Bystander action is a critical component of dating and sexual aggression prevention; however, little is known about barriers and facilitators of bystander action among high school youth and in what situations youth are willing to engage in bystander action. The current study examined bystander action in situations of dating and sexual aggression using a mixed methodological design. Participants included primarily Caucasian (83.0%, n = 181) male (54.6%, n = 119) and female (44.5%, n = 97) high school youth (N = 218). Most (93.6%) students had the opportunity to take action during the past year in situations of dating or sexual aggression; being female and histories of dating and sexual aggression related to bystander action. Thematic analysis of the focus group data identified barriers (e.g., the aggression not meeting a certain threshold, anticipated negative consequences) to bystander action, as well as insight on promising forms of action (e.g., verbally telling the perpetrator to stop, getting a teacher); problematic intervention methods (e.g., threatening or using physical violence to stop the perpetrator) were also noted. Implications for programming are discussed.

The present study used a sample of high school youth (N = 218) and a mixed-methodological research design to examine high school students' reactions to participating in focus groups and completing surveys that inquired about dating violence (DV). Results showed that showed that 1.5% (n = 3) of the youth regretted participating in the study and 6% (n = 12) were upset by the study questions; being upset was attributed to personal experiences with DV and being disturbed by peers' responses during the focus group. Furthermore, 49% (n = 99) of the youth reported feeling that they personally benefited from participating in the study for reasons such as learning ways to help friends in situations of DV. Results have implications for conducting mixed-methodological DV research with youth.

The researchers present preliminary psychometric information on a recently developed measure-the Campus Community Readiness to Engage Measure (CCREM)-which was developed as a tool for campuses to determine their readiness to address sexual assault (SA) and relationship abuse (RA). Participants were 353 community leaders and administrators at 131 colleges and universities across New England. Factor analytic results demonstrated that the CCREM had three factors for both SA and RA: denial (the campus community is unwilling to acknowledge that SA and RA are issues for the community), initiation (the campus community is beginning to create efforts to address SA and RA and some community members are involved), and sustainability (the campus has high levels of engagement from community members and longstanding efforts to address SA and RA). Whereas there was fair to moderate agreement among raters within the same community on the sustainability and initiation subscales, there was poor to fair agreement among raters within the same community on the denial subscale. Although additional measurement development research is needed, preliminary data suggest that the CCREM may be useful to campus communities in helping to initiate prevention initiatives and implement services related to SA and RA.

This study examined the moderating role of resiliency characteristics in the relationship between multiplicity of child maltreatment and biopsychosocial outcomes (i.e., psychological, physical, and interpersonal distress) in young adulthood. Participants included 765 college women who completed surveys. Structural equation modeling showed that resiliency characteristics moderated the relationship between multiplicity of child maltreatment and psychological distress; at high levels of resiliency characteristics, there was a nonsignificant relationship between multiplicity of child maltreatment and psychological distress. There was no evidence of moderation for physical or interpersonal distress. However, for both interpersonal and physical distress, the main effects of multiplicity of child maltreatment were positively related to each form of distress, and the main effect of resiliency characteristics was negatively related to each form of distress. These findings underscore the importance of promoting resiliency characteristics among survivors of multiplicity of child maltreatment to promote optimal functioning.

No abstract