Bullying behaviors can have lasting adverse consequences for teachers, victims, offenders, and bystanders. Teachers are often not prepared with the knowledge required for appropriate interventions. The purpose of this study was to understand teachers' perceptions of bullying in one of the largest urban school districts in the United States. Guided by Bronfenbrenner's ecological systems theory, which holds that individuals impact and should be impacted by various environmental systems around them, the study was focused on teachers' understanding of detection and intervention of bullying in the school setting. A qualitative single case study design was used. Fifteen urban, middle school teachers who reported having experience with bullying behaviors were recruited using purposive sampling. Data were collected through 60-minute, individual, semistructured interviews and a review of documents pertaining to bullying. Data were analyzed employing Braun's and Clarke's thematic analysis. All data were examined for patterns or commonalities across the various sources for emergent themes. The themes that emerged are signs of bullying, difficulty in identifying bullying, confidence in identifying bullying, initial steps to intervene, confidence in intervening, school policies and initiatives, perceptions of regulations and initiatives, and need for education and training. Teachers' perceptions may reflect an understanding of school bullying that involves a range of factors, including individual, school, community, and familial elements. Results of this study may support social change by serving as a basis for professional development for preparing teachers to recognize and intervene in school bullying, thereby allowing students to learn in nonthreatening school environments.

Female delinquency and adult female incarceration rates increased from the 1980s until the early 2000s. Many of these women and girls have been victimized, and their unresolved victimization issues may have led them to criminal behavior which may not be adequately addressed in the juvenile and criminal justice systems. The theoretical framework for this study consisted of 3 developmental theories (pathways, trauma, and addiction theories) that facilitated an understanding of the impact of victimization and criminality in these women and girls' lives. Florida's Department of Juvenile Justice implemented changes to address the victimization issue in the 10 female gender-specific programs in the state. The purpose of this study was to investigate the extent of that implementation by examining whether those programs use gender-specific interventions and if so, whether they address victimization issues. This quantitative descriptive study investigated the correlation between remedial programming, victimization remediation, and the delinquency facility quality improvement (QI) rating in Florida's gender-specific delinquency programs for girls. Using a checklist questionnaire to gather information on programming content and archival data that reported the state QI ratings, a Fisher's Exact Test was used to determine the relationship between the dependent variable and the independent variable. The results indicated that there was no relationship between the QI ratings and victimization intervention. This study's implication for social change includes the use of findings for future programming and empirical strategies, including victimization interventions. These strategies may decrease future recidivism rates for female delinquents and adult criminality.

This qualitative study explored the lived experiences of male victims of intimate partner violence (IPV). Few studies exist about the experiences of men who are victims of female-perpetrated IPV and there are not many studies about these men's experiences in seeking and receiving psychological help. Maslow's hierarchy of needs and Peck's gender role strain paradigm guided this study to understand victimology and perceptions of gender roles. Research questions attempted to understand the lived experiences of male IPV victims of female-perpetrated IPV, accessing supportive and psychological services, and their experiences of these services. Seven male individuals were recruited through flyers in community centers, law enforcement agencies, and social media sites; 5 participants were interviewed via Skype and 2 responded via e-mail. Data from interviews were analyzed and coded following an interpretative phenomenological method. Five themes were identified from 2 research questions including: male victimization is seen as less severe than female victimization, family is not easy to talk to about experience, therapy and hospitalization were used, law enforcement officers are biased, and mental health workers are routine. Findings were evaluated with existing literature and suggestions are made for help-seeking option accessibility for male victims. This study promotes social change by discussing how supporting survivors may decrease negative gender roles and social norms while promoting the betterment of professionals who work with male victims. Victim-centered services, patient-centered approaches, and treatment and support for survivors of IPV will help to improve awareness about male victims in society while offering insight to decrease negative stigma.

Purpose. The purpose of this study was to evaluate whether severe victimization experiences, and psychological and social resources were shared risk factors for internalizing only, externalizing only, and co-occurring internalizing and externalizing disorders among victimized substance-using adolescents. Method. Data for this cross-sectional study were obtained from a multisite research project. Adolescents, ages 11-18, participated in a comprehensive screening program for substance abuse at 106 Substance Abuse and Mental Health Services Administration (SAMHSA) Center for Substance Abuse Treatment (CSAT)-funded grantee sites throughout the United States. Results. Longer duration/frequent victimization, more than one type of victimization, recent victimization, low self-efficacy beliefs and available sources of emotional support were related to co-occurring internalizing and externalizing disorders. Victimization by a trusted person, however, was only related to internalizing disorders. Conclusion. The findings show that some indicators of severe victimization experiences, psychological and social resources are shared risk factors for internalizing, for externalizing, and for co-occurring internalizing and externalizing problems, thus providing support for the common factors model of co-morbidity. These findings suggest that practitioners in substance abuse treatment must thoroughly assess for severe victimization experiences among adolescents presenting with co-occurring mental health issues. Treatment planning and interventions may focus on helping adolescents cope effectively with their victimization experiences and addressing their MH needs. Particular emphasis may be placed on enhancing self-efficacy and social skills, so that adolescents may benefit from their available sources of support.

<p>Here is presented the result and discussion of a survey concerning the psychosocial environment in a school in the vicinity of Stockholm. The theoretical background of this study was the model of demand-control by Theorell, and various aspects of stress by Frankenhauser and Ödman. The survey was constituted of an inquiry form which was handed out to six different classes at the school. A total of 86 students filled in the form, and their answers were treated with standard statistical procedures to reveal the results. The inquiry form was made up by five parts; one that concerned the background of the respondent, one that reflected the psychosocial health and stress level and three parts that concerned discrimination, victimization and school democracy. Among the results was that female students was highly affected by stress related psychosocial disorder, and that they probably in some sense were able to cope with it because of good relations to friends. Another result of the study was that students with different cultural backgrounds had the same psychosocial health conditions as those with Swedish cultural background, and they were not seemingly affected by discrimination. These results, as well as the others in this study, are of course part of a very complex context and no certain conclusions can be drawn.</p>

During adolescence, peer relationships become increasingly important in various aspects of development, such as self-esteem and emotional adjustment. Unfortunately, a number of adolescents experience peer victimization, placing them at increased risk of emotional and behavioral problems. Research has consistently demonstrated the link between peer victimization and poor outcomes. However, exploration of the mechanisms underlying this link, including potential buffers of negative outcomes, is needed. The current study examined social support as a moderator of the relationship between peer victimization and maladjustment in order to assess whether social support from adults and peers protects adolescents from developing emotional and/or behavioral problems. The current study also examined disclosure of victimization to explore the role of a specific type of enacted social support in the link between peer victimization and poor outcomes. Adolescents (N = 633) in grades 10 through 12 completed a background questionnaire, the Revised Peer Experiences Questionnaire, the Child and Adolescent Social Support Scale, the Social Anxiety Scale for Adolescents, and the Youth Self-Report. Regression analyses were used to evaluate social support as a moderator of the relationship between peer victimization and internalizing and externalizing behaviors and to explore the role of disclosure. Overall, peer victimization predicted higher levels of social anxiety, anxiety/depression, and aggressive and delinquent behaviors. Strength and direction of moderation effects varied according to the type of peer victimization and source of social support and type of disclosure. The results of this study further our understanding of mechanisms underlying the link between peer victimization and maladjustment and can be used to inform prevention and intervention efforts.

Here is presented the result and discussion of a survey concerning the psychosocial environment in a school in the vicinity of Stockholm. The theoretical background of this study was the model of demand-control by Theorell, and various aspects of stress by Frankenhauser and Ödman. The survey was constituted of an inquiry form which was handed out to six different classes at the school. A total of 86 students filled in the form, and their answers were treated with standard statistical procedures to reveal the results. The inquiry form was made up by five parts; one that concerned the background of the respondent, one that reflected the psychosocial health and stress level and three parts that concerned discrimination, victimization and school democracy. Among the results was that female students was highly affected by stress related psychosocial disorder, and that they probably in some sense were able to cope with it because of good relations to friends. Another result of the study was that students with different cultural backgrounds had the same psychosocial health conditions as those with Swedish cultural background, and they were not seemingly affected by discrimination. These results, as well as the others in this study, are of course part of a very complex context and no certain conclusions can be drawn.

This study examined the knowledge relevant to reducing crime affecting urban Aboriginal people through a risk-focused approach to prevention and a growing body of knowledge about how it gets implemented. It then examined this knowledge in a case study of its application in Winnipeg. Interviews were undertaken using a structured questionnaire with program stakeholders and policy planners involved in crime prevention initiatives, programming and policy in Winnipeg. Approximately half of the stakeholders were involved primarily with Aboriginal people and the other half were involved with programs that included both Aboriginal people and non-Aboriginal people. The interviews took place from September to November 2009. The interviews show that many stakeholders agree with the risk-focused prevention literature on risk factors and that there are prevention programs operating in Winnipeg serving at-risk Aboriginal people. Therefore, there exists the possibility of reducing crime given that they are tackling risk factors in a way which is consistent with crime prevention research. However, when the interviews turned to issues of implementation, it showed: • There is no responsibility centre to mobilize different sectors to tackle crime • Many programs are not implemented comprehensively • There is a lack of localized coordinated action (including support from the police chief and public engagement) • There is a lack of political leadership • There is no city-wide strategic plan, and • Programs are in constant competition for funding in order to continue operations. If we are to reduce the disproportionate rates of victimization and offending affecting urban Aboriginal peoples, we need to find more effective ways to implement the strategies that are proven to tackle risk factors. There must be support from the mayor and police chief, training and capacity development, and public engagement which fosters strong use of proven strategies. A responsibility centre with Aboriginal representation must be created. Funding must be expanded to support the community based organizations that are tackling established risk factors. Finally, sustained and adequate funding must be provided to these programs and the responsibility centre.

Bullying remains a serious issue in our schools. The goals of this study were three-fold. Firstly, to obtain an estimate of ethnic-racial bullying victimization in urban schools, secondly, to examine protective factors for bullying victimization, and finally, to explore gender differences in bullying behaviour. A total of 319 students in grades 6 and 7 completed a measure of bullying victimization and safe school environment. The results revealed an overall bullying victimization rate of 53.9% with 17.8% of students reporting being bullied based on their ethnicity or race. Contrary to previous research (McKenney, Pepler, Craig, & Connolly, 2006), girls and boys were equally likely to engage in all types of bullying behaviours. Extracurricular activities were generally not a protective factor against bullying, while a large network of close friends was. Bullying intervention programs need to focus on ethnic/racial bullying, and teachers need to increase their awareness of this problem.

Bullying remains a serious issue in our schools. The goals of this study were three-fold. Firstly, to obtain an estimate of ethnic-racial bullying victimization in urban schools, secondly, to examine protective factors for bullying victimization, and finally, to explore gender differences in bullying behaviour. A total of 319 students in grades 6 and 7 completed a measure of bullying victimization and safe school environment. The results revealed an overall bullying victimization rate of 53.9% with 17.8% of students reporting being bullied based on their ethnicity or race. Contrary to previous research (McKenney, Pepler, Craig, & Connolly, 2006), girls and boys were equally likely to engage in all types of bullying behaviours. Extracurricular activities were generally not a protective factor against bullying, while a large network of close friends was. Bullying intervention programs need to focus on ethnic/racial bullying, and teachers need to increase their awareness of this problem.