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Teen Dating Violence, Sexism, and Resilience: A Multivariate Analysis.

ABSTRACT: The aim of this research was to know the factors associated with teen dating violence and victimization because violence in teenagers' relationships is increasing in recent years, constituting a serious social problem. For this purpose, we analyzed teen dating violence and explored the variables (sexist attitudes, personal adjustment, clinical maladjustment, and resilience) related to teen dating violence and victimization using multinomial logistic models. The sample was composed of 268 school teenagers aged 12 to 17 from the Basque Country (Spain). Results showed that sex, age, sexism, and self-esteem predicted teen dating violence and that sex and social problems predicted victimization. Associations between the wide range of variables and types of perpetration and victimization (verbal-emotional, relational, and physical) were also explored. These results could be taken into consideration for future prevention programs.

SUBMITTER: Dosil M

PROVIDER: S-EPMC7215810 | biostudies-literature | 2020 Apr

REPOSITORIES: biostudies-literature

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Teen Dating Violence, Sexism, and Resilience: A Multivariate Analysis.

Dosil María M Jaureguizar Joana J Bernaras Elena E Sbicigo Juliana Burges JB

International journal of environmental research and public health 20200413 8

The aim of this research was to know the factors associated with teen dating violence and victimization because violence in teenagers' relationships is increasing in recent years, constituting a serious social problem. For this purpose, we analyzed teen dating violence and explored the variables (sexist attitudes, personal adjustment, clinical maladjustment, and resilience) related to teen dating violence and victimization using multinomial logistic models. The sample was composed of 268 school ...[more]

PMID: 32294915

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Project description:IntroductionTeen dating violence is a serious public health problem with few effective prevention strategies. This study examines whether the Dating Matters comprehensive prevention model, compared with a standard of care intervention, prevented negative relationship behaviors and promoted positive relationship behaviors.Study designThis longitudinal, cluster-RCT compared the effectiveness of Dating Matters with standard of care across middle school. Standard of care was an evidence-based teen dating violence prevention curriculum (Safe Dates) implemented in eighth grade.Setting/participantsForty-six middle schools in high-risk urban neighborhoods in four U.S. cities were randomized. Schools lost to follow-up were replaced with new schools, which were independently randomized (71% school retention). Students were surveyed in fall and spring of sixth, seventh, and eighth grades (2012-2016). The analysis sample includes students from schools implementing Dating Matters or standard of care for >2 years who started sixth grade in the fall of 2012 or 2013 and had dated (N=2,349 students, mean age 12 years, 49% female, and 55% black, non-Hispanic, 28% Hispanic, 17% other).InterventionDating Matters is a comprehensive, multicomponent prevention model including classroom-delivered programs for sixth to eighth graders, training for parents of sixth to eighth graders, educator training, a youth communications program, and local health department activities to assess capacity and track teen dating violence-related policy and data.Main outcome measuresSelf-reported teen dating violence perpetration and victimization, use of negative conflict resolution strategies, and positive relationship skills were examined as outcomes. Imputation and analyses were conducted in 2017.ResultsLatent panel models demonstrated significant program effects for three of four outcomes; Dating Matters students reported 8.43% lower teen dating violence perpetration, 9.78% lower teen dating violence victimization, and 5.52% lower use of negative conflict resolution strategies, on average across time points and cohorts, than standard of care students. There were no significant effects on positive relationship behaviors.ConclusionsDating Matters demonstrates comparative effectiveness, through middle school, for reducing unhealthy relationship behaviors, such as teen dating violence and use of negative conflict resolution strategies, relative to the standard of care intervention.Trial registrationThis study is registered at www.clinicaltrials.gov NCT01672541.

Project description:Prior research has demonstrated the scope and impact of adverse childhood experiences (ACEs) on health and wellbeing. Less is known about the trajectories from exposure to ACEs, such as witnessing family conflict and violence in the community, to teen dating violence perpetration, and the protective factors that buffer the association between early exposure to ACEs and later teen dating violence perpetration. Students (n = 1611) completed self-report surveys six times during middle and high school from 2008 to 2013. In early middle school, the sub-sample was 50.2% female and racially/ethnically diverse: 47.7% Black, 36.4% White, 3.4% Hispanic, 1.7% Asian/Pacific Islander, and 10.8% other. Youth were, on average, 12.7 years old. Latent transition analysis was used to assess how trajectories of exposure to parental conflict and community violence during middle school transition into classes of teen dating violence perpetration (e.g., sexual, physical, threatening, relational, and verbal) in high school. Protective factors were then analyzed as moderators of the transition probabilities. Three class trajectories of ACEs during middle school were identified: decreasing family conflict and increasing community violence (n = 103; 6.4%), stable low family conflict and stable low community violence (n = 1027; 63.7%), stable high family conflict and stable high community violence (n = 481; 29.9%). A three class solution for teen dating violence perpetration in high school was found: high all teen dating violence class (n = 113; 7.0%), physical and verbal only teen dating violence class (n = 335; 20.8%), and low all teen dating violence class (n = 1163; 72.2%). Social support, empathy, school belonging and parental monitoring buffered some transitions from ACEs exposure trajectory classes to teen dating violence perpetration classes. Comprehensive prevention strategies that address multiple forms of violence while bolstering protective factors across the social ecology may buffer negative effects of exposure to violence in adolescence.

Project description:ImportanceTeen dating violence (TDV) is widespread and has adverse consequences across the life course. Many US states are actively seeking strategies to prevent and address TDV in schools, including enactment and implementation of TDV laws. These state laws are upstream, system-level interventions that lay the foundation for an array of downstream targeted interventions to be deployed in schools. Despite these laws gaining momentum in the past decade, there has been minimal research examining their content and variability.ObjectiveTo assess the content and comprehensiveness of US state laws addressing prevention of and response to TDV in secondary schools.Design, setting, and participantsA team of public health and legal researchers used systematic policy surveillance methods to develop a comprehensive database of state laws addressing TDV in schools in all 50 US states and the District of Columbia (referred to hereinafter as "states") in effect as of September 30, 2020. Using LexisNexis and state legislature websites, state laws (statutes and administrative codes) were identified.Main outcomes and measuresComponents for each law were coded within 5 categories: scope, prevention education, policy, response, and implementation.ResultsOverall, 38 states (74.5%) had at least 1 law addressing TDV in secondary schools and 13 states (25.5%) did not. Fewer than half of states with a law (15 of 38 [39.5%]) defined TDV. All 38 states addressed prevention education, with 29 (76.3%) requiring and 9 (23.7%) encouraging these efforts. Prevention education was largely for students in most states (35 [92.1%]), but some states also required school staff (18 [47.4%]) and parents (8 [21.1%]) to receive prevention education. Fewer than half of states required (14 [36.8%]) or encouraged (3 [7.9%]) school districts to develop a policy addressing TDV. Very few states included requirements for how schools must respond to TDV incidents. Fewer than a third of states designated an individual to coordinate TDV efforts (12 [31.6%]), included a funding provision in their laws for TDV programs and policies (10 [26.3%]), and included explicit consequences for noncompliance with TDV laws (12 [31.6%]).Conclusions and relevanceThis cross-sectional study found that most US states had laws addressing TDV in schools, but there was significant variation in the content and comprehensiveness of the laws. These findings can inform the development of more comprehensive laws on TDV that may ultimately reduce such incidents.

Dataset Information

Teen Dating Violence, Sexism, and Resilience: A Multivariate Analysis.

Publications

Teen Dating Violence, Sexism, and Resilience: A Multivariate Analysis.

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