The Association of Attachment Anxiety and Avoidance with Emotional Dating Abuse Perpetration Using Multimethod, Dyadic Data

This study examined the relationship between emotional dating abuse perpetration and attachment anxiety and avoidance using multimethod, multi-informant dyadic data. Data were derived from a sample of young adult heterosexual dating couples (N = 113 couples). We measured attachment through self-report survey data and emotional dating abuse through self-report surveys, partner-report surveys, and ratings by independent observers of a videotaped couple interaction. Both female and male anxiety were related to female emotional abuse across each method. Male anxiety was related to male emotional abuse in survey data, but female anxiety was related to male emotional abuse in observed data. Neither male nor female avoidance was related to emotional abuse. Dating abuse prevention should focus on attachment anxiety factors (e.g., jealousy, anger) to reduce emotional abuse in young adult romantic relationships

Cross-Cultural Perspectives After Participation in the YES Program: A Pilot Study

Abstract:  Guided by empowerment and ecological theories, the Youth Empowerment Solutions (YES) program facilitates character development through activities based in cultural differences, team building, and social change. This pilot study consisted of two focus groups (n = 13) of middle school youth conducted after their participation in an abbreviated version of the YES program. Specifically, the present study examined youth’s cross-cultural perspectives after participation. The focus groups were transcribed and coded for emergent themes using Heaton’s (2005) supplementary data analysis framework. Qualitative analysis resulted in two emergent themes: 1) enhanced appreciation for similarities and differences in cultural and ethnic backgrounds, and 2) the role of respect in understanding differences and confronting stereotypes. Specifically, youth reported that engagement in this program fostered positive awareness of cultural differences and respect for inter-ethnic relationships. The findings provide support for the benefits of the YES program on moral development and promotion of healthy peer relationships

Cross-Cultural Perspectives After Participation in the YES Program: A Pilot Study

Guided by empowerment and ecological theories, the Youth Empowerment Solutions (YES) program facilitates character development through activities based in cultural differences, team building, and social change. This pilot study consisted of two focus groups (n = 13) of middle school youth conducted after their participation in an abbreviated version of the YES program. Specifically, the present study examined youth’s cross-cultural perspectives after participation. The focus groups were transcribed and coded for emergent themes using Heaton’s (2005) supplementary data analysis framework. Qualitative analysis resulted in two emergent themes: 1) enhanced appreciation for similarities and differences in cultural and ethnic backgrounds, and 2) the role of respect in understanding differences and confronting stereotypes. Specifically, youth reported that engagement in this program fostered positive awareness of cultural differences and respect for inter-ethnic relationships. The findings provide support for the benefits of the YES program on moral development and promotion of healthy peer relationships

Evaluation of the Problem Behavior Frequency Scale-teacher Report Form for Assessing Behavior in a Sample of Urban Adolescents

© 2018 American Psychological Association. This study evaluated the structure and validity of the Problem Behavior Frequency Scale-Teacher Report Form (PBFS-TR) for assessing students\u27 frequency of specific forms of aggression and victimization, and positive behavior. Analyses were conducted on two waves of data from 727 students from two urban middle schools (Sample 1) who were rated by their teachers on the PBFS-TR and the Social Skills Improvement System (SSIS), and on data collected from 1,740 students from three urban middle schools (Sample 2) for whom data on both the teacher and student report version of the PBFS were obtained. Confirmatory factor analyses supported first-order factors representing 3 forms of aggression (physical, verbal, and relational), 3 forms of victimization (physical, verbal and relational), and 2 forms of positive behavior (prosocial behavior and effective nonviolent behavior), and higher-order factors representing aggression, victimization, and positive behavior. Strong measurement invariance was established over gender, grade, intervention condition, and time. Support for convergent validity was found based on correlations between corresponding scales on the PBFS-TR and teacher ratings on the SSIS in Sample 1. Significant correlations were also found between teacher ratings on the PBFS-TR and student ratings of their behavior on the Problem Behavior Frequency Scale-Adolescent Report (PBFS-AR) and a measure of nonviolent behavioral intentions in Sample 2. Overall the findings provided support for the PBFS-TR and suggested that teachers can provide useful data on students\u27 aggressive and prosocial behavior and victimization experiences within the school setting

Assessment of Adolescents’ Victimization, Aggression, and Problem Behaviors: Evaluation of the Problem Behavior Frequency Scale

This study evaluated the Problem Behavior Frequency Scale (PBFS), a self-report measure designed to assess adolescents’ frequency of victimization, aggression, and other problem behaviors. Analyses were conducted on a sample of 5,532 adolescents from 37 schools at 4 sites. About half (49%) of participants were male; 48% self-identified as Black non-Hispanic; 21% as Hispanic, 18% as White non-Hispanic. Adolescents completed the PBFS and measures of beliefs and values related to aggression, and delinquent peer associations at the start of the 6th grade and over 2 years later. Ratings of participants’ behavior were also obtained from teachers on the Behavioral Assessment System for Children. Confirmatory factor analyses supported a 7-factor model that differentiated among 3 forms of aggression (physical, verbal, and relational), 2 forms of victimization (overt and relational), drug use, and other delinquent behavior. Support was found for strong measurement invariance across gender, sites, and time. The PBFS factors generally showed the expected pattern of correlations with teacher ratings of adolescents’ behavior and self-report measures of relevant constructs

A Meta-Analysis of Interparental Aggression With Adolescent and Young Adult Physical and Psychological Dating Aggression

© 2019 American Psychological Association. Objective: As described by the intergenerational transmission and relationship continuity frameworks, witnessing aggression between one\u27s parents is theoretically related to aggressive experiences in subsequent dating relationships. This article aims to summarize this body of research to estimate the true effect of the association between interparental aggression and dating aggression (DA) in adolescents and young adults. Method: Using meta-analytic procedures, 70 records (98 unique samples) were synthesized to provide a global effect size of the association between witnessing interparental aggression and perpetration and victimization of DA in adolescence and young adulthood. A total of 36,874 individuals provided 336 effect sizes. Results: Consistent with prior meta-analyses with adults, the overall global effect was small (r = .164). A smaller association was present for psychological DA victimization compared with physical DA perpetration, physical DA victimization, and combined physical and psychological DA perpetration; there was no difference between physical DA perpetration and victimization or psychological DA perpetration and victimization. Witnessing both physical and psychological aggression by either fathers or mothers was more strongly associated with DA than witnessing paternal psychological aggression. The association was smaller for prospective reports of interparental aggression compared with retrospective report. Results were consistent across youth gender and age. Conclusion: These results demonstrate the importance of early interparental aggressive actions in understanding subsequent aggressive romantic interactions. Subsequent work should continue to investigate other factors that may further explain DA at these ages

The Reliability and Validity of the Dating Abuse Perpetration Acts Scale in an Urban, Emergency Department-Based Sample of Male and Female Youth

© The Author(s) 2016. Adolescent dating abuse (ADA) is an important public health problem, but existing measurement instruments have limitations. This study assessed the reliability and validity of the Dating Abuse Perpetration Acts Scale (DAPAS), a medium-length instrument (24 items) designed for use with adolescents aged 16 to 21 years. In Phase 1, 466 adolescent pediatric emergency department patients who reported perpetrating at least one act of physical ADA in the last year completed the DAPAS. In the second phase, 33 patients completed the DAPAS; two previously established dating violence measures, the Safe Dates Perpetration Act Scale and the revised Conflict Tactics Scales (CTS2); and a measure of violence, the Self-Report of Offending (SRO). Categorical confirmatory factor analyses indicated that a one-factor model of ADA perpetration best fit the data. Validity analyses showed moderate to high correlations between the DAPAS and both the Safe Dates measure and the CTS2 (r =.70 and.59) scores, and a small to moderate correlation between the DAPAS and SRO (r =.43). Sensitivity and specificity analysis of the DAPAS using 10 cut-points revealed an optimal cut-point, which correctly classified 85% of the respondents. The DAPAS showed concurrent validity with the Safe Dates measure and CTS2, as well as discriminant validity in its ability to differentiate perpetrators of violence in general from perpetrators of ADA. The DAPAS scale is a good alternative to the Safe Dates measure and should be considered for use in research studies of ADA

The Association of Attachment Anxiety and Avoidance with Emotional Dating Abuse Perpetration Using Multimethod, Dyadic Data

This study examined the relationship between emotional dating abuse perpetration and attachment anxiety and avoidance using multimethod, multi-informant dyadic data. Data were derived from a sample of young adult heterosexual dating couples (N = 113 couples). We measured attachment through self-report survey data and emotional dating abuse through self-report surveys, partner-report surveys, and ratings by independent observers of a videotaped couple interaction. Both female and male anxiety were related to female emotional abuse across each method. Male anxiety was related to male emotional abuse in survey data, but female anxiety was related to male emotional abuse in observed data. Neither male nor female avoidance was related to emotional abuse. Dating abuse prevention should focus on attachment anxiety factors (e.g., jealousy, anger) to reduce emotional abuse in young adult romantic relationships

Anxiety Buffer Disruption: Worldview Threat, Death Thought Accessibility, and Worldview Defense Among Low and High Posttraumatic Stress Symptom Samples

© 2019 American Psychological Association. Objective: Decades of research suggest that people are able to function effectively in the world and maintain mental health and well-being, at least in part, by relying on effective sociocultural anxiety buffer systems to shield against the awareness of death. However, according to anxiety buffer disruption theory, posttraumatic stress reflects anxiety buffer disruption, signaling that sociocultural belief systems have been rendered unable to buffer the individual against death awareness. As such, we would not expect to see the normal responses to death awareness meant to bolster and defend those belief systems in participants with posttraumatic stress. Method: To test these hypotheses, we screened for posttraumatic stress in U.S. participants (n = 4,150) and recruited individuals with low (n = 193) and high (n = 205) posttraumatic stress symptoms. Each group was randomly assigned to a worldview-threat or -support condition, followed by a standardized measure of death-thought accessibility (DTA) and worldview defense. Results: In the nonthreat (worldview-support) condition, individuals with high (vs. low) posttraumatic stress had elevated DTA. Further, among individuals with low posttraumatic stress, worldview threat (vs. -support) increased DTA, which in turn mediated an increase in worldview defense; however, among those with high posttraumatic stress, worldview threat did not increase DTA and its effect on worldview defense was substantially reduced. Conclusion: These findings supported the present hypotheses derived from anxiety buffer disruption theory, are important for understanding the existential dimension of posttraumatic stress, and may have implications for mental health