At the end of a fairy tale: romantic relationships in female juvenile offenders

This study explores romantic relationships among female juvenile offenders. The entire female population of a juvenile detention center at the moment of the study participated in a semi-structured interview. Using a semi-structured interview, the girls answered questions on four main topics: (a) available dating partners before entering the detention center; (b) dating partner preferences; (c) intimate relationships within the center; and (d) romantic relationships. A 34-item scale was also used to assess their dating partner preferences. Most girls depicted dysfunctional families and a reduced range of dating options, many involving male offenders. Most participants had also been precocious in their relationships and experienced victimization at the hands of their intimate partners. Implications to prevent female involvement with criminal and violent men are discussed.     

Play context, commitment, and dating violence: a structural equation model

This study develops a structural equation model to describe the effect of two groups of factors (type of commitment and play context) on the violence experienced during intimate partner conflict. After contrasting the model in adolescents and university students, we have confirmed that aggressive play and the simulation of jealousy and anger increase the risk of dating victimization during conflicts through the negative reactions that they cause. Where commitment is concerned, the results are different according to whether commitment is personal or constraining. The former provides protection against dating victimization, reducing risk in the play context, whereas the latter has no effect on the violence experienced but facilitates a more dangerous play dynamic. The model can be applied in the design of programs to prevent dating violence.     

Implementation of Antibullying Legislation in Iowa Schools: A Qualitative Examination of School Administrators’ Perceived Barriers and Facilitators

Adolescent bullying is linked to numerous adverse psychosocial effects that can persist into adulthood. In response to this problem, in 2007 Iowa adopted an antibullying statute requiring all school districts to adopt an antibullying policy. From 2013–2014, 47 semistructured interviews were conducted with school and district administrators in Iowa. Administrators identified many policy implementation challenges including limited funding and staff, and difficulties selecting prevention programs, applying the law’s bullying definition in investigations, and understanding the school’s jurisdiction for policy enforcement. Contextual barriers to implementation (e.g., media portrayals of bullying and parental attitudes) also emerged. This is the first study to use the interactive systems framework to examine antibullying law implementation, highlighting the importance of coordination among research translators, supportive organizations, and on-the-ground implementers.