Classroom‐ and School‐Level Contributions to Bullying and Victimization: A Review

School bullying is increasingly viewed by researchers as a group phenomenon that extends beyond the perpetrator–victim dyad and is embedded in the wider social context. This paper reviews the literature on classroom and school factors contributing to bullying and victimization among children and adolescents. Considerable variability in the prevalence of these problems exists between classrooms and schools, which are highly relevant contexts for students' social development. Along with individual characteristics, both classroom‐ and school‐related factors explain the bullying dynamic. The contexts may also exacerbate, or buffer against, the effects of individual‐level risk for bullying involvement and the consequences of victimization. We discuss findings on the contributions of demographic and structural characteristics (e.g. grade level, classroom and school size), peer contextual factors (e.g. status hierarchy, group norms and bystander behaviours) and the role of teachers. Finally, implications for research and school‐based antibullying programs are considered. Copyright © 2014 John Wiley & Sons, Ltd.     

Belief in a just world and well-being of bullies,victims and defenders: a study with Portuguese and Indian students

Abstract

Previous findings characterize the belief in a just world (BJW) as a valuable resource for maintaining positive well-being and assimilating injustice. The present cross-sectional study applies just world research to school bullying and tested the hypotheses that the personal BJW is positively correlated with subjective well-being, here particularly school distress. In this paper the generalizability of this association is tested in victims, bullies, and defenders, and across gender and also two countries with different cultures, Portugal and India. We will test if BJW can best be interpreted as a personal resource (main effect) or a buffer (moderator) for the distress of victims, bullies and defenders of the victims. The participants were 465 school students (Portuguese sample: 187 students aged between 12 and 18 years; Indian sample: 278 Indian students aged between 14 and 17 years). Overall, the results of the study supported the personal resource hypothesis. The stronger the adolescents’ endorsements of the BJW the less they felt distressed at school, and this was true independent of their bullying behavior and within both sexes and across both samples, although boys, bullies, and Portuguese adolescents experienced more distress and defenders experienced less distress at school.     

Challenges to Doing Sexual Violence Work

Sexual assault victims experience a number of effects as a result of their victimization. Sexual assault crisis workers are assigned the responsibility of trying to minimize the negative consequences of sexual assault. In their efforts to serve sexual assault victims, it is likely that certain problems make it difficult to adequately help victims. This study considers how 43 sexual assault crisis workers (27 directors of sexual assault crisis centers and 16 workers) define the challenges of serving sexual assault victims. Major challenges reported included a lack of awareness about sexual assault, victim blaming, and a lack of resources. Implications are provided.     

Advocates Speak Out on Adult Sexual Assault: A Unique Crime Demands a Unique Response

Research documents the challenges presented to victims of sexual assault whose cases move through the criminal justice system. One key vantage point from which to understand how survivors experience the criminal justice system is from the perspective of the crisis center advocates who work with them. Graduate student research teams conducted semistructured interviews with rape crisis advocates across one Northeastern state. The voices of crisis center advocates raise key points that might help in the development of new procedures and processes for how adult sexual assault cases are handled in the justice system.     

Fear as a Mediator for the Relationship Between Child Sexual Abuse and Victimization of Relationship Violence

Childhood sexual abuse (CSA) has been identified as a predictor for dating violence victimization; however, the mechanism for this relationship is unexplored. The current study examined whether fearful dating experiences may help explain the relationship between CSA and dating violence victimization. Participants (N =?327 college women) completed self-report measures of CSA, fearful dating experiences, and dating violence. In a mediational model test, CSA was found to be positively associated with fear in dating relationships and with dating violence victimization, fear was associated with dating violence victimization, and the effect of CSA on dating violence victimization scores was reduced after controlling for fear. A Sobel's test showed that fear partially mediated the relationship between CSA and current dating violence victimization.     

College Women's Likelihood to Report Unwanted Sexual Experiences to Campus Agencies: Trends and Correlates

The present study examined college women's likelihood to report sexual victimization to the police, a friend, the counseling center, their resident advisor, or on a survey (N = 300). In comparison to other forms of reporting, women perceived themselves to be most likely to report victimization on a survey. Women also indicated a higher likelihood to report to friends rather than to other agencies. Likelihood to report on a survey did not vary as a function of history of sexual victimization; however, women with a victimization history indicated a lower likelihood to report to all agencies compared to women without a victimization history. Correlates of women's likelihood to report were also documented.     

Barriers to Reporting Sexual Victimization: Prevalence and Correlates among Undergraduate Women

This study examined the frequency and correlates of barriers to reporting sexual victimization to law enforcement. Participants were 127 female undergraduate sexual assault victims who completed self-report surveys. The most frequently reported barriers were “I handled it myself” and “I didn't think it was serious enough.” Factor analysis of the reported barriers items revealed two factors: shame/not wanting others involved and did not acknowledge the event as a crime?/handled it myself. Shame/not wanting others involved was positively associated with physical injury, being victimized by a relative, and self-blame. Acknowledgment/handled it myself was negatively associated with being victimized by a relative. Findings suggest that intervention efforts should focus on increasing acknowledgment, decreasing negative reactions to disclosure, and decreasing victims' self-blame.