Outcomes of Sexual Assault Victimization in Early Adulthood: National Estimates for University and Nonuniversity Students.

Across the United States, 20% of women ages 18 and over are victims of penetrative sexual assault, with the highest rates occurring in early adulthood (i.e., ages 18-24).

Comprehensive policies for victims of sexual assault returning to the campus classroom: Lessons from university sports-related concussion policies.

ObjectiveThe current paper presents a comparison of university policies and health and academic accommodations offered to undergraduate students following sexual assault (SA) and sports-related concussions (SRC). Procedures and protocols for universities to consider adapting from their SRC policies to their SA policies are detailed. The SRC and SA policies at the 50 United States public flagship universities were analyzed.

Reactions to Actions: Exploring How Types of Bystander Action Are Linked to Positive and Negative Consequences.

Sexual and dating violence (SDV) are growing public health problems in the United States. Prevention programs have sought to engage potential bystanders so they can safely and effectively intervene in situations involving SDV. However, the ability of these programs to prepare bystanders may be limited if they do not address the possible outcomes of their actions.

A Collaborative Community College Sexual Violence Prevention and Response Effort: Climate Study Results to Assess Impact.

Although 2-year institutions report higher rates of sexual violence (SV) than 4-year institutions, few resources exist to address SV on these campuses. The present study describes and assesses the impact of a 3-year initiative to engage personnel and students at seven 2-year colleges and community professionals to increase the effectiveness of SV prevention and response strategies. We administered a climate survey during the first and third year of this initiative.

Exploring the Usage of a Violence Prevention and Response App Among Community College Students.

Sexual assault is a significant problem on college campuses. To date, much of the research on prevention and response has been conducted with students enrolled at traditional 4-year institutions. Limited research exists on 2-year institutions (also known as community colleges), which enroll a more diverse population (e.

Sexual Assault Prevalence and Community College Students: Challenges and Promising Practices.

Recently, much research has been dedicated to understanding how to prevent and address the aftermath of sexual assault (SA) on traditional 4-year college and university campuses in the United States. However, less scholarly attention has been paid to 2-year institutions, commonly known as community colleges. This review illuminates the different situational contexts faced by community college students, compared with students at 4-year colleges.

The Development and Psychometric Evaluation of the Reasons for Disclosing Sexual and Intimate Partner Violence Scale.

A wide body of research has studied what happens when survivors disclose interpersonal violence (Ullman, 2010; Ullman & Filipas, 2001). Less studied is why survivors disclose their experiences. Although research in other disciplines has created measures to assess the reasons for disclosing other concealable identities (Derlega, Winstead, Folk-Barron, & Petronio, 2000), the present study aimed to fill a gap in the existing literature by creating a measure to assess the reasons for disclosing sexual and intimate partner violence.

Developmental Stage of Onset, Poly-Victimization, and Persistence of Childhood Victimization: Impact on Adult Well-Being in a Rural Community-Based Study.

The current study examines the persistence of victimization and poly-victimization (i.e., count of multiple types of victimization) across various stages of development (ages 0-5, 6-12, and 13-18) and the related impact on adult well-being.

Posttraumatic Growth as a Mediator of Self-Blame and Happiness in the Context of Interpersonal Violence.

Sexual assault (SA) and intimate partner violence (IPV) occur at alarming rates in the United States. Prior research indicates that victims of traumatic events frequently experience both positive and negative changes as part of their recovery process. The present study aimed to further existing research by examining the relationship between self-blame, posttraumatic growth (PTG), and happiness when controlling for posttraumatic stress and time since victimization.

Action and Reaction: The Impact of Consequences of Intervening in Situations of Interpersonal Violence.

Previous research has examined barriers to helping in situations involving interpersonal violence, though little has investigated the outcomes of interventions that actually do take place. The purpose of the present study was to explore how consequences that bystanders experienced in helping situations varied by characteristics of the incident, including the type of interpersonal violence (i.e.

"Everybody's Really Close-Knit": Disconnections Between Helping Victims of Intimate Partner Violence and More General Helping in Rural Communities.

Social support is key to well-being for victims of intimate partner violence (IPV), and bystanders have an important role to play in preventing IPV by taking action when there is risk for violence. The current study used qualitative interviews to explore young adults' perspectives on helping in situations of IPV, and more general helping, in the rural communities in which they resided. Participants were 74 individuals between the ages of 18 and 24 years from 16 rural counties across the eastern United States.

Rural Young Adults' Lay Theories of Intimate Partner Violence: A Qualitative Examination.

This study qualitatively examined rural emerging adults' ways of thinking (i.e., lay theories) about the causes of intimate partner violence (IPV) and ideas on how to prevent IPV most effectively.

Beyond the Situational Model: Bystander Action Consequences to Intervening in Situations Involving Sexual Violence.

Sexual violence is a widely reported problem in college communities. To date, research has largely focused on bystander intervention as one way to help prevent this problem. Although perceived consequences of bystander intervention, such as the weighting of costs and benefits, have been examined, little research has explored what happens after a bystander intervenes.