Katreena L. Scott

Child Maltreatment: Risk of Adjustment Problems and Dating Violence in Adolescence

OBJECTIVE To examine the relationship between child maltreatment, clinically relevant adjustment problems, and dating violence in a community sample of adolescents. METHOD Adolescents from 10 high schools (N= 1,419; response rate = 62%) in southwestern Ontario completed questionnaires that assessed past maltreatment, current adjustment, and dating violence. Logistic regression was used to compare maltreated and nonmaltreated youths across outcome domains. RESULTS One third (n = 462) of the school sample reported levels of maltreatment above the cutoff score on the Childhood Trauma Questionnaire. Girls with a history of maltreatment had a higher risk of emotional distress compared with girls without such histories (e.g., odds ratios [OR] for anger, depression, anxiety, and posttraumatic stress-related problems were 7.1, 7.2, 9.3, and 9.8, respectively). They were also at greater risk of violent and nonviolent delinquency (OR = 2.7) and carrying concealed weapons (OR = 7.1). Boys with histories of maltreatment were 2.5 to 3.5 times as likely to report clinical levels of depression, posttraumatic stress, and overt dissociation as were boys without a maltreatment history. They also had a significantly greater risk of using threatening behaviors (OR = 2.8) or physical abuse (OR = 3.4) against their dating partners. CONCLUSIONS Maltreatment is a significant risk factor for adolescent maladjustment and shows a differential pattern for male and female adolescents.

Denial, Minimization, Partner Blaming, and Intimate Aggression in Dating Partners

Although countering denial, minimization, and externalization of blame is a key component of most interventions for individuals who have been abusive in their intimate relationships, these attributions have only seldom been the focus of empirical investigation. Using a sample of 139 male and female university students, this study examined the associations between self-reported minimizing and blaming attributions and the perpetration of physical, sexual, and psychological aggression against an intimate partner. For men, minimization of conflict and partner blame were associated with self-reported perpetration of intimate partner aggression, even after controlling for socially desirable responding and relationship satisfaction. In contrast, womens aggression was associated only with partner blame. Discussion focuses on overlap with similar areas of research, gender differences in minimization and blaming, and on potential directions for further empirical work on the associations of intimate aggression, relationship dissatisfaction, and attribution.

Factors associated with atypical speech representation in children with intractable epilepsy

The purpose of this study was to investigate the relationship between hemispheric speech dominance and several demographic and seizure variables in a large sample of children (N=75) who underwent the intracarotid amobarbital procedure (IAP) prior to surgery. The findings were similar to results previously reported in adults and children, suggesting that variables, such as age at seizure onset, laterality of seizure focus, location of seizure focus and handedness are related to the presentation of atypical speech representation in children with epilepsy. The impact of multiple variables in determining the risk for atypical speech dominance was also assessed. The results demonstrated an increased probability of atypical speech representation in children with a greater number of risk variables, suggesting the need for further investigations in this area.

Impact of a universal school-based violence prevention program on violent delinquency: Distinctive benefits for youth with maltreatment histories

OBJECTIVE Child maltreatment constitutes a strong risk factor for violent delinquency in adolescence, with cumulative experiences of maltreatment creating increasingly greater risk. Our previous work demonstrated that a universal school-based violence prevention program could provide a protective impact for youth at risk for violent delinquency due to child maltreatment history. In this study we conducted a follow-up to determine if participation in a school-based violence prevention program in grade 9 continued to provide a buffering effect on engaging in acts of violent delinquency for maltreated youth, 2 years post-intervention. METHODS Secondary analyses were conducted using data from a cluster randomized controlled trial of a comprehensive school-based violence prevention program. Students (N=1,722; 52.8% female) from 20 schools participated in 21 75-min lessons in grade 9 health classes. Individual data (i.e., gender, child maltreatment experiences, and violent delinquency in grade 9) and school-level data (i.e., student perception of safety averaged across students in each school) were entered in a multilevel model to predict violent delinquency at the end of grade 11. RESULTS Individual- and school-level factors predicting violent delinquency in grade 11 replicated previous findings from grade 9: being male, experiencing child maltreatment, being violent in grade 9, and attending a school with a lower perceived sense of safety among the entire student body increased violent delinquency. The cross-level interaction of individual maltreatment history and school-level intervention was also replicated: in non-intervention schools, youth with more maltreatment in their background were increasingly likely to engage in violent delinquency. The strength of this relationship was significantly attenuated in intervention schools. CONCLUSIONS Follow-up findings are consistent with the buffering effect of the prevention program previously found post-intervention for the subsample of youth with maltreatment histories. PRACTICE IMPLICATIONS A relative inexpensive school-based violence prevention program that has been shown to reduce dating violence among the whole student body also creates a protective effect for maltreated youth with respect to lowering their likelihood of engaging in violent delinquency.

Resistance, reluctance, and readiness in perpetrators of abuse against women and children

Perpetrators of abuse and violence against women and children are often reluctant participants in intervention programs. They frequently fail to attend scheduled appointments, are sometimes openly hostile to intervention staff, and often judge program materials as irrelevant to their situation. Recognizing this problem, researchers and practitioners have begun to develop models and tools to more appropriately assess and intervene with reluctant clients. Unfortunately, the resulting proliferation and inconsistent application of terms and theories have led to considerable confusion in characterizing reluctant clients and have significantly hampered research on strategies that may be helpful to better meet the needs of this client group. The purpose of this review is to help standardize the definition and measurement of treatment reluctance as it applies to violence perpetration and to review evidence for the importance of these aspects of client reluctance to intervention. Recommendations for assessing reluctance in research and clinical practice are also provided.

Maltreatment and trauma: tracking the connections in adolescence

Posttraumatic stress disorder is one of the most common and often prolonged consequences of childhood maltreatment. In this article the authors consider theories of trauma continuity, with emphasis on a relational path to maladjustment that links childhood maltreatment to elevated trauma symptomatology and intimate victimization in adolescent dating relationships.

Abuse and Violence in Adolescent Girls' Dating Relationships

Conceptualization of adolescent gender-based violence has been caught at the crossroads of the childhood peer aggression literature and the adult domestic violence literature. On the one hand, child peer aggression research recognizes female-perpetrated violence and “female types’’ of violence (Craig & Pepler, 1997; Olweus, 1991); on the other hand, the adult intimate relationship violence literature emphasizes a male-to-female, powerand control-based violence (Dobash & Dobash, 1992). In all likelihood, adolescent dating violence falls somewhere in the middle. Despite the unique opportunities offered by the study of this “in between’’ period, there has historically been a lack of attention to research on adolescent dating relationships (Brown, Feiring, & Furman, 1999). Until recently, research in this area was curtailed by the notion that adolescent romantic relationships are somehow not authentic or not to be taken seriously. However, even with greater recognition of the developmental importance of adolescent dating, numerous logistical factors continue to impede research. For example, adolescent dating relationships are short-term (compared with adults’) and their context and nature can change rapidly. As well, generational changes in adolescent subculture affect both the terminology of dating (e.g., “going out,’’ “seeing someone,’’ “hooking up’’) and the patterns of dating (e.g., in groups vs. dyads). Finally, public health concerns about teenage pregnancy and sexually transmitted infections have pushed the study of adolescent sexual behavior

Why are suspected cases of child maltreatment referred by educators so often unsubstantiated

School professionals have a unique vantage point for identifying child maltreatment and they are a frequent source of referral to child protective services. Disturbingly, past studies have found that maltreatment concerns reported by educators go unsubstantiated by child protective services at much higher rates than suspected maltreatment reported by other professionals. This study explores whether there are systematic differences in the characteristics of cases reported by educators as compared to other professionals and examines whether such variation might account for differences in investigation outcome. Analyses were based on 7,725 cases of suspected maltreatment referred by professionals to child protective services from the Canadian Incidence Study of Reported Child Abuse and Neglect - 2003 a national database on the characteristics of children and families investigated by child protective services. School professionals were responsible for 35.8% of professional referrals. Reports by educators were much more likely to be unsubstantiated (45.3%) than those by other professionals (28.4%) in subsequent child protective investigation. Cases reported by educators were found to contain significantly more child risk factors (e.g., child emotional and behavioural problems) and fewer caregiver and family risk factors (e.g., caregiver mental health problem, single parent family) than cases reported by other professionals. Even controlling for these differences, educator-reported concerns were still 1.84, 95% CI [1.41, 2.40] times as likely to be unsubstantiated as reports from other professionals. Contrary to the notion that educators are mostly reporting non-severe cases, suspected/substantiated cases reported by school professionals were more likely to be judged as chronic and more likely to involve families with a previous child protection history. Results are concerning for the capacity of the education and child protection systems to work together to meet their shared goal of promoting healthy child development. Additional research is needed on the way in which child risks and problems influence child protective service, particularly in the context of chronic abuse and neglect and lack of availability of child and family mental health interventions. Potential problems with credibility of school professionals as reporters of child maltreatment concerns also warrant further investigation.

Intervening to Prevent Repeat Offending Among Moderate- to High-Risk Domestic Violence Offenders A Second-Responder Program for Men

Clear directions about best strategies to reduce recidivism among domestic violence offenders have remained elusive. The current study offers an initial evaluation of an RNR (Risk, Needs, and Responsivity)-focused second-responder program for men accused of assaulting their intimate partners and who were judged as being at moderate to high risk for re-offending. A quasi-experimental design was used to compare police outcomes for 40 men attending a second-responder intervention program to 40 men with equivalent levels of risk for re-offense who did not attend intervention (comparison group). Results showed that there were significant, substantial, and lasting differences across groups in all outcome domains. In terms of recidivism, rates of subsequent domestic-violence-related changes were more than double for men in the comparison group as compared with the intervention group in both 1-year (65.9% vs. 29.3%) and 2-year (41.5% vs. 12.2%) follow-up. Changes in the rates of arrest were consistent with reductions in men’s general involvement with police, with men in the intervention group receiving fewer charges for violent offenses, administrative offenses, and property offenses over the 2 years following intervention than men in the comparison group. Not surprisingly, these differences result in a much lower estimated amount of police time with intervention men than for comparison men. Results are discussed with reference to the possible impact of sharing information with men about their assessed risk for re-offending within a therapeutic justice context.

Does an evidence-based healthy relationships program for 9th graders show similar effects for 7th and 8th graders? Results from 57 schools randomized to intervention

Integrating social and emotional learning (SEL) programming throughout curricula to support the development of healthy behaviors and prevent violence is critical for a comprehensive approach to school health. This study used a post-test comparison design to evaluate a healthy relationships program for eighth grade students that applies a SEL approach. The program was adapted from the Fourth R, an evidence-based program for ninth graders, but matches the curriculum and developmental context for eighth graders. Surveys were collected post-intervention from 1012 students within 57 schools randomized to intervention or control conditions. Multivariate multilevel analysis accounted for the nested nature of students within schools. There were significant group differences on three of four outcomes following intervention, including improved knowledge about violence, critical thinking around the impact of violence, and identification of more successful coping strategies. There was no group difference on general acceptance of violence. Overall, students learned relevant information and strategies and were able to apply that knowledge to demonstrate critical thinking, suggesting that adapting an evidence-based approach for use with younger students provided similar benefits. These findings build a case for 2 years of consecutive evidence-based healthy relationships programming in grades 8 and 9, consistent with best practice guidelines.