Dating Violence, Sexual Assault, and Sexual Harassment Victimization Among Girls on an Indian Reservation: An Examination of Rates and Risk and Protective Factors

Protective Factors for Sexual Violence Perpetration Among High School and College Students: A Systematic Review

To prevent sexual violence (SV), it is important to understand both risk and protective factors for SV perpetration. Although considerable research has examined risk factors for perpetration of SV among high school and college students, less research is dedicated to investigating protective factors which might mitigate the risk of perpetration. This review summarizes existing research on protective factors for perpetration of SV among high school and college students. Thirteen articles were included in this study after reviewing 5,464 citations. Inclusion criteria included peer-reviewed scholarly journals, written in English, and published between 2010 and 2021. The included articles indicate that 11 factors were significantly related to less SV perpetration. Key protective factors identified in this study include empathy, impulse control, social support, parental factors, peers, church attendance/ religiosity, and school connections. In addition to protective factors, this review also examined study characteristics for the included articles and found that most participants were White and just over half of the studies were longitudinal. Overall, these findings indicate a lack of research focused on protective factors for SV perpetration, and a need for more research on the identified protective factors and to investigate additional protective factors. Such studies should include longitudinal designs and more diverse samples to understand the range of protective factors that can be bolstered through interventions to prevent SV among high school and college students.

Implementing a sexual violence prevention program in two Canadian Indigenous communities: Challenges and lessons learned

BACKGROUND

The prevalence of child sexual violence remains overwhelming, particularly among Indigenous populations, despite increased awareness. Therefore, implementing efficient initiatives is crucial in preventing and reducing sexual violence rates among these groups.

OBJECTIVE

This study aimed to examine the processes involved in the implementation of a sexual violence prevention program in two Indigenous communities in Canada and assess application of culturally safe practices.

METHOD

Eight Indigenous and non-Indigenous project managers underwent semi-structured interviews before the program's implementation; five of them also participated in the follow-up interviews. Moreover, thirteen Indigenous service providers from the two communities answered open-ended questions when the included training ended.

RESULTS

Thematic analysis revealed the importance of following an ongoing process (not only before implementing a program) to assess the needs of community members and involving them in decision-making. Administrative injunctions were also identified as a significant challenge during implementation. Results showed that participants reported the taboo of sexual violence as a challenge but that constant discussions about the prevention of sexual violence helped defuse the discomfort and foster trust between Indigenous and non-Indigenous professionals. Finally, participants provided recommendations to improve research and intervention practices.

CONCLUSIONS

Several takeaways were discussed to improve research practices with, by, and for Indigenous peoples, such as using collaborative communication, developing common understanding relative to work agendas, and increasing cultural competencies to build trust within the partnership.

Indigenous Cultural Identity Protects Against Intergenerational Transmission of ACEs Among Indigenous Caregivers and Their Children

A large body of empirical research has demonstrated that caregiver adverse childhood experiences (ACEs) predict ACEs in one's child, a phenomenon known as the intergenerational transmission of ACEs. Little of this empirical research, however, has focused specifically on Indigenous peoples despite a growing body of theoretical literature and the wisdom of Elders and Traditional Knowledge Keepers that speaks to the presence of this phenomenon within Indigenous communities as well as the protective role of Indigenous cultural identity in preventing the intergenerational transmission of ACEs. The purpose of the current study was to conduct an empirical evaluation of this hypothesis, specifically that Indigenous cultural identity and social support protects against the intergenerational transmission of ACEs among Indigenous peoples and their children in the USA. Participants were 106 Indigenous women caregivers of children ages 10 to 14 in South Dakota who completed surveys. Results showed that Indigenous cultural identity moderated the association between caregiver ACEs and child ACEs. At high levels of cultural identity, there was no association between caregiver ACEs and child ACEs. At low levels of Indigenous cultural identity, however, there was a strong and positive relationship between caregiver ACEs and child ACEs. Social support did not moderate the association between caregiver ACEs and child ACEs. These findings underscore the need for initiatives that enhance Indigenous cultural identity and social support among Indigenous caregivers to prevent the intergenerational transmission of ACEs.

Rates and Correlates of Intimate Partner Violence Among Indigenous College Students: A Multi-Campus Study

Research suggests that Indigenous girls, women, and LGBTQ+ Two-Spirit people experience disproportionately high rates of intimate partner violence (IPV), but there is a dearth of research on IPV among Indigenous college students. Therefore, the current study sought to explore rates of IPV victimization and perpetration among Indigenous college students, as well as correlates including depressive and anxious symptoms, emotion dysregulation, on-campus social support, and hazardous drinking. Participants were 230 undergraduate students who identified as American Indian/Alaska Native attending 20 medium- and large-sized universities across the contiguous U.S. Results indicated that 28.9% of Indigenous students reported any type of IPV victimization in the past 6 months (psychological: 24.5%; physical: 9.1%; sexual: 9.8%; coercive control: 12.4%). Further, 18.3% of Indigenous students reported any type of IPV perpetration in the past 6 months (psychological: 16.9%; physical: 4.5%; sexual: 2.6%; coercive control: 7.1%). Anxious and depressive symptoms were related to many forms of IPV victimization; emotion dysregulation was related to all forms of IPV victimization and sexual IPV perpetration; and hazardous drinking was related to most forms of IPV victimization and perpetration. These findings underscore the alarmingly high rates of IPV among Indigenous college students as well as the potential deleterious effects of IPV victimization on psychological functioning, as well as the need to concurrently address hazardous alcohol use in IPV prevention and response efforts.

A Latent Transition Model of the Effects of a Youth-Led Sexual Violence Prevention Initiative on Victimization and Perpetration Trajectories Over Time

PURPOSE

Latent transition analysis was used to characterize transitions over time in profiles of victimization and perpetration of sexual and related forms of violence (i.e., bullying, dating violence, sexual harassment) over a 2.5-year period among middle and high school students. We also examined how profiles of violence varied as a function of participation in a youth-led sexual violence prevention initiative (Youth Voices in Prevention [Youth VIP]).

METHODS

Participants were 2,528 youth (53.3% female, average age = 13.73 years) who completed a survey at five points (every six months) over three academic years (fall 2017-fall 2019). Participation in Youth VIP was tracked by researchers and took place from summer 2018 to fall 2019.

RESULTS

Four classes (i.e., low violence class, victimization only class, sexual harassment class, mixed violence class) best captured patterns of victimization and perpetration experiences. The latent transition analysis showed that the least severe class had the highest stability, with the fewest students transitioning out of this class over time. Results also demonstrated that, overall, participation in at least one Youth VIP event, compared to not participating in any Youth VIP events, related to positive transitions over time to less severe classes.

DISCUSSION

Violence experienced by youth is not homogenous, although classes of violence among youth are generally stable over a 2.5 period. Results also provide further evidence that Youth VIP is a promising approach to prevent sexual and related forms of violence and appears to promote transition into less severe classes of violence over time.

What Is Not in the Methods Section: Challenges, Successes, and Lessons Learned From Conducting School-Based Interpersonal Violence Prevention Research

Interpersonal violence (IV)-which includes sexual assault, sexual harassment, teen dating violence, bullying, and other forms of violence-among youth (i.e., individuals 18 years of age or younger) is a public health crisis in the United States. As such, preventing IV among youth is a public health priority. Schools are natural settings for IV prevention among youth. However, conducting school-based IV prevention research with youth in school settings is riddled with challenges, and there is little systematic discussion of lessons learned from doing this work. As such, the purpose of this paper is to outline challenges, successes, and lessons learned from conducting school-based IV prevention research, as ascertained by four researchers with over 75 years of collective experience conducting school-based IV prevention research. Specifically, we focus on the importance of researchers (1) doing research on the school/school district prior to reaching out about potential partnerships; (2) establishing relationships with school partners that are characterized by being present, trustworthiness, and respect as well as the prioritization of school partners' ideas over one's research agenda; (3) working collaboratively with school partners to conceptualize and fund school-driven ideas; (4) preparing for pushback, often from parents/caregivers; and (5) embracing reciprocity (i.e., do things to support your school partners that may not directly benefit you). Additional considerations for recruitment, enrollment, and retention; program implementation and data collection; and dissemination are discussed.

Reactions to Participating in Sexual and Dating Violence Research Among Native American Youth

The purpose of the current study was to explore the reactions of Native American adolescents to participating in survey research on sexual and dating violence. Participants were 149 Native American adolescents who completed a survey in school. Survey items included sexual assault, dating violence, sexual harassment, and demographic questions. At the end of the survey, participants were asked if they were upset by the survey. Results showed that almost a quarter of youth were upset by the survey (24.2%), victims were more likely than non-victims to be upset by the survey, perpetrators were more likely than non-perpetrators to be upset by the survey, and sexual minorities were more likely than non-sexual minorities to be upset by the survey. Sex and age did not emerge as significantly associated with being upset. Participants were asked to describe why they were upset, and a content analysis revealed four categories of responses (i.e., feeling awkward or weird, topic of the survey, reminders, and "other"). Overall, although the research was well tolerated by most of the participants, researchers should consider adding information about what might increase feelings of upset in parental consent and youth assent forms, such as being reminded of a past upsetting experience and/or feeling awkward or weird because of some of the questions.

Using intergenerational photovoice to understand family strengths among Native American children and their caregivers

The purpose of the current study was to examine Native American children and caregivers' perspectives of family and cultural strengths using photovoice and to identify lessons learned from the first-ever implementation of intergenerational photovoice with Native Americans. Participants were Native American, low-income caregivers (n = 6) and their children (n = 12) between the ages of 10 and 15 who participated in six photovoice sessions. The themes that emerged from photos and group discussion included myriad challenges faced by Native American families including exposure to community violence, substance abuse, and criminal offending and incarceration. Themes also emerged that highlighted the strengths of Native families that were used to overcome identified challenges, including religion/spirituality, engagement in traditional cultural practices (e.g., prayer, song, dance), healthy activities (e.g., running, meditation). These data provided foundational information that is currently being used, along with other data, to develop a culturally grounded, strengths-focused, family-based program (Tiwahe Wicagwicayapi [Strengthening/Growing Families in Lakota]) to prevent adverse childhood experiences. We also discuss the challenges of intergenerational photovoice and lessons learned to inform future intergenerational photovoice projects.

Evaluating the Impact of a Youth-Led Sexual Violence Prevention Program: Youth Leadership Retreat Outcomes

Involving youth in developing and implementing prevention programs to reduce sexual violence (SV) has the potential to improve prevention outcomes. However, there has been little focus on youth-led SV prevention programs, and limited evaluation research to help guide efforts. The current study examined the effectiveness of Youth Voices in Prevention (Youth VIP) leadership retreats on SV victimization and perpetration, forms of violence related to SV (e.g., bullying), SV bystander behaviors and readiness, and perceptions of norms related to SV prevention. Results identified mixed findings for program impact, with variations in outcomes that can help guide future youth-led prevention program initiatives. Youth attending a large "kick-off" leadership retreat (that was less youth-led that subsequent smaller retreats) later reported more bystander behaviors, but also reported increased perpetration and victimization, compared to non-attending youth. However, youth attending smaller, more focused leadership retreats held during the school year, reported reductions in sexual harassment perpetration and improved bystander behaviors and attitudes compared to non-attending youth. Evaluation of moderator variables suggests that program impact was generally stronger for younger participants, sexual minority youth, and non-White youth (which were largely Native American youth in this sample). Findings suggest promise for youth-led prevention work but also highlight the need for testing the impact of different training structures and modalities. Clinical trials number: NCT03207386.