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The aim of this study was to investigate cyber-crime victimization among Internet users in the United States by: 1) assessing the factors that impact computer virus victimization; 2) assessing the factors that impact cyber-crime victimization; and 3) predicting fear of cyber-crime. Two domains in criminology were applied to the study of cyber-crime phenomenon: routine activity theory, and the fear of crime literature. Three independent models were developed to predict computer virus victimization, cyber-crime victimization, and fear of cyber-crime. Measures of routine activity theory applied to cyber-crime victimization include risk exposure, and suitable targets were created. A more reliable measure of fear of cyber-crime was created, and a measure of perceived seriousness of cyber-crime was created. The 2004 National Cyber Crime Victimization Survey dataset was used in this project. Logistic Regression and OLS Regression were utilized to predict computer virus victimization, cyber-crime victimization, and fear of cyber-crime.The findings of this study indicate that routine activity theory was a powerful predictor of computer virus victimization and cyber-crime victimization. That is, risk exposure and suitable targets helped determine the victimization. The study also found that cyber-crime victimization, gender, and perceived seriousness were predictive of fear of cyber-crime. Discussion of the findings and theoretical and policy implications were offered.

While research on intimate partner violence (IPV) has begun to include gay and lesbian relationships, these studies have almost entirely focused on cisgender relationships or victims. To date, little to no research exists on IPV in the transgender community. The current study explored accounts and meanings of IPV victimization as told by 18 transgender-identified survivors. Thirteen in-depth interviews and five open-ended questionnaires were analyzed from a modified grounded theory method through open and focused coding that revealed three broad and salient themes. First, the accounts of violence illustrated the role of transphobic and genderist attacks in the dynamics of abuse. Central to the power dynamics in these abusive relationships was the use of these attacks against trans identities. Second, participants constructed meanings behind their IPV victimization; specifically, they addressed why they felt this happened to them and what motivated abusers. Participants emphasized the meaning behind much of what they experienced as the abuser controlling transition. The survivors described their abusers as wanting to regulate their transition processes and maintain control over their lives. In their discussions, participants attempted to make sense of their experiences and explain why this could’ve happened. Participants felt that they were susceptible to abuse and in a period in their life in which they felt unwanted due to their trans status. This trans vulnerability is how most of the participants explained why they felt they were victimized by their partners. Finally, as all of the participants in the study had left their abusive relationships, their narratives revealed their processing of a victim identity. In these discussions, participants utilized a gendered discourse or a “walking of the gender tightrope” as they distanced themselves from a “typical” feminine and passive victim. Further, participants described navigating genderist resources as they sought help iv for their experiences. This study offers ground-breaking insight into how IPV affects transgender communities and illuminates the distinct realities faced by these survivors.

This research was designed to expand the empirical knowledge and understanding of stalking victimization by examining both intimate and nonintimate stalking and the use of technology to stalk. To accomplish this, the current research examined differences among intimate and nonintimate stalking, stalking types (cyberstalking, stalking with technology, and traditional stalking), and stalking types by the victim-offender relationship. Specifically, this research examined demographic differences, differences in severity, seriousness, victim reactions and responses to and effects of stalking. Findings revealed that overall intimate partner stalking victims experienced greater levels of seriousness and severity of stalking, and expressed more fear than nonintimate partner stalking victims. Additionally, they were more likely to have engaged in self-protective or help-seeking actions. With regard to stalking type, victims who were cyberstalked and stalked with technology experienced a greater variety of stalking behaviors, were more likely to define the behaviors as stalking, and took more actions to protect themselves than victims who were traditionally stalked. Moreover, those who were stalked with technology experienced a greater severity of stalking. And when examining differences among stalking types by the victim-offender relationship, intimate partner stalking victims were still more likely than nonintimate partner stalking victims to have experienced a greater severity of stalking. This research contributed to existing research by being the first to examine cyberstalking and stalking with technology with a national dataset, and adding to the knowledge of differences between intimate and nonintimate partner stalking. Implications for policy and for research are discussed.

Adverse experiences (e.g., child maltreatment, peer victimization) have long-term consequences for emotion regulation (ER) development. Adolescents may be particularly susceptible to these effects due to heightened sensitivity to environmental influences as well as the protracted development of the prefrontal cortex, which includes regions responsible for regulatory efforts. Previous research has indicated that difficulties with ER can be both a precursor to and consequence of adverse experiences, such as child maltreatment and peer victimization. As such, the present study evaluated reciprocal relations between dynamic longitudinal changes within repeated measures of peer victimization and ER across adolescence and into young adulthood and to determine how child maltreatment may predispose youths to these issues. The sample included 167 adolescents (53% male, Mage = 14.07 years at Time 1) who participated in a longitudinal study across five time points, with approximately one year between each assessment. First, we used confirmatory factor analyses to test latent factors of child maltreatment (abuse and neglect), peer victimization, and ER. Then, we used latent change score modeling to examine reciprocal relations between peer victimization and ER. Finally, we added child maltreatment (abuse and neglect) as a preceding predictor of reciprocal relations between peer victimization and ER. Our results offer insights toward developmentally informed longitudinal, transactional models linking child maltreatment and developmental changes in peer victimization and ER in adolescence. Findings of associations between peer victimization and ER support social information processing theory (Dodge and Crick, 1990) by suggesting that adolescent difficulties with ER may confer risk for experiences of peer victimization. Finally, child neglect effects on relational peer victimization in adolescence underscore how early contextual environments may impact later social development, with child neglect predicting developmental change in relational peer victimization during adolescence. / Doctor of Philosophy / Adverse experiences (e.g., child maltreatment, peer victimization) have long-term consequences for emotion regulation (ER) development. Adolescents may be particularly at risk to experiencing negative consequences on ER development given their continued brain development. Previous research has indicated that difficulties with ER can be both a precursor to and consequence of adverse experiences, such as child maltreatment and peer victimization. As such, the purpose of the proposed study was to evaluate how peer victimization and ER are associated across adolescence and into young adulthood and to determine how earlier child maltreatment may predict these associations. The sample included 167 adolescents (53% male, Mage = 14.07 years at Time 1) who participated in a longitudinal study across five time points, with approximately one year between each assessment. Results suggest that both child neglect (maltreatment) and adolescent difficulties with ER may confer risk for experiences of peer victimization during adolescence.

This study examines the predictors of school violence cross-nationally, testing the applicability of criminological theories of adult violence to violence in the school setting. Using hierarchical linear modeling (HLM), a method of multi-level linear analysis, of the 2007 Trends in International Math and Science Studies (TIMSS) data augmented with data from UN Human Development Reports, UN Demographic Yearbook, CIA World Factbook and the World Health Organization Mortality Database, I determine the predictors of school violence at the school and national levels to determine what variables account for cross-national variation in the level of school violence. Hierarchical linear modeling (HLM) takes into account the structure of nested data, and this study examines schools nested within nations. The relationships between school and national level inequalities, social disorganization, institutional anomie, social support, resource deprivation theories and school violence are tested. Violence is operationally defined as a continuum of aggression ranging from non-physical to physical (see Yu 2003), incorporating low-level as well as more serious forms of interpersonal violence. I find that measures of social disorganization, institutional anomie and resource deprivation at both the school and national levels predict higher levels of violence within schools. Surprisingly, homogeneity rather than heterogeneity is a significant predictor of physical bullying. In addition, math achievement and achievement score variation significantly predict the level of school violence cross-nationally. At the national level, placing too much emphasis on students' achievement on standardized tests may inadvertently create a culture conducive to school violence. Emphasizing a diverse range of ways to measure students' achievement other than standardized testing may reduce the likelihood that students experience strain and engage in violent behavior at school. This research is the first to use multi-level linear analysis to discern the school and national level predictors of school violence. / Ph. D.