Maladaptive Beliefs of Young Adults in Interpersonal Relationships: A Systematic Literature Review

Beliefs that are too rigid and misadjusted may legitimize interpersonal relationships marked by verbal, physical, or sexual violence. A systematic literature review was performed to identify the existence of maladaptive beliefs (MBs) in interpersonal relationships of young adults and their association with problematic behaviors. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, studies were obtained through a search in multiple databases: EBSCOhost, PubMed, and Web of Science. Of the 1,280 articles retrieved, 42 were retained for further analysis and 15 were considered eligible for inclusion. In addition, seven studies were added through manual search, leading to a final sample of 15 articles, published between 1964 and 2021. Only empirical studies with quantitative methodologies were included. Objectives, sample (age in years), sample type, country of origin of studies, instruments, control group, and results and main conclusions were extracted from each study. Results suggest the existence of MBs that may legitimize antisocial behavior and violence, whether physical, sexual, gender, domestic, or in intimate relationships. Some intervention programs were also identified, with different approaches with a reasonable degree of efficacy in changing these beliefs or in reducing the rates of recidivism by the aggressors.

Rape myth acceptance among students attending a historically black college (HBCU): implications for intervention design

OBJECTIVE

This study examines rape myth acceptance among students attending a Historically Black College (HBCU).

PARTICIPANTS

One hundred and thirty two students participated in the study. Methods: A survey consisting of demographic questions and the Updated Illinois Rape Myth Acceptance Scale (IRMA) was distributed using an anonymous paper questionnaire to students on campus.

RESULTS

Analysis of the scale indicate a moderate to high rejection of rape myths regardless of gender, with the highest acceptance in both genders of the "She Lied" subscale. Both male and female students were likely to agree that a girl would lie about being raped to get even with a guy or after a sexual encounter that she regretted. Gender differences were found in the "She asked for it" subscale, with men having a statistically significant higher acceptance than women.

CONCLUSIONS

These results have implications for the design and implementation of targeted sexual assault interventions on HBCU campuses.

Gender-Blind Sexism and Rape Myth Acceptance

The purpose of this article is to explore whether gender-blind sexism, as an extension of Bonilla-Silva's racialized social system theory, is an appropriate theoretical framework for understanding the creation and continued prevalence of rape myth acceptance. Specifically, we hypothesize that individuals who hold attitudes consistent with the frames of gender-blind sexism are more likely to accept common rape myths. Data for this article come from an online survey administered to the entire undergraduate student body at a large Midwestern institution (N = 1,401). Regression analysis showed strong support for the effects of gender-blind sexism on rape myth acceptance.

A randomized controlled trial of a multi-dose bystander intervention program using peer education theater

This article reports findings from a longitudinal, experimental evaluation of a peer education theater program, Students Challenging Realities and Educating Against Myths (SCREAM) Theater. This study examines the impact of SCREAM Theater on a range of bystander-related outcomes (i.e. bystander intentions, bystander efficacy, perception of friend norms and bystander behaviors) in situations involving sexual violence and whether there was a differential impact of the program by participant sex. First-year college students completed three waves of surveys (pretest, first post-test and second post-test). All participants received one dose of the intervention during summer orientation after the pretest. After the first post-test, participants were randomly assigned to receive two additional doses, or to a control condition, in which they received no additional doses. Students in both one- and three-dose groups reported a number of positive increases. Overall, an intent-to-treat analysis (n = 1390) indicated three doses of the intervention during the first semester of college resulted in better outcomes than the one-time intervention during summer orientation alone. Although both male and female students' scores increased during the study period, female students consistently scored higher than male students on each outcome. The findings suggest that peer education theater holds promise for bystander intervention education on college campuses.