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xvii | |
| Preface |
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xxi | |
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Section I Theory and Consequences |
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1 Changing Your Status in a Changing World: It Is Complicated! A Developmental Systems Framework for Understanding Dating Violence in Adolescents and Young Adults |
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3 | (22) |
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Romantic Development: Ages and Stages Trajectories of Dating Violence Over Time |
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4 | (1) |
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Developmental Systems Perspective |
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5 | (1) |
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The Developmental Changes in Dating Relationships and Implications for Dating Violence |
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6 | (1) |
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Bullying, Dating Violence, and Spousal Violence---Converging |
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7 | (1) |
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Influences Across Childhood, Adolescence, and Young Adulthood |
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8 | (5) |
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The Effects of Social and Cultural Contexts on Dating Norms and Dating Violence |
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13 | (1) |
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Dating and Dating Violence in the Digital Age |
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13 | (3) |
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Conclusions and Implications for Research and Intervention |
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16 | (1) |
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17 | (8) |
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2 Theories on the Causation of Partner Abuse Perpetration |
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25 | (28) |
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Defining and Understanding the Importance of "Theory" to Dating Abuse Prevention |
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25 | (2) |
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Defining Dating Abuse, Understanding Typologies and Other Considerations Relevant to Theory |
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27 | (3) |
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Causal Explanations for Partner Abuse |
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30 | (1) |
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Historical Theories: Early Psychoanalytic Theory and Frustration-Aggression Hypothesis |
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31 | (1) |
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Intergenerational Transmission Theories |
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32 | (1) |
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Distal---Proximal (or Background---Situational) Factor Theories |
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33 | (1) |
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34 | (3) |
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37 | (1) |
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38 | (1) |
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39 | (1) |
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Social---Ecological Model |
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40 | (1) |
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41 | (1) |
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42 | (11) |
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3 The Acute and Chronic Impact of Adolescent Dating Violence: A Public Health Perspective |
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53 | (32) |
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54 | (10) |
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64 | (1) |
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64 | (1) |
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Timing Considerations in Measurement of Dating Abuse Exposure and Outcomes |
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65 | (1) |
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Outcomes Associated With Adolescent Dating Abuse |
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65 | (1) |
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Mental/Psychological Health Outcomes |
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66 | (3) |
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69 | (2) |
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Substance Use/Abuse Outcomes |
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71 | (2) |
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Victimization/Perpetration Outcomes |
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73 | (2) |
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75 | (3) |
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78 | (1) |
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79 | (1) |
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80 | (5) |
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4 Associations Among Family Violence, Bullying, Sexual Harassment, and Teen Dating Violence |
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85 | (20) |
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85 | (1) |
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Definition and Prevalence of Bullying, Sexual Violence, and Teen Dating Violence |
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86 | (1) |
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Developmental Framework Linking Multiple Forms of Violence and Victimization |
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87 | (1) |
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Domestic Violence, Family Conflict and Bullying Perpetration: Theoretical Explanations |
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87 | (1) |
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Family Violence Exposure and Bullying Perpetration |
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88 | (1) |
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Child Emotional Abuse and Later Violence |
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88 | (1) |
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Child Sexual Abuse and Teen Dating Violence |
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89 | (1) |
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Family Violence, Alcohol and Drug Use, Bullying, and Sexual Harassment |
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90 | (1) |
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Linking Bullying, Sexual Harassment and Teen Dating Violence |
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91 | (1) |
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Adolescent Dating Violence and Intimate Partner Violence |
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92 | (1) |
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Implications for Violence Prevention |
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93 | (1) |
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Implications for Future Research |
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94 | (1) |
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95 | (1) |
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96 | (9) |
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Section II Risk and Protective Factors |
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5 Peers Over Parents? How Peer Relationships Influence Dating Violence |
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105 | (30) |
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Types and Functions of Peer Relationships in Adolescence |
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106 | (2) |
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Parent Influence on Dating Abuse: Theory and Causes |
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108 | (1) |
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108 | (1) |
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109 | (1) |
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Peer Influence on Dating Abuse: Theory and Causes |
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109 | (1) |
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109 | (1) |
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110 | (3) |
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Research on Bullying, Peer Aggression, and Dating Experiences and Abuse |
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113 | (3) |
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Research on Peer Influence and Dating Experiences and Abuse |
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116 | (1) |
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Research on Peer Deviancy and Dating Experiences and Abuse |
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117 | (1) |
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Research on Parental and Peer Influence and Dating Experiences and Abuse |
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118 | (1) |
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The Role of Peers in Prevention and Intervention Programming |
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119 | (1) |
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119 | (1) |
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Supportive Relationships and Prevention |
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120 | (1) |
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Peer Knowledge and Prevention |
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120 | (1) |
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Limitations of Previous Research Methods and Future Priorities |
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121 | (1) |
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Assessing the Source of Peer Influence |
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121 | (1) |
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Typologies of Dating Violence |
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122 | (1) |
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Mixed-Methods Research Design |
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123 | (1) |
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123 | (1) |
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124 | (11) |
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6 Substance Use and Adolescent Dating Violence: How Strong is the Link? |
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135 | (24) |
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135 | (1) |
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Substance Use Among Adolescents |
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136 | (1) |
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Rates and Types of Substance Use |
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136 | (1) |
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Theoretical Frameworks for Substance-Related Dating Violence |
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137 | (1) |
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Indirect and Spurious Effects Models |
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138 | (1) |
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Proximal Effects and Other Related Models |
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138 | (1) |
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Attention Allocation Model |
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139 | (1) |
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Bell and Naugle (2008) Model |
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139 | (1) |
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Theories of Substance Use and Dating Violence Victimization |
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140 | (1) |
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Substance Use and Dating Violence |
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141 | (1) |
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Alcohol and Dating Violence Perpetration |
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141 | (2) |
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Alcohol and Dating Violence Victimization |
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143 | (2) |
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Marijuana and Dating Violence Perpetration |
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145 | (2) |
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Marijuana and Dating Violence Victimization |
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147 | (1) |
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Other Drugs and Dating Violence Perpetration |
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148 | (1) |
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Other Drugs and Dating Violence Victimization |
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149 | (1) |
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149 | (1) |
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Directions for Future Research |
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149 | (2) |
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Prevention and Intervention Implications |
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151 | (1) |
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152 | (1) |
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152 | (7) |
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7 Mechanisms Underlying the Association of Exposure to Family of Origin Violence and Adolescent Dating Violence |
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159 | (32) |
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159 | (1) |
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Dating and DV in Adolescent and Young Adult Relationships |
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160 | (1) |
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Definition of Specific Types of Violence in the Family of Origin |
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161 | (1) |
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Relation Between Exposure to Violence in the Family of Origin and DV |
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162 | (1) |
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Comparison of the Type or Number of Child Maltreatment Experiences and DV |
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163 | (1) |
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Timing and Continuity of Violence in the Family of Origin to DV |
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164 | (1) |
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Gender Differences in the Relation of Exposure to Violence in the Family of Origin to DV |
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164 | (1) |
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Mechanisms Linking Violence in the Family of Origin and DV |
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165 | (1) |
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Attitudes and Cognitive Biases in Social Information Processing |
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166 | (1) |
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Attitudes Accepting of Violence |
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166 | (1) |
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Attitudes Supporting Traditional Gender Roles |
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167 | (1) |
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Cognitive Biases in Information Processing |
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168 | (1) |
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169 | (1) |
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Attachment Disruptions and Trouble With Emotional Regulation |
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170 | (1) |
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171 | (1) |
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Trouble with Emotion Regulation |
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172 | (1) |
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Combined Effects of Attachment Disruption and Trouble with Emotion Regulation |
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173 | (1) |
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PTSD and Related Comorbidities |
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173 | (3) |
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176 | (1) |
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177 | (14) |
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Section III Social and Cultural Influences |
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8 Youth Dating Violence and Homicide |
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191 | (24) |
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193 | (2) |
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Youth Domestic Homicide Research |
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195 | (1) |
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Domestic Homicide in the Youth Population |
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195 | (3) |
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198 | (1) |
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Massachusetts, United States: The Case of Lauren Astley |
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198 | (2) |
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Toronto, Canada: The Case of Natalie Novak |
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200 | (3) |
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Dunedin, New Zealand: The Case of Sophie Elliot |
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203 | (2) |
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Brighton, England: The Case of Shana Grice |
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205 | (2) |
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207 | (1) |
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208 | (1) |
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209 | (1) |
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Community Professionals and Collaboration |
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209 | (1) |
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210 | (1) |
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210 | (1) |
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211 | (2) |
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References From Case Studies |
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213 | (2) |
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9 Adolescent Dating Violence Among Lesbian, Gay, Bisexual, Transgender, and Questioning Youth |
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215 | (18) |
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215 | (1) |
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Prevalence of DV Among LGBT Youth |
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216 | (3) |
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Differences in DV Among Subgroups of LGBT Youth |
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219 | (2) |
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Consequences of DV in LGBT Youth |
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221 | (1) |
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Case Study: Illustration of a Minority Stress Framework for DV |
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221 | (2) |
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Conclusion and Future Clinical and Research Directions |
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223 | (3) |
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226 | (7) |
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10 Adolescent Dating Violence Among Ethnically Diverse Youth |
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233 | (28) |
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ADV Risk Factors Among Adolescents of Color |
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235 | (1) |
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Risk Factors Specific to African American Adolescents |
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235 | (3) |
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Risk Factors Specific to Native American Adolescents |
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238 | (2) |
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Risk Factors Specific to Hispanic Adolescents |
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240 | (3) |
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ADV Protective Factors Among Adolescents of Color |
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243 | (1) |
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Protective Factors Among African American Adolescents |
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244 | (1) |
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Protective Factors Among Native American Adolescents |
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245 | (1) |
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Protective Factors Among Hispanic Adolescents |
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246 | (2) |
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Culturally Relevant Prevention and Treatment |
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248 | (1) |
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249 | (1) |
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249 | (1) |
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The Use of Culturally Congruent Terms and Measures |
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250 | (1) |
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Intersectional and Within-Group Research |
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251 | (1) |
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251 | (10) |
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11 Are Neighborhood Factors Associated with Teen Dating Violence? Let Us Examine the Evidence |
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261 | (22) |
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Elizabeth M. Leiman Parker |
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Problem Definition and Magnitude |
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261 | (1) |
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Definition of Neighborhood |
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262 | (1) |
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263 | (1) |
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264 | (1) |
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264 | (1) |
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264 | (3) |
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Social Disorganization Theory |
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267 | (1) |
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What We Know About Neighborhoods and TDV |
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267 | (1) |
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Neighborhood Physical Environment |
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268 | (1) |
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268 | (1) |
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Neighborhood Social Environment |
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269 | (2) |
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271 | (1) |
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Research Methods and Priorities |
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271 | (1) |
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271 | (1) |
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272 | (1) |
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272 | (1) |
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273 | (1) |
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273 | (1) |
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Crime Prevention Through Environmental Design |
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273 | (1) |
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Implications and Conclusion |
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274 | (1) |
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275 | (8) |
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Section IV Research Priorities |
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12 Gender Inequality and Gender-Based Violence: Extensions to Adolescent Dating Violence |
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283 | (32) |
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Definitions and Measurement: An Overview |
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285 | (1) |
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285 | (1) |
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286 | (2) |
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Relationship Between Gender Inequality and Gender-Role Attitudes |
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288 | (1) |
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Why Study Gender Inequality? |
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289 | (1) |
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Societal Level Gender Inequality and GBV: Theoretical Approaches |
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290 | (3) |
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293 | (1) |
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Gender-Role Attitudes and GBV |
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294 | (1) |
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295 | (3) |
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Implications and Future Directions |
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298 | (1) |
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Implications for Research |
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298 | (3) |
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Implications for Practice |
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301 | (3) |
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304 | (1) |
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304 | (11) |
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13 Measuring Adolescent Dating Violence |
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315 | (26) |
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315 | (1) |
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Current Measurement Approaches |
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316 | (2) |
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318 | (1) |
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Limitations in Current Measurement Approaches |
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318 | (3) |
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321 | (2) |
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323 | (2) |
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Sexual Violence and Stalking |
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325 | (1) |
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326 | (1) |
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Research Priorities for Measurement |
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326 | (1) |
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Emerging Innovations in Measurement |
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327 | (6) |
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Implications of Measurement |
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333 | (1) |
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Experiences of Diverse Youth |
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333 | (1) |
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Prevention and Intervention |
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334 | (1) |
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335 | (1) |
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335 | (6) |
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14 Violence Begets Violence: Addressing the Dual Nature of Partner Violence in Adolescent and Young Adult Relationships |
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341 | (24) |
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342 | (1) |
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342 | (1) |
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Dyadic Theoretical Approaches |
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343 | (2) |
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Prevalence of Bidirectional PV |
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345 | (1) |
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345 | (1) |
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346 | (1) |
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347 | (1) |
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Cyber or Computer-Mediated PV |
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347 | (1) |
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Emergence of PV Related to Bidirectionality |
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348 | (1) |
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Observed Physical PV Including Playful |
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348 | (1) |
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Jealousy and Negative Emotions |
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349 | (1) |
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Assortative Partnering by Antisocial Behavior |
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350 | (1) |
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PV Processes Related to Bidirectionality |
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351 | (1) |
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351 | (1) |
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Persistence and Desistance in PV |
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352 | (1) |
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353 | (1) |
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Impact of Bidirectional PV |
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354 | (1) |
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354 | (1) |
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354 | (1) |
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Children Exposed to Interparent PV |
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354 | (1) |
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355 | (1) |
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356 | (1) |
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Conclusions and Future Directions |
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357 | (1) |
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357 | (8) |
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15 Sticks and Stones Will Break My Bones but Words Will Always Hurt Me |
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365 | (16) |
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367 | (2) |
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Emotional Abuse Among Adolescents |
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369 | (3) |
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372 | (2) |
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Preventing Emotional Abuse Among Adolescents |
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374 | (2) |
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376 | (1) |
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376 | (5) |
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Section V Treatment and Prevention |
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16 What Works to Prevent Adolescent Intimate Partner and Sexual Violence? A Global Review of Best Practices |
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381 | (34) |
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381 | (3) |
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Effective Interventions to Address Adolescent IP/SV |
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384 | (1) |
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School-based Interventions to Prevent and Respond to Adolescent IP/SV |
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385 | (8) |
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Campus-based Interventions to Prevent and Respond to IP/SV |
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393 | (7) |
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Group-based Targeted Interventions to Prevent and Respond to Adolescent IP/SV |
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400 | (5) |
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405 | (2) |
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407 | (1) |
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408 | (7) |
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17 Preventing Sexual Violence among Adolescents and Young Adults |
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415 | (22) |
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415 | (1) |
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Definition and Epidemiology |
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416 | (1) |
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Sexual Violence: Theory, Causes, and Prevention |
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416 | (1) |
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Sexual Violence Perpetration |
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417 | (4) |
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Sexual Violence Victimization |
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421 | (2) |
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Positive Actionists in Sexual Violence Situations |
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423 | (3) |
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Key Ingredients of Effective Prevention |
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426 | (1) |
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Research and Practice Priorities |
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426 | (2) |
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428 | (1) |
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429 | (8) |
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18 College-Based Dating Violence Prevention Strategies |
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437 | (30) |
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Caitlin Wolford-Clevenger |
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Definition and Epidemiology |
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437 | (1) |
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437 | (1) |
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438 | (3) |
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441 | (1) |
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Individual/Developmental Theories |
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441 | (4) |
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445 | (1) |
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446 | (1) |
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447 | (1) |
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448 | (1) |
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448 | (1) |
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Bystander Intervention Programs |
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448 | (3) |
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Brief Motivational Interventions |
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451 | (1) |
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Future Directions and Considerations |
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452 | (2) |
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Research Methods and Priorities |
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454 | (1) |
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454 | (1) |
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Limitations of Past Research and Directions for Future Research |
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454 | (2) |
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456 | (1) |
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Legal, Policy, and Health Implications |
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456 | (1) |
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457 | (1) |
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458 | (1) |
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458 | (1) |
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459 | (8) |
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19 Using Intervention Mapping to Develop "Me & You: Building Healthy Relationships," A Healthy Relationship Intervention for Early Middle School Students |
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467 | (36) |
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467 | (1) |
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Step 1 Logic Model of the Problem |
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468 | (2) |
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Task 1 Establish and Work with a Planning Group |
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468 | (1) |
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Task 2 Conduct the Needs Assessment to Create a Logic Model of the Problem |
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469 | (1) |
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Task 3 Describe the Context for the Intervention |
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470 | (1) |
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Task 4 Specify Program Goals |
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470 | (1) |
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Step 2 Program Outcomes and Objectives |
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470 | (9) |
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Task 1 State Behavioral and Environmental Outcomes |
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470 | (1) |
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Task 2 Specify Performance Objectives |
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471 | (1) |
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Task 3 Select Personal Determinants of Behavioral and Environmental Outcomes |
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471 | (1) |
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Task 4 Create Matrix of Change Objectives |
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471 | (1) |
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Task 5 Create a Logic Model of Change |
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471 | (8) |
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479 | (9) |
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Task 1 Generate Program Themes, Components, Scope, and Sequence |
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479 | (1) |
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Task 2 Choose Theory and Evidence-Based Change Methods to Address Program Objectives and Task 3: Select Practical Applications |
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480 | (8) |
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Step 4 Program Production |
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488 | (6) |
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Task 1 Refine Program Structure and Organization |
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488 | (1) |
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Task 2 Prepare Plans for Program Materials |
|
|
488 | (1) |
|
Task 3 Draft Messages, Materials, and Protocol |
|
|
489 | (4) |
|
Task 4 Pilot Test, Refine, and Produce Materials |
|
|
493 | (1) |
|
Step 5 Program Implementation |
|
|
494 | (1) |
|
Task 1 Identify Program Adopters and Implemented |
|
|
494 | (1) |
|
Tasks 2 and 3 State Outcomes and Performance Objectives and Construct Matrices of Change Objectives for Adoption and Implementation |
|
|
495 | (1) |
|
Task 4 Design Implementation Intervention |
|
|
495 | (2) |
|
|
|
497 | (1) |
|
Tasks 1 and 2 Write Outcome and Process Evaluation Questions and Select Measures |
|
|
497 | (1) |
|
Task 3 Specify Outcome Evaluation Design |
|
|
497 | (1) |
|
Task 4 Complete the Evaluation Plan |
|
|
497 | (1) |
|
|
|
497 | (1) |
|
|
|
498 | (5) |
|
20 Building Capacity to Implement Teen Dating Violence Prevention: Lessons Learned From the Alaska Fourth R Initiative |
|
|
503 | (20) |
|
|
|
|
|
|
|
|
|
|
|
|
|
503 | (3) |
|
The Alaska Fourth R Initiative |
|
|
506 | (2) |
|
Understanding Implementation: The QIF |
|
|
508 | (9) |
|
Phase 1 Initial Considerations Regarding the Host Setting |
|
|
509 | (2) |
|
Phase 2 Creating a Structure for Implementation |
|
|
511 | (2) |
|
Phase 3 Ongoing Structure Once Implementation Began |
|
|
513 | (3) |
|
Phase 4 Improving Future Applications |
|
|
516 | (1) |
|
|
|
517 | (1) |
|
|
|
518 | (5) |
| Index |
|
523 | |
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