Blaming the Victim: University Student Attitudes Toward Bullying

Numerous studies have examined adolescent attitudes toward bullying, but limited research has explored college students’ attitudes toward victims of bullying. Using data collected from three southern universities (n = 1,135), the current research investigates demographic, experiential, and behavioral factors that are likely to influence whether university students attribute blame to bullying victims. Findings indicate that most university students report prosocial attitudes toward bullying. Victim blaming and minimizing attitudes were most common among males, heterosexuals, and those with a history of prior bullying perpetration during junior high or high school. Individuals reporting a higher frequency of drug use were significantly more likely to support victim blaming attitudes, and those who engaged in more frequent alcohol use were significantly more likely to minimize bullying.     

The Relationship Between Aggression and Self-Esteem Among Prison Inmates

Although the concept of self-esteem (SE) has been extensively researched and analyzed as it has evolved in psychology, it has not been widely used among criminologists to predict aggressive behavior. The purpose of this pilot study was to examine the relationship between aggressive behavior and SE among prison inmates, and to examine whether inmates’ SE levels predicted different types of aggression. More specifically, 2 types of aggression were measured: physical active aggression (PAA) and physical passive aggression (PPA). It was found that inmates with lower SE had higher levels of physical passive but not physical active aggression than inmates with higher SE. These findings point to several implications for future research.     

The Violence in Our Schools: What Can a Psychoanalytically Informed Approach Contribute?

In the first part of the overview the author draws on the papers in this issue to support the argument that school violence is but one form of social violence with which modern life confronts us. Without modeling from the top down, it is hard to imagine how viable programs for violence prevention in schools can be developed and implemented. Coercion is the rule within most social systems, with the exception of families where secure attachments dominate. In secure organizations social influence is exercised in a framework dominated by an awareness of the mental states, concerns, thoughts, and feelings of individuals within the system—that is, a capacity for mentalization. The creation of a peaceful learning environment requires enhancement of the child's consciousness of his or her own awareness of others' awareness of him/her. In the second part of the overview the author questions whether all violence is understandable in these ways or in any way at all. He suggests for reconsideration the classical psychoanalytic notion of threat as a manifestation of a destructive drive. He speculates that violence may occur in two ways and for two reasons which are often conflated and confused. A psychoanalytic theory of this second type of violence is briefly outlined.     

Characteristics of incarcerated women's participation in groups: Exploring the Programme for the International Assessment of Adult Competencies United States prison dataset

This study employs logistic regression and latent class analyses to explore the relationship between incarcerated women's (n = 252) participation in nonacademic prison groups/skills classes and their demographic (e.g., education) and prison context (e.g., time to release) characteristics, using the 2014 Programme for the International Assessment of Adult Competencies United States prison dataset. Time to release was a significant factor in readiness class participation. Time to release and race/ethnicity were significant factors in addiction group participation. Education level had the largest effect size across all groups/classes explored. We discuss counseling implications for using group/class screening to connect with incarcerated women, especially those with intersecting and historically marginalized identities.     

Counseling psychologists and correctional settings: Opportunities between profession and setting

Counseling psychologists are working in correctional settings; yet, research on how the profession and setting interact to achieve successful solutions for corrections is lacking. This paper provides a conceptual starting point for such research by describing three core themes of counseling psychology: strengths-based approaches, person and environment interaction, and developmental approach across the lifespan. Each core theme is applied to various correctional setting needs (e.g. multiculturalism, violence prevention and rehabilitative treatments, developmentally appropriate vocational services across the lifespan) illustrate the unique fit and ability of counseling psychology to produce successful solutions within this non-traditional counseling setting. Describing the solutions generated by the profession of counseling psychology in the correctional setting may encourage more counseling psychologists to consider applying their knowledge skills and abilities to this important and diverse area of public service and professional work.