Associations between Dating Aggression Involvement and Subsequent Relationship Commitment

Little is known about how an individual’s commitment to their romantic partner evolves over the course of a relationship following involvement in dating aggression (DA). The present study explored longitudinal associations between both psychological and physical DA involvement and subsequent changes in commitment. We hypothesized that experiences of physical and psychological DA may be related to decreased feelings of commitment (including both dedication and constraint) in a relationship, and that gender may moderate the link between DA and changes in commitment. One-hundred and twenty (60 female) young adults (ages 18–25) in a romantic relationship completed electronic questionnaires each month for 6 months, (M age Wave 1?=?22.44, SD =?2.20). DA involvement and commitment were measured by the Revised Conflict Tactics Scale, and the Revised Commitment Inventory, respectively. Using multilevel modeling, the current study examined shifts in commitment (dedication and constraint) following DA involvement. As hypothesized, physical and psychological dating aggression involvement were both associated with declines in relationship commitment. Analyses also tested for potential gender interactions with physical and psychological dating aggression involvement for both constraint and dedication. No significant gender interactions emerged. These findings add to the accumulating evidence for the deleterious effects of dating aggression on relationships, including on relationship commitment, and illustrate important implications for interventions aimed at reducing dating aggression among young adults.

     

After-School Programs as a Prosocial Setting for Bonding Between Peers

This study reports on the longitudinal analysis of a structured after-school arts program for Canadian youth, ages 9 to 15 years, from low-income communities where the relationship of peer social support, family interactions, and psychosocial outcomes is evaluated. Multi-level growth curve analyses suggest an increase in prosocial development with peer social support and a decrease in prosocial development when negative family interactions are present. Comparisons between matched controls, using estimated linear propensity scores, revealed significant improvement in prosocial behaviors for the intervention group. The structured after-school arts program was found to increase prosocial behaviors and bonding with peers for youth from low-income communities.     

Urbanization,education, and the politics of space on the Tibetan Plateau

This article provides an introduction to a special collection of five articles showcasing the work of rising scholars in the geography and anthropology of Tibetan regions in China (Eveline Washul, Andrew Grant, Tsering Bum, Huatse Gyal and Duojie Zhaxi, published in Critical Asian Studies 50: 4 and Critical Asian Studies 51: 1). It contextualizes the authors’ contributions in the recent promotion of planned urbanization in Tibetan regions as the key to achieving the “Chinese Dream” under President Xi Jinping. The paper calls attention to these authors’ focus on Tibetan experiences of new urbanization policies and practices, as well as their less-appreciated entanglement with shifting education priorities. Providing brief summaries of each author’s case study and arguments, it points to the ways in which all five articles address the relationship between space and subjectivity, as well as the issue of constrained agency (versus simple notions of “choice”), in statist urbanization processes.     

Examining the Behavior of a System: An Outcome Evaluation of a Coordinated Community Response to Domestic Violence

One goal of a coordinated community response (CCR) to domestic violence is to create an infrastructure that will facilitate systems-level, and ultimately societal-level change. This study evaluated whether a CCR implemented in two counties in Georgia would be effective at increasing criminal justice system sanctions for male domestic violence offenders (i.e., arrests, prosecutions, convictions, sentencing, and referrals to batterer intervention programs). Time series analyses revealed that, in both counties, there was a significant increase in arrests of male offenders; however, law enforcement agencies also arrested more women following the intervention. More men were sentenced to probation and to attend a batterer’s intervention program post-intervention in one county; in the second county, there was no change in these outcomes. Results highlight the importance of examining how a CCR may affect the behavior of criminal justice systems, especially in terms of the unintended consequences for women.     

Adolescent-Mother Agreement about Adolescent Problem Behaviors: Direction and Predictors of Disagreement

Correlations between adolescent and parent reports of adolescent problems are low in magnitude. In community samples adolescents tend to report more problems than parents and in clinical samples adolescents tend to report fewer problems than parents. Indices of agreement may be biased if some adolescents in a given sample report more problems and others report fewer problems than parents. In the current study, order and mean agreement between adolescent and maternal reports of adolescent internalizing and externalizing problems, taking into account the direction of disagreement, was examined in a community sample of 133 young adolescents and their mothers. Two-thirds to three-quarters of adolescents reported more problems than mothers. Accounting for the direction of discrepancies resulted in improved agreement between adolescents and mothers and differing patterns of predictors of discrepancies. Additionally, the results demonstrate the need to control for relations between adolescent-reported problems and discrepancies when exploring predictors of discrepancies. Erin T. Barker received her Ph.D. in Applied Developmental Psychology from the University of Alberta. Her research interests include internalizing and externalizing problems in adolescence and emerging adulthood. Marc H. Bornstein received his Ph.D. in Psychology from Yale University. He has contributed scientific papers in the areas of human experimental, methodological, comparative, developmental, cross-cultural, neuroscientific, pediatric, and aesthetic psychology. Diane L. Putnick received her Ph.D. in Developmental Psychology from George Washington University. Her research interests include child and family processes across cultures. Charlene Hendricks received her Ph.D. in Developmental Psychology from George Mason University. Her research interests are in the areas of early adolescent development and adjustment and families by adoption. Joan T. D. Suwalsky received her M.S. degree in Human Development from Cornell University. Her research interests include parent-child interaction and child development in at-risk populations, including families by adoption.