This study examined the individual functioning, interpersonal relations, and academic performance of 115 male juveniles who were divided into 5 demographically matched groups (sexual offenders with peer/adult victims, sexual offenders with child victims, violent nonsexual offenders, nonviolent nonsexual offenders, and nondelinquent youths). Parents and youths completed self-report instruments, behavior rating inventories, and a video-recorded interaction task, and teachers completed a rating measure. Results showed that juvenile sexual offenders, like juvenile nonsexual offenders, had more behavior problems, more difficulties in family and peer relations, and poorer academic performance than did nondelinquent youths. However, juvenile sexual offenders and nonsexual offenders did not differ on any of the measures of individual or interpersonal adjustment. The implications of these findings for research, theory, and treatment are discussed.

This study examined the individual beliefs and attitudes (e.g., sexuality, aggression, criminality) and victimization histories of 100 male youths who were divided equally into four demographically similar groups: (a) sexual offenders in residential placement, (b) sexual offenders in outpatient treatment, (c) nonsexual offenders in residential placement, and (d) nonsexual offenders in outpatient treatment. Based on youths' reports on the Multidimensional Assessment of Sex and Aggression and the Millon Adolescent Clinical Inventory, results showed that juvenile sexual offenders in residential placement had the most negative sexual and aggressive attitudes. There were also other noted differences between the two groups of sexual offenders as well as between youths with histories of sexual offenses and juvenile offenders with no such histories. The implications of these findings for research, theory, treatment, and risk assessment are discussed.

Consistent with community psychology's focus on addressing societal problems by accurately and comprehensively capturing individuals’ relationships in broader contexts, participatory research approaches aim to incorporate individuals’ voices and knowledge into understanding, and responding to challenges and opportunities facing them and their communities. Although investigators in psychology have engaged in participatory research, overall, these approaches have been underutilized. The purpose of this review was to examine areas of research focus that have included participatory research methods and, in turn, highlight the strengths and ways that such methods could be better used by researchers. Nearly 750 articles about research with Indigenous Peoples, children/adolescents, forensic populations, people with HIV/AIDS, older adults, and in the area of industrial‐organizational psychology were coded for their use of participatory research principles across all research stages (i.e., research design, participant recruitment and data collection, analysis and interpretation of results, and dissemination). Although we found few examples of studies that were fully committed to participatory approaches to research, and notable challenges with applying and reporting on this type of work, many investigators have developed creative ways to engage respectfully and reciprocally with participants. Based on our findings, recommendations and suggestions for researchers are discussed.

Cyberbullying has become an important public health issue due to documented associations among victimization, perpetration, and greater likelihood of depression, substance abuse, anxiety, insomnia, and school-related problems for adolescents. Less is known, however, about how youth cope with cyberbullying and the types of services and supports they are likely to use based on relevant socioeconomic, demographic and geographic factors. The objective of this project was to determine whether gender and geography, in combination with mental health and socioeconomic status, predicted cyberbullying victimization, perpetration, and patterns of coping and help seeking in a sample of youth aged 16 to 19 years (N = 289). An anonymous online survey was used to gather information on cyberbullying victimization, perpetration, and methods for coping from youth from New Brunswick, Canada. The results of this study suggest that the likelihood of becoming a cyberbullying victim or perpetrator, as well as the coping modalities used to respond to bullying, are highly gendered and intersect with existing social and health inequities. Interventions aimed at bolstering resiliency should be developed in the context of the urban and rural school environments where coping skills are developed and refined.

This research was supported by research grants MH54263-01 from the National Institute of Mental Health and 94-IJ-CX-0049 from the National Institute of Justice. The authors wish to express their deep appreciation to the staff in the numerous institutions at which we have tested for their considerable commitment of time and energy to our research program. We also thank all the offenders who participated in our research. Special thanks are due to David Cerce and Alison Martino for coordinating the coding of files and organizing all of our data, to Nick Fadden and Karen Fadden for help in coordinating and collecting the Minnesota data, and to Karen Locke for her programming and data processing skills.