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Research suggests that the experience of sexual victimization leads to higher levels of psychopathology. It has been noted, however, that resource loss following the victimization, as opposed to the act of victimization itself, is the driving factor in adaptation following the victimization. The current study attempted to address the impact of resource loss following sexual victimization on resilience, as defined by a lack of psychology. In addition, the current study sought to gain a better understanding of the roles of social support and self-efficacy in this relationship. It is hypothesized that higher levels of resource loss following victimization will lead to lower levels of resilience. In addition, it is hypothesized that social support and self-efficacy will moderate this relationship. Data was collected using a female, undergraduate sample at Virginia Tech. Results indicated that total resource loss and personal characteristic loss were found to positively predict depression, anxiety and total psychopathology. It was also found to negatively predict school performance, and satisfaction with friends. Neither type of loss significantly predicted alcohol use, change in G.P.A., number of hookups and PTSD. No significant moderation was found for either social or support or self-efficacy. Implications of these results will be discussed. / Ph. D.

Fear of crime is a phenomenon which affects individuals&#039 / standard of living and influences their everyday behaviors. In this sense, it can be said that if a person has high fear of crime, this will have a negative effect on his or her standard of living. Fear of crime does not always bear resemblance to the crime rate of the society. From this standpoint, residents of a region where crime rate is high do not always have high fear of crime. Similarly, the residents of a region where crime rate is low may have high fear of crime. This situation points out the need of an extensive analysis on fear of crime as a significant variable regarding individuals&#039 / standard of living. This study aims to examine the relationship between perceived risk of victimization and fear of crime. Studies about fear of crime mainly focus on gender differences, social inequalities and physical incivilities. all of this factor are important element to grasp its nature and dimensions of fear of crime. In addition to this factors fear of crime is affected by individuals risk perception of victimization. Our study aims to deal fear of crime concept among students in a multidimensional approach. In this respect, it will evaluate how much the students are afraid of and uncomfortable with being exposed to a crime rather than the assessing merely the possibility of being exposed to a crime. The study will measure the concept of fear of crime over the concept of anticipated fear according to Ferraro&rsquo / s (1995) model. The advantage of this approach is that it allows the measurement of fear of crime the individuals show as a result of contacting other person and environment rather than the instantaneous fears. Our study will evaluate the Metu students&rsquo / fear of crime in terms of specific crimes rather than a general evaluation of crime in line with the approach of risk perception. In this sense, our study seeks to measure the fear of crime over certain crimes such as theft, robbery, simple attack, serious attack and sexual abuse.

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Issue of victim of crime in the criminology This diploma thesis deals with the issue of victim of crime in the criminology. One part of criminology is victimology which is focused on victims of crime. Before the formation of victimology, a victim had only very restricted position in criminal proceedings. This scientific discipline stood behind the expansion of attention focused on victims during last few decades. One of the consequencies of these tendecies that are characteristic for strengthening position of victim not only in criminal proceedings is the acceptance of new Statute about victims of crime in the Czech Republic. One of the aims of this thesis is to create an integrated document about victimology knowledge of victims of crime. Another aim is to describe current law relating to protection of victims and evaluate its contributions and limits with regard to victimology knowledge. The first chapter presents the historic development of the role of victim, the process of formation of victimology and its object of study. The second chapter is dedicated to various typologies used in victimology and also explains the main biological, psychological and sociological characteristics of victims. Third chapter desribes victimization as a suffer caused by the criminal offence and its impacts on...

Domestic violence perpetrated by men against women persists as a major human rights issue in the United States and around the world with some estimates showing that one in four women will be victimized in their lifetimes. Victims face many obstacles when they try to leave their abusive partners. A major barrier faced by victims is secondary victimization. Secondary victimization is the process in which informal (e.g., family, friends, etc.) and formal (e.g., police officer, judges, etc.) supporters re-victimize the victim by questioning the validity of the abuse, excusing the perpetrator, and blaming the victim. Because most victims seek help from informal supporters first, predictive personality factors of supportive attitudes towards DV victims from informal supporters was the main focus of this study and a measure, the Support for the Victim scale, was developed for the current study based on a review of the literature and a consultation with a licensed psychologist. Using a sample of college students from Brigham Young University, an online survey was conducted to examine which factors are predictive of supportive attitudes towards DV victims.

The present study examined the frequency and risk factors associated with experiencing victimization by peers and bullying others in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). Sixty-four males and females (ages 13-18) and their parents and teachers completed standardized questionnaires. Adolescents with ADHD were more likely to report increased levels having experienced victimization by peers and participation in bullying others. Parent reports of victimization by peers and bullying others did not differ between adolescents with and without ADHD. Among adolescents with ADHD, those who had experienced victimization by peers perceived lower levels of social support and had increased levels of parent-reported peer relation difficulties. Bullying others was not associated with perceptions of social support or parent-reported peer relation problems. Individual factors such as internalizing problems and oppositionality were not significantly associated with experiencing victimization by peers or bullying others. Implications for future research and clinical assessment are discussed.

The present study examined the frequency and risk factors associated with experiencing victimization by peers and bullying others in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). Sixty-four males and females (ages 13-18) and their parents and teachers completed standardized questionnaires. Adolescents with ADHD were more likely to report increased levels having experienced victimization by peers and participation in bullying others. Parent reports of victimization by peers and bullying others did not differ between adolescents with and without ADHD. Among adolescents with ADHD, those who had experienced victimization by peers perceived lower levels of social support and had increased levels of parent-reported peer relation difficulties. Bullying others was not associated with perceptions of social support or parent-reported peer relation problems. Individual factors such as internalizing problems and oppositionality were not significantly associated with experiencing victimization by peers or bullying others. Implications for future research and clinical assessment are discussed.

Cyberbullying is a problem that has emerged as a byproduct of modern day technologies. This novel form of peer aggression occurs when one or more individuals use a technological medium for the purposes of threatening or harming others. Given that cyberbullying is a relatively new problem in Canada, research remains in its preliminary stages. Previous studies conducted in large urban centers in Alberta and Quebec have suggested that cyberbullying frequently occurs among middle years students. However, the characteristics of cyberbullying among rural students and students from other Canadian provinces are yet to be determined. For these reasons, the purpose of this study was to explore cyberbullying amongst students from rural and urban schools in Saskatchewan. More specifically, this study investigated the following questions:<p>1.To what extent did youth experience cyberbullying? <p>2.What were the characteristics of cyberbullying?<p>3.How did students respond to cyberbullying? <p>4.To what extent did parents and teachers become involved with cyberbullying incidents? <p>Furthermore, how did students think these adults should have responded?<p>To answer these questions, 396 students from a large public school division in central Saskatchewan completed an anonymous paper pencil questionnaire. Among the grades 7 to 9 students sampled, 34.6% admitted they cyber-bullied others and 49.5% said they were victims of cyberbullying. Further, the majority (69.4%) of the students reported that they knew someone who had been cyber-bullied. No significant differences were found between urban and rural students experiences with cyberbullying. However, significant gender differences were found as well as significant correlations between cyberbullying involvement and student grade level, frequency of computer use, school size, and school type. <p>Unfortunately, the majority of cyber-bully victims and bystanders chose not to report the incident to adults. Victims of cyberbullying reported a variety of negative outcomes, especially anger and sadness. Students offered many suggestions for the prevention and intervention of cyberbullying. In particular, students thought teachers should educate their class about cyberbullying and parents should talk to their children about the issue.

School violence is considered the most significant problem facing United States schools (Elam, Rose, & Gallup, 1999, 2003, 2004). Although school shootings receive the bulk of media attention, incidents such as physical assaults, property crimes, intimidation, and sexual harassment are much more common (National Center for Education Statistics, 2004). In addition, little is known about the experiences of teachers. The present study examines the relationship between various types of school violence and teacher burnout. The final sample consisted of 315 high school teachers who returned surveys that assessed knowledge of direct and indirect experiences with violent acts at school over the past 12 months. Respondents also completed the Maslach Burnout Inventory. A series of hierarchical multiple regression analyses was used to determine how much variance in three domains of professional burnout (emotional exhaustion, depersonalization, personal accomplishment) was accounted for by direct and indirect experiences with violence. Results suggest 1) that teachers experience and witness a broad range of violent acts (particularly sexual harassment) in their workplaces, and 2) that direct and indirect exposure to both physical and psychological forms of violence resulted in higher emotional exhaustion and depersonalization. Implications are discussed.