Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel

The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander—High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students.     

Prosocial behaviour mediates the relation between empathy and aggression in primary school children

ABSTRACT

The negative association between empathy and aggression has been widely investigated in the literature. However, the role of potential mediators and the extent to which their effects are gender-specific have been given considerably less attention. The present cross-sectional study was therefore aimed at examining the direct and indirect relations between empathy (differentiated into perspective taking and empathic concern), prosocial behaviour and aggression in a sample of 240 primary school children between 8 and 12 years of age. The results showed that perspective taking and empathic concern had indirect (rather than direct) negative effects on aggression by enhancing prosocial behaviour. These indirect paths applied equally well to boys and girls, although significant gender differences were observed in empathic concern, prosocial behaviour and aggression. Possible explanations and differences with previous studies are discussed.     

What Have Lutherans Learned from Orthodox?

The purpose of this article is to consider the influence of Eastern Orthodox theology and spirituality, particularly soteriology, upon the Lutheran doctrine of salvation. It focuses on the emergence of a new interpretation of Martin Luther’s view of justification as union and Christ’s “real” presence in the believer through the Holy Spirit. This account materially reflects key intuitions of the Eastern Orthodox vision of deification (divinization, theosis) and was developed in Helsinki, Finland, under the tutelage of Tuomo Mannermaa and his school. Even though this new interpretation continues to be contested and debated, particularly in German Luther scholarship, it has also exercised wide influence on international theological discussion. The latter part of the article, more constructive in nature, seeks to link the Helsinki School insights to some other current Lutheran contributions as well as relevant viewpoints from the wider Christian West.     

Joint Physical Custody and Adolescents’ Life Satisfaction in 37 North American and European Countries

Joint physical custody, a parental care arrangement in which a child lives with each parent about equally after separation or divorce, is an increasingly common phenomenon in many Western countries. Although attention from family scholars, practitioners, and law professionals is growing, there are hardly any numbers on the prevalence of joint physical custody (JPC). Moreover, studies using large‐scale representative data on the effects of JPC for children’s well‐being are still rare. The data for this study come from Health Behaviour in School‐Aged Children (HBSC), a representative cross‐national survey of adolescents in 37 European and North American countries that was conducted in 2002, 2006, and 2010 and included information on students at the ages of 11, 13, and 15 years (N = 92,886). First, results revealed that symmetrical JPC after family dissolution is still very rare in the majority of countries (5% or less), but reaches 10–20% in some countries. Second, adolescents’ life satisfaction in nonintact families is higher in symmetric JPC arrangements than in asymmetric care arrangements. However, after controlling for children and family characteristics, the differences disappear. Thus, it is not the symmetric JPC arrangement that induces adolescents’ higher life satisfaction, but rather the children and family characteristics that are associated with the choice of such a custody arrangement by separated or divorced parents.     

Le développement d’un outil de mesure des comportements inadaptés au travail auprès de directions d’établissements scolaires du Québec

This study focuses on developing a measuring tool for unsuitable behaviour in the workplace. The tool has been developed from school principals. To do so, exploratory factor analyses have been conducted. Data have been collected from 232 senior staff members from school facilities across Quebec. Participants were invited to answer an online questionnaire. The results obtained help to classify inappropriate work behaviour into one factor. In addition to its theoretical value, this research brings several significant contributions to practice.     

Schools as Vehicles to Assess Experiences,Improve Outcomes,and Effect Social Change

Schools are important settings that can be utilized to yield a positive impact on youth and the many issues our society faces. In this Presidential Address, I identify key issues and directions for the field, advocating that we need to expand our ecological focus, improve school climate, and collaborate with schools to effect change. To illustrate these key themes, findings from four projects with k‐12 youth and educators in the United States are described, and these projects have the following foci: protective factors for youth exposed to violence, teacher‐directed violence as part of an APA Task Force, school climate and neighborhood factors in relation to academic outcomes, and school transitions for students with disabilities. Challenges and future directions to build upon community psychology theory, research, practice, and policy are discussed.     

The Role of Neighborhood Context and School Climate in School‐Level Academic Achievement

In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio‐economic status (SES) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary schools, we examine community‐level and school‐level data and use Geographic Information Systems (GIS) mapping to illustrate how school academic achievement coincides with neighborhood economics and crime statistics. Results support the hypothesized mediation, such that lower SES was associated with lower academic achievement, and violent crime partially mediated this relation. School climate was positively associated with academic achievement, and student safety significantly moderated the relation between SES and academic achievement. Implications for theory, research, and intervention are discussed.     

The research agenda: the vital need for empirical research in child psychotherapy

In this paper I shall describe how work discussion groups offered to staff on-site as part of a mental health in schools outreach project can have a significant impact on the thinking, attitudes and culture within a school. Through the use of some detailed examples of these work discussion groups in action, I hope to illustrate the way these groups can enable staff to enhance their observational skills, develop a deeper understanding of the factors that impact on learning, behaviour and teaching, and reduce staff stress. Finally, I hope to highlight the ways in which such groups not only extend staff skills in engaging with pupils at risk of emotional breakdown and school exclusion, but can also promote a learning environment for all, in which development and growth is promoted at a personal, professional and whole-school level.