The authors examined the relationship between community characteristics and child maltreatment reports in Israel, comparing Jewish and Arab localities both in terms of maltreatment reports and the responses of the social services to these reports. Administrative data were obtained from the protective services and the Central Bureau of Statistics for 231 local authorities in Israel (covering 98% of children in Israel). Jewish communities showed significantly more reports of sexual abuse and physical abuse than Arab communities. Reporting rates also showed different associations with socioeconomic and demographic variables. In Jewish localities, demographic, economic, and educational factors were all correlated with the reporting of child maltreatment, whereas in Arab localities, only median age (young) of the local population was associated with a greater rate of child maltreatment reporting. No differences in the responses of the protective services were found. Implications of the results for future policy are discussed.

This study extends research examining the implications of parent–youth informant discrepancies on youth victimization. Latent class analysis (LCA) identified dyads distinguished by patterns of parent and youth report of victimization. Analyses examined how latent classes were related to adjustment (i.e., anxiety/depression, aggression, and delinquency) concurrently and at follow-up assessment (~2.5 years) in a socioeconomically and ethnically diverse sample. Participants were 485 youths (58.1% male; M age = 12.83 years, SD = 1.60) and their primary caregivers from the Project on Human Development in Chicago Neighborhoods. This study compared three classes of youths: (a) Parent > Youth (24.0%), (b) Youth > Parent (21.5%), and (c) Relative Agreement (54.5%). Findings did not support the hypothesis that groups reflecting parental underreporting of youth victimization experiences would show poor adjustment relative to all other classes longitudinally. Surprisingly, youths who self-reported lower levels of victimization than parents reported were at risk for maladjustment over time. This type of discrepant dyad may deserve more careful attention than previously considered in the literature.

The present study modeled the direct relationship between child sexual abuse (CSA) and adolescent peer-to-peer sexual victimization (APSV) and the mediated effect via variables representing the number of sexual partners, sexual risk behavior, and signaling sexual boundaries. A cross-sectional study on the effect of CSA on APSV was conducted, utilizing a multiple mediator model. Mediated and direct effects in the model were estimated employing Mplus using bootstrapped percentile based confidence intervals to test for significance of mediated effects. The study employed 327 Danish female adolescents with a mean age of 14.9 years (SD = 0.5). The estimates from the mediational model indicated full mediation of the effect of CSA on APSV via number of sexual partners and sexual risk behavior. The current study suggests that the link between CSA and APSV was mediated by sexual behaviors specifically pertaining to situations of social peer interaction, rather than directly on prior experiences of sexual victimization. The present study identifies a modifiable target area for intervention to reduce adolescent sexual revictimization.

This pilot study explored the pre-arrest self-selected cessation attempts of sexual offenders (N = 109) who abused children and often others. Four participants were dropped because of invalid responding (N = 104). While 74.3% of sample participants reported attempts to decrease or stop their sexual offending prior to arrest, 56% out of 100 who responded to the cessation question reported that they were able to do so. Self-efficacy was examined as a potential predictive variable of cessation attempts and success of attempts; however, no relationship was found between self-efficacy and attempts. Practice and research implications are discussed.

This study investigated the prospective association between prenatal methamphetamine (MA) exposure and child behavioral problems at 5 years while also examining the home environment at 30 months and several primary caregiver (PC) risk factors. Participants were 97 MA-exposed and 117 comparison children and their PCs enrolled in the Infant Development, Environment and Lifestyle Study. Hypotheses were that child behaviors would be adversely impacted by (a) prenatal MA exposure, (b) home environments that provided less developmental stimulation and emotional responsiveness to the child, and (c) the presence of PC psychological symptoms and other risk factors. Prenatal MA exposure was associated with child externalizing behavioral problems at 5 years. Home environments that were more conducive to meeting children's developmental and emotional needs were associated with fewer internalizing and externalizing behavioral problems. Independent of prenatal MA exposure, PC parenting stress and psychological symptoms were associated with increased child behavioral problems. Findings suggest prenatal MA exposure may contribute to externalizing behavioral problems in early childhood and the importance of considering possible vulnerabilities related to prenatal MA exposure in the context of the child's caregiving environment.

Young children, particularly uninsured children of color, suffer from mental health disturbances at rates similar to older children and adults, yet they have higher rates of unmet needs. To address unmet needs, efforts to identify mental health problems in primary care pediatric settings have grown in recent years, thanks in large part to expanded screening efforts. Yet, health disparities in early detection remain. Enhancing understanding of how early childhood mental health problems can be identified and addressed within pediatric settings is an important and growing area of research. The authors draw on theoretical models from public health policy, health psychology, and child development, including health beliefs, help seeking, transtheoretical, motivation to change, and dynamic systems, to better understand and address challenges to and disparities in identifying and addressing mental health problems in pediatric settings. These theories have not previously been applied to early mental health screening and identification efforts. Developmental and sociocultural considerations are highlighted in an effort to address and reduce higher rates of unmet needs among young, uninsured children of color.

Although schools have begun to employ multiple programs to reach educational goals, little attention has been paid to the efficacy of combining separate programs. The present study investigates the combination of a school reform model, the School of the 21st Century (21C), and the Arkansas Better Chance (ABC) program, where preschools apply for state funds to provide high quality services to children at risk. To determine if 21C adds anything to the ABC program, the present study compared results from a developmental assessment. The authors compared school-based preschools that had both ABC and 21C services to those programs that offered only ABC services. Results indicated that, at baseline, children within the 21C/ABC programs scored the same or poorer than their ABC-only counterparts. However, at the end of the year, participants at 21C/ABC preschools were significantly ahead of ABC-only programs on all developmental indicators. There were also differences favorable to 21C/ABC preschools between the programs' quality ratings as measured by the Early Childhood Environmental Rating Scale.

Current knowledge emphasizes either a developmental or a cultural/contextual theoretical framework for understanding children's approaches to the concepts of rights and participation. This study, carried out among 1,753 Israeli adolescents (ages 15–17), uses a socioecological perspective instead to understand children's rights and participation. It examines adolescents' approaches to their rights and participation at 4 ecological levels—family, school, community, and the larger sociopolitical system—as well as a number of possible child, family, and societal correlates. It also looks at the interactions between some of these correlates. The findings show that different correlates have different links with various ecological circles. For example, girls reported higher levels of participation in the family and at school, but no significant differences were found between boys and girls in their participation in the community and at civic-political levels. Israeli Palestinians reported higher levels of participation in their schools and at the civic-political level but lower levels of participation in the family and the community compared with their Jewish counterparts. The significant interaction effect between nation and gender showed that, among Arab students, there were larger gaps between boys and girls in the different participation domains than there were among Jewish students. Furthermore, higher rates of participation in the family and lower rates of civic participation were found among students from single-parent families. This study shows that employing an ecological framework to the efforts to understand children's approaches to rights and participation is a first step in the right direction for fostering children's rights and participation.

This study examined the cross-sectional and prospective relationships between three sources of school-related social support (parent involvement, peer support for learning, and teacher-student relationships) and early adolescents’ global life satisfaction. The participants were 597 middle school students from 1 large school in the southeastern United States who completed measures of school social climate and life satisfaction on 2 occasions, 5 months apart. The results revealed that school-related experiences in terms of social support for learning contributed substantial amounts of variance to individual differences in adolescents’ satisfaction with their lives as a whole. Cross-sectional multiple regression analyses of the differential contributions of the sources of support demonstrated that family and peer support for learning contributed statistically significant, unique variance to global life satisfaction reports. Prospective multiple regression analyses demonstrated that only family support for learning continued to contribute statistically significant, unique variance to the global life satisfaction reports at Time 2. The results suggest that school-related experiences, especially family-school interactions, spill over into adolescents’ overall evaluations of their lives at a time when direct parental involvement in schooling and adolescents’ global life satisfaction are generally declining. Recommendations for future research and educational policies and practices are discussed.

Individuals with borderline personality disorder (BPD) appear more likely than individuals with other mental disorders to evoke negative countertransference reactions. The current study examined countertransference toward BPD across client- (e.g., client age and gender) and clinician-level (e.g., age, discipline, clinical experience, training) factors. Participants (N = 560) completed an anonymous online survey in which they read case information describing a client with BPD and answered questions to assess their reactions toward the client. The study used a 2 × 2 between-subjects design in which client age and gender were experimentally manipulated. Despite receiving the same vignette, clinicians were more accurate in diagnosing the female client with BPD than the male client, and clinician reactions differed as a function of client age and clinician experience. Specifically, clinicians viewed adolescent clients with BPD as less ill, less trustworthy, and more dangerous than adults with BPD; more clinical experience among clinicians was associated with more positive reactions to clients. Findings help to better understand countertransference reactions and the ways they may impact diagnostic choices and treatment decisions. The implications of these findings for facilitating better clinician–client matching, reducing clinician burnout, and improving treatment experiences for individuals with BPD are discussed.