The prevalence of violence and relation to depression and illicit drug use among incarcerated women in Recife, Brazil

PurposeTo assess the prevalence and different types of violence experienced by women prisoners in Brazil and the effects of violence on women's depression and illicit drug use.MethodsParticipants (N = 377) were incarcerated women from a state prison in a northeastern city of Brazil. Multivariate logistic regression models (adjusted for age, education, partner status, prison history, drug related offense, and sentencing status) were used to assess associations between each type of violence (physical abuse, sexual abuse, and life threats) and each outcome variable: recent depression and illicit drug use.ResultsThe majority of participants (87%) reported experiencing some type of violence in their lifetime, including physical violence (83%), sexual victimization (36%), and threats on their life (29%.) Sexual violence was significantly related to both recent depression (Odds Ratio (OR) = 2.8; 95% Confidence Interval (CI) = 1.4–5.3) and recent substance use (OR = 2.7; 95% CI = 1.6–4.4) in adjusted models. Experiences of life threats were also significantly associated with illicit drug use (OR = 2.2; 95% CI: 1.3–3.7), as was physical violence (OR = 2.4; 95% CI: 1.2–4.9); however, neither of these latter two violence variables were significantly associated with depression.ConclusionReports of lifetime violence victimization among this incarcerated sample of women were extremely prevalent and relevant to women's depression and illicit drug use. Prison efforts to address women's depression and illicit drug use may be most effective by incorporating aspects related to women's history of victimization, especially given the high rates of violence experienced by women in this sample.     

Reaching Out versus Lashing Out: Examining Gender Differences in Experiences with and Responses to Bullying in High School

The present study examines gender differences in bullying in high school. Unique contributions include comparisons of both victimization and perpetration rates across four subtypes of bullying: physical, verbal, relational, and cyber. Further, as we conceptualize bullying within the larger framework of literature on social rejection, we also address whether there are gender differences in experiencing social rejection–in the form of bullying–and responding with aggression, as opposed to asocial or prosocial behavior. The literature yields mixed findings across these three questions (i.e., gender differences in experiences with victimization and perpetration and responses to those experiences), suggesting sample variations (Archer Review of General Psychology, 8(4), 291–322, 2004; Archer & Coyne Personality and Social Psychology Review, 9, 212–230, 2005; Card, Stucky, Sawalani, & Little Child Development, 79, 1185–1229, 2008). Thus, we explored experiential differences in our sample, and hypothesized based on the tend and befriend model (Taylor et al., 2000) that girls would be more likely than boys to respond to bullying with prosocial behaviors. With regard to victimization and perpetration differences, we found that male students both experienced and perpetrated significantly more physical bullying. Boys were also significantly more likely to report experiencing verbal bullying than girls. No significant differences emerged for relational or cyber bullying. With regard to responses, social withdrawal was more common than aggressive responding, but consistent with the tend and befriend model, girls chose prosocial responses significantly more than boys, whereas boys were just as likely to choose antisocial responding as prosocial responding. These results suggest that gender should be considered in studies addressing the question of when experiences with rejection–in its many forms–results in antisocial versus prosocial behavior.     

Violence in Schools: Repeat Victimization,Low Self-Control,and the Mitigating Influence of School Efficacy

Objectives

Examine the distribution of various forms of violent victimization among adolescents in school and the main and interactive effects of low self-control and school efficacy on repeat assault victimization.

Methods

This study used data collected from students and teachers as part of the Rural Substance abuse and Violence Project. We calculated a simple Poisson model of the expected frequencies of adolescents to experience each number of assault, robbery, and weapons victimizations given the total number of each type of victimization reported by the sample. We then tested whether the observed frequencies differed significantly from the expected. Finally, we estimated a series of hierarchical nonlinear models to assess the main and interactive effects of low self-control and school efficacy on repeat assault victimization.

Results

All three forms of violent victimization were non-randomly distributed across students. Low self-control was associated with repeat victimization among assault victims, though this effect was weakened significantly by school efficacy.

Conclusions

Violence in schools is highly concentrated among repeat victims. Efforts to reduce violence in schools should be focused on those who have already been victimized. Schools may be able to limit the effects of low self-control on repeat assault victimization by strengthening school efficacy.

     

School-related victimizations among adolescents: An analysis of National Crime Survey (NCS) narratives

This paper uses a heretofore untapped source of information in the National Crime Survey (NCS) victimization data—the interviewer narratives—to explore school-related victimizations among adolescents. These narrative reports provide important information bearing on lifestyle and routine activity theories of victimization that is simply not available from the more familiar, highly structured portions of the NCS questionnaire. The NCS narratives suggest that a large proportion of school-related victimizations stems from peer interactions that occur in the course of routine daily activities and escalate into victimizations. Students represent pools of both potential offenders and potential victims who come in frequent contact with each other, often in the absence of capable guardians. However, rather than predatory, calculated attempts to harm, school-related victimizations among adolescents appear to consist primarily of bullying, injured pride, and misguided mischief. The theoretical and methodological implications of this study are highlighted.     

Is the Impact of Alcohol Consumption on Violence Relative to the Level of Consumption?

Two ideas concerning the link between bullying in school and violence on the streets are investigated. (1) Bullying and victimization in school is a product of the school situation and people's inability to choose their levels of exposure to others. According to this hypothesis, bullying is largely a phenomenon that is isolated to the school context. (II) Bullying behaviour in school and inflicting damage to others outside school is a reflection of a more general aggressive behaviour pattern and, hence, bullying in school and violence on the streets will, to a great extent, involve the same individuals. The literature offers suggestions that either could be the case. Participants were 2915 14-year-olds in a medium-sized county in Sweden who responded to a self-report questionnaire.Theresults showed that bullying others in school was strongly linked to violent behaviour and weapon-carrying on the streets, both among boys and girls. It was also found that bullying others in school was related to being violently victimized on the streets. The findings remained the same when statistically controlling for loitering and nights spent away from home, which were both related to bullying behaviour. It is concluded that bullying behaviour in school is in many cases a part of a more general violent and aggressive behaviour pattern and that preventive efforts targeting individuals with bullying behaviour in school could, according to the present study, decrease violence among adolescents out in the community as well.     

A multilevel analysis of school-based weapon possession

In this study we present and estimate a multilevel model of weapon possession by students. Our approach extends existing research through an emphasis on the simultaneous effects of individual-level factors including fear, victimization, criminal lifestyle, pro-gun socialization, and social engagement, as well as school-level contextual factors including various indicators of school structure, school capital, and school deficits. We estimate multilevel main effects using hierarchical logistic regression methods and data from more than 6,000 students in 21 schools in Louisville, Kentucky. Results indicate that the likelihood of carrying a weapon to school varies not only across individuals but across schools. School-level structural characteristics—especially SES—were significant in accounting for some of this cross-school variation. Further, the effects of SES on weapon carrying were mediated by school capital and school deficits.     

The role of beliefs about aggression in cyberbullying and animal abuse

ABSTRACT

The current study sought to examine the associations between involvement in bullying (traditional and cyber), attitudes about aggression, and animal abuse. Four hundred and thirty-nine undergraduate students (267 females and 172 males) enrolled in Introductory Psychology completed surveys assessing bullying involvement, normative beliefs about aggression, and animal abuse tendencies. Results revealed that animal abusers reported significantly higher rates of bullying (traditional and cyber) and significantly more accepting views of aggression when compared to non-abusers. A logistic regression model indicated that bullying perpetration (traditional and cyber), normative beliefs about aggression, and gender were significant predictors of animal abuse. In addition, the findings suggest that normative beliefs about aggression may serve as an underlying mechanism linking traditional bullying, cyberbullying, and animal abuse. Implications for prevention and intervention programs for aggression toward humans and animals are discussed.     

NEIGHBORHOOD STRUCTURAL CHARACTERISTICS,INDIVIDUAL-LEVEL ATTITUDES,AND YOUTHS' CRIME REPORTING INTENTIONS*

Although the “stop snitching” phenomenon has brought recent attention to crime reporting, researchers have recognized for a long time the importance of this issue. Early studies focused on individual-level factors related to reporting, but recently, researchers have begun to examine neighborhood-level predictors. Most of these studies, however, omit key individual-level predictors of reporting and provide relatively little insight into the individual-level processes through which neighborhood context might affect reporting. This study uses survey data from a multisite, school-based study to examine whether neighborhood structural characteristics and individual-level attitudes and experiences are related to youths’ intentions to report crime. In addition, we assess whether neighborhood characteristics influence reporting via their effect on individual-level attitudes and experiences. We find that neighborhood poverty has an inverse relationship with crime reporting intentions and that numerous individual-level measures are associated with reporting, including attitudes toward the police, delinquency, and perceptions of the community. Importantly, the effects of neighborhood characteristics are reduced when youths’ attitudes and experiences are included in the model. Taken together, our findings suggest that neighborhood context might affect reporting by shaping the attitudes and experiences of youth.     

School disorder, victimization, and general v. place-specific student avoidance

This study utilizes a national sample of 3, 776 high-school students to test two theoretical models of school avoidance behavior. More specifically, this study examines the relationships between student avoidance and both school disorder (or, incivilities) and previous victimization experiences. Further, the study also examines whether the presumed effects of incivilities and victimization on avoidance operate indirectly, through student fear. Negative Binomial regression analyses showed that perceived disorder in the form of presence of gangs and previous bullying victimization are key sources of student fear. In turn, student fear is positively correlated with two distinct types of avoidance behavior. Interestingly, controlling for student fear does not dissolve the significant, positive effects of perceived gang presence and bullying victimization.     

Trends in victimization in schools and elsewhere, 1974–1981

Trends in the rate of victimizations of juveniles in three settings-schools, homes, and streets/parks-are examined monthly during the period 1974–1981. The relationship between in-school victimization rates and those occurring outside of school are analyzed with multivariate ARMA models informed by previous research on school victimization (Gottfredson and Gottfredson, 1985) and an importation perspective on the source of crime and victimization in institutions such as schools. Results indicate that the overall in-school victimization rate remained relatively stable during this period but that victimization rates of juveniles in other settings had significant effects on in-school victimizations. This suggests that underlying causes of victimization in general are important determinants of victimization in schools. These results are limited, however, as we examine these sources of victimization only indirectly via relationships among the different victimization rates in dynamic models and by the aggregate nature of the monthly data from the National Crime Survey.     

Green Criminology and the Reconceptualization of School Violence: Comparing Green School Violence and Traditional Forms of School Violence for School Children

School crime and violence continue to be important topics of criminological inquiry. Forms of violence that have received much attention from criminologists include school gun violence, assaults, and bullying. What appears missing from criminological studies are analyses of different forms of violent victimization imposed on school children related to environmental injustice, pollution, and exposure to toxins. In this article, we argue for the interpretation of these harms as violent victimizations. To facilitate this, we draw upon definitions of violent victimization developed in green criminology, conceptualizing exposure to environmental toxins as violent assault, and introduce the term green school violence (GSV). Next, we draw upon the medical, environmental, and public health literature to offer a series of examples of GSV in the United States, discuss numerous environmental hazards present in American schools, and describe their scope and severity. A conservative estimate of the frequency of GSV suggests that far more school children are victimized by GSV than forms of interpersonal acts of violence.     

The assessment of capable guardianship measures against bullying victimization in the school environment

Abstract

Policymakers, school officials and the law enforcement community have expanded legal tools and other strategies to address bullying in recent years. This has resulted in a larger and more challenging role for law enforcement officers working in school settings. The present study seeks to understand the ways in which local law enforcement officers interpret this new role and their efforts to prevent and respond to bullying. We draw upon Routine Activities Theory as a lens to view officer perceptions of promoting guardianship and reducing target suitability of young people most at-risk for bullying victimization. Data collected from qualitative interviews of law enforcement officers working with local schools, suggest that officers see a role for law enforcement in promoting guardianship around this health and safety concern, but recognize the limitations of using arrest authority. They emphasize promoting trust and building relationship in efforts to support potential and current bullying victims.     

Multiple murder and criminal careers: A latent class analysis of multiple homicide offenders

PurposeTo construct an empirically rigorous typology of multiple homicide offenders (MHOs).MethodThe current study conducted latent class analysis of the official records of 160 MHOs sampled from eight states to evaluate their criminal careers.ResultsA 3-class solution best fit the data (?2LL = ?1123.61, Bayesian Information Criterion (BIC) = 2648.15, df = 81, L² = 1179.77). Class 1 (n = 64, class assignment probability = .999) was the low-offending group marked by little criminal record and delayed arrest onset. Class 2 (n = 51, class assignment probability = .957) was the severe group that represents the most violent and habitual criminals. Class 3 (n = 45, class assignment probability = .959) was the moderate group whose offending careers were similar to Class 2.ConclusionA sustained criminal career with involvement in versatile forms of crime was observed for two of three classes of MHOs. Linkages to extant typologies and recommendations for additional research that incorporates clinical constructs are proffered.     

Validity of Demirjian and Willems methods for dental age estimation for Malaysian children aged 5–15 years old

BackgroundOne of the most commonly used method for dental age assessment is the method reported by Demirjian and coworkers in 1973. It was later modified by Willems and coworkers whereby they “performed a weighted ANOVA” in order to adapt the scoring system.AimTo evaluate the applicability of Demirjian and Willems methods for dental age estimation for Malaysian children and to correlate the accuracy of the findings with the chronology of tooth development of premolars and second molars.Materials and methodsA total of 991 dental panoramic radiographs of 5–15-year-old Malaysian children were included in the study. The mean Demirjian and Willems estimated ages were compared to the mean chronological age.ResultsThe mean chronological age of the sample was 10.1 ± 2.8 and 9.9 ± 3.0 years for males and females respectively. Using the Demirjian method, the mean estimated dental age was 10.8 ± 2.9 years for males and 10.5 ± 2.9 years for females. For Willems method, the mean estimated age was 10.3 ± 2.8 years males and 10.0 ± 3.0 years respectively.ConclusionsWillems method was more applicable for estimating dental age for Malaysian children. Overestimation in Demirjian method could be due to advanced development of second bicuspids and molars.     

Race,Neighborhood, and Drug Court Graduation

This research examines the possibility that racial disparities in drug court graduation are attributable to individual-level employment or education or to neighborhood-level disadvantage. Individual-level data on 455 drug court clients and neighborhood-level census and police incident data are joined geographically. Drug court graduation is modeled using multilevel logistic regression. In a model with no neighborhood-level indicators, client race, employment, and education all predicted drug court graduation. When neighborhood-level variables are introduced, client-level race drops from significance but employment and education remain significant predictors of graduation. Client race, then, appears to be an indirect indicator of neighborhood disadvantage, while client employment and education remain important individual-level predictors of drug court graduation. These results support further analysis of neighborhood-based barriers to drug court graduation and the development of drug court programming that can address neighborhood-based challenges.     

How do Traditional Bullying and Cyberbullying Victimization Affect Fear and Coping among Students? An Application of General Strain Theory

School bullying victimization represents an important type of strain (or stressful event) experienced by individuals because it usually occurs frequently, over a long period of time, and is an intentional violation against another person. The current study utilizes the 2009 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS) to assess the effect of bullying victimization on avoidance behaviors and carrying weapons to school. This study also examines how bullying victimization affects fear and whether this emotion mediates the relationship between victimization and outcomes. As expected, traditional bullying and cyberbullying increase the likelihood of fear. In addition, traditional bullying and cyberbullying victimization increase the likelihood of avoidance behaviors and bringing a weapon to school. Contrary to expectations, fear did not mediate the relationship between bullying and coping behaviors.     

Adolescent school-based sexual victimization: Exploring the role of opportunity in a gender-specific multilevel analysis

Purpose

Most research on school-based adolescent sexual victimization has lacked an explicit theoretical focus. This study examined whether an opportunity framework is appropriate for understanding adolescent school-based sexual harassment and sexual assault victimization using gender-specific multilevel analysis.

Methods

Using a sample of middle and high school adolescents, we examined the effects of individual-level indicators of opportunity on school-based sexual harassment and sexual assault victimization. In addition, we explored the relative influence of school factors on student sexual victimization, including the potential moderating influence the school environment may have on the effects of individual-level indicators of opportunity. Finally, we examined the potential differences in the correlates of sexual victimization across male and female adolescents.

Results

Several individual-level indicators of opportunity were associated with school-based sexual harassment and sexual assault for both males and females, though several important gender differences were observed. In addition, school factors directly and indirectly influenced sexual victimization.

Conclusions

Findings suggest that an opportunity framework is appropriate for understanding school-based sexual harassment and sexual assault victimization, and that important gender differences do exist. The implications of these results and directions for future research are discussed.     

Comparison of the three age estimation methods: Which is more reliable for Turkish children?

BackgroundThree atlases—the GÖK, the Greulich–Pyle (GP), and the Tanner–Whitehouse (TW3)—are used frequently for age determination in Turkey. The purpose of this study was to evaluate the applicability of these three methods related to the skeletal age assessment for Turkish adolescents.Materials and methodsThe conventional roentgenograms of the left hands and wrists, elbows, shoulders, and pelvises of 333 healthy Caucasian children (164 females, 169 males) who fit the study and the criteria of each atlas were obtained. The mean differences (± standard deviation [S.D.] in years) between the chronologic age (CA) and the skeletal age (BA), which were obtained by using each age estimation method, were calculated and tested using t-test.ResultsFor girls, the most accurate method was the TW3 (mean differences (d): ?0.21 (p < 0.05)), following by the GP (d: 0.66 (p < 0.001), and the GÖK (d: 2.99 (p < 0.001)). For boys, the most accurate method was the GP (d: ?0.02 (p > 0.05)), followed by the TW3 (d: ?0.18 (p < 0.05)) and GÖK (d: 1.05 (p < 0.001)).Discussion and conclusionsResults show that the TW3 (for girls) and the GP (for boys) methods are more appropriate than the GÖK atlas for estimating the BA. GÖK could be used for boys aged 11–14 years but it should not be used for girls.     

The neuroendocrine effects of the TASER X26®: A brief report

IntroductionLaw enforcement officers use conducted electrical weapons (CEW) such as the TASER X26^® to control violently resistive subjects. There are no studies in the medical literature examining the effects of these weapons on the human stress response. This is the first study to compare the human stress response to conducted electrical weapons, oleoresin capsicum (O.C.), a cold-water tank immersion, and a defensive tactics drill.MethodsSubjects were randomized to one of the four interventions studied. Subjects received either a 5-s exposure from the TASER X26 CEW with the probes fired into the back from 7 ft, a 5-s spray of O.C., a skin and mucous membrane irritant, to the eyes, a 45-s exposure of the hand and forearm in a 0 °C cold water tank, or a 1-min defensive tactics drill.ResultsAlpha-amylase had the greatest increase from baseline at 10–15 min with the defensive tactics drill. Cortisol had the greatest increase at 15–20 min with O.C. Cortisol remained most elevated at 40–60 min in the defensive tactics drill group.ConclusionsOur preliminary data suggests that physical exertion during custodial arrest may be most activating of the human stress response, particularly the sympathetic–adrenal–medulla axis. This may suggest that techniques to limit the duration of this exertion may be the safest means to apprehend subjects, particularly those at high-risk for in-custody death. Conducted electrical weapons were not more activating of the human stress response than other uses of force.