the relation between demographic and psychosocial risk for IPV before and during pregnancy, acculturation, and postpartum depressive symptoms, as well as the implications for the development of future prevention and intervention programs.

Using a nationally representative sample of adolescents from the United States aged 12 to 17 years (Wave 1, n = 3,614; Wave 2, n = 2,511), this study examined (a) demographic and descriptive information about peer violent victimization (PVV); and (b) the longitudinal relation between a history of PVV and delinquency. Results indicated that 12.4% of adolescents reported lifetime exposure to PVV, and many of these adolescents with a previous history of PVV also reported exposure to other forms of interpersonal violence, with witnessing community/school violence being the most commonly endorsed exposure category. Males, older adolescents, African American adolescents, and adolescents from low-income households were significantly more likely to endorse PVV. Regardless of the victim's gender, the majority of the perpetrators were male. After controlling for exposure to other forms of interpersonal violence and a history of delinquency, PVV was related to subsequent delinquency. Implications for policy, practice, and future research are discussed.

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The purpose of this chapter is to summarize the potential and current use of digital educational games as an intervention tool for autism spectrum disorder (ASD). It provides an overview of educational games, as well as the potential benefits of using educational games as an intervention tool. Second, this chapter reviews a selection of digital educational games designed for addressing targeted skill areas applicable to ASD, including social interaction and communication skills, facial and emotion recognition skills, and adaptive behavior. Supporting research related to educational games is reviewed. This chapter concludes with recommendations for the future of designing and evaluating educational games as an intervention tool for ASD.

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