Will words ever harm me?: escalation from verbal to physical abuse in sixth-grade classrooms

Based on in-depth qualitative interviews, this article gives the opportunity to 145 sixth graders to tell, in their own words, how they felt and reacted when verbally and emotionally abused by their classmates. Content analysis of interviews revealed gender differences in students' reactions to verbal aggression. Another interesting finding was the differentiation between verbally aggressive messages meant to be for fun from those that were not so meant based on (1) contextual cues, (2) other peers' reaction, and (3) the malleability of the personal features that were the topic of the attack. Observing friendly peers were found to play an important role in reducing tension and preventing the escalation of violence. However, when the verbally aggressive message targeted a permanent physical characteristic or the student's social or ethnic identity, then suffering, anger and humiliation legitimized the escalation from verbal to physical aggression for students of both genders.     

Interviewing Former 1- and 2-Year Olds About Medical Emergencies 5 Years Later

Five years earlier, 1- and 2-year-old children who had been injured seriously enough to require hospital ER treatment had been recruited from the ER. For this study, as many of these children as could be found participated. The majority of former 1-year olds recalled nothing about these highly stressful events, whereas most former 2-year olds recalled a great deal. For those former 1-year olds who did recall the target events, quality of recall was problematic. In particular, they made considerable source confusions or intrusions into their accounts of details from other related events, producing an account that amalgamated various events into one recollection. Forensic implications are discussed.     

Normal responses to sexually anatomically detailed dolls

The behaviors and verbalizations of normal, preschool age boys and girls during interactions with sexually anatomically detailed (SAD) dolls were examined. A structured, nonsuggestive interview with each child was videotaped, and five behaviors and five verbalizations were coded for each of five phases of the interview. A two-way ANOVA (gender × phase) showed that during those phases when the dolls were undressed, both boys and girls showed more sexual exploratory play, aggressive behavior which was nonsexual, and active avoidance. Across all phases, nonsexual aggression accounted for 31% of the boys' and 22% of the girls' total responses. Behavioral and verbal sexual exploratory play represented 42% of the boys' responses and 50% of the girls' responses. In contrast, sexually aggressive behavior accounted for only 1% and 2% of the boys' and girls' responses, respectively. Girls interacted with the dolls more than did boys. Additionally, girls demonstrated more affection to the dolls than did the boys, and boys displayed more anxiety with the dolls than did girls. Investigators should be cautious as to inferences about preschoolers' interactions with SAD dolls, especially interactions of a sexual or aggressive nature which do not clearly depict fondling or intercourse.     

National Childhood Vaccine Injury Act of 1986: Using Tax Revenues to Assure Vaccine Availability

The National Childhood Vaccine Injury Act of 1986 was funded with an earmarked tax in an attempt to prevent a perceived crisis that was developing in the United States regarding the availability and affordability of vaccines for life-threatening childhood illnesses. The federal government felt compelled to intervene in a perceived failure of the private marketplace. In short, the inability of several pharmaceutical firms to obtain liability insurance due to high damage awards forced them to leave the marketplace or self-insure. This article details the history of the vaccine tax policy issues and updates the experiences of the financing mechanism. As the federal government attempts to broaden its role in the health care delivery system, the possibility of similar interventions exist.     

Measuring Alcohol Expectancies in Youth

Beliefs about the consequences of using alcohol, alcohol expectancies, are powerful predictors of underage drinking. The Alcohol Expectancies Questionnaire-Adolescent form (AEQ-A) has been widely used to measure expectancies in youth. Despite its broad use, the factor structure of the AEQ-A has not been firmly established. It is also not known whether it assesses similar constructs (i.e., measurement invariance) between boys and girls. This article reports on a confirmatory factor analysis (CFA) of a shortened version of the AEQ-A with 310 youth, ages 10–16, to determine whether a two factor, positive and negative expectancy structure held for this sample and to test measurement invariance across gender. The results support evidence of a 2-factor, positive and negative structure for the abbreviated version of the AEQ-A and show that it assesses equivalent alcohol expectancy constructs among males and females. These findings have important implications for cognitive based approaches to alcohol prevention.Florida State University College of Social Work. She received her Ph.D. in Social Work from the University of North Carolina at Chapel Hill. Her major research interests are youth at risk, substance use prevention, and family engagement in prevention interventionsFlorida State University College of Medicine. She received her Ph.D. in Social Psychology from Arizona State University. Her major research interests are women's health, disease prevention, and health communication.Prevention Research Center, Pacific Institute for Research and Evaluation. She received her Ph.D. in Criminal Justice from the University at Albany. Her major research interests are family-based prevention strategies for adolescent alcohol, drugs, and sexual risk taking; women's alcohol, and other drug problems; prevention of young adult alcohol and drug abuse, risky sexual behavior, and violence.