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The present study uses data from the National Longitudinal Study of Adolescent Health (Ad Health) to evaluate the effects of exposure to violent victimization in childhood on adolescent delinquency and subsequent adult criminality.

Using Longitudinal Latent Class Analysis (LLCA), the present study investigates whether there are distinct and diverse longitudinal delinquency trajectories among those exposed to violence in childhood.

Findings from the current study indicate that there are three distinct trajectories of delinquency and offending from age 14 to 27 for both males and females exposed to violence in childhood. Further, it appears that violent victimization in childhood bridges the gender gap in delinquency between males and females. Thus, childhood violent victimization, and the fact that females are victimized by parents/caregivers and romantic partners at higher rates than males, might be partially responsible in explaining the narrowing of the gender gap between male and female offending in the recent decades. At the same time, childhood violent victimization also seems to impact males and females in somewhat different ways. Practically, all female victims stop offending by their late 20s, whereas a fairly large proportion of males exposed to violent victimization in childhood steadily continue offending.

Although this study was able to identify the diverse impacts of violence exposure on engagement in subsequent delinquency, it did not examine the unique contributions of each type of violence on adolescent outcomes or the chronicity of exposure to each of these types of violent victimization. We were also not able to measure all types of violence experiences in childhood, such as exposure to parents’ or caregivers’ intimate partner violence.

While early prevention would be the most desirable option for both genders for the most optimal outcome, the retrospective intervention and treatment programs should be gender-specific. For males, they should heavily focus on providing alternative ways to cope with anger, impulse control and frustration, as well as teach empathy, cognitive problem solving skills, verbal communication skills, and tangible life and job skills. For females, most successful intervention and treatment programs may focus on helping the girls through a transition from adolescence to adulthood while providing mental health, medical, and family support services.

The paper uses a unique methodological approach to identify distinct and diverse longitudinal delinquency trajectories. The findings demonstrate how more resilient individuals (in terms of externalizing behaviors) can bring down the mean scores of delinquency even though many other individuals can be severely affected by violence exposure in childhood.

Physical victimization at school is little studied in impoverished developing country contexts. Moreover, the role of school and classroom contexts as risk factors remains poorly understood.

The aim of the study is to investigate the prevalence of physical victimization in rural Chinese middle schools as well as the individual, teacher/classroom, and school-level risk factors associated with experiencing physical victimization.

We use two waves of longitudinal, representative survey data to perform a multilevel logistic regression analysis (MLRA) of physical victimization among middle school students from 100 villages in one of China’s poorest provinces. We focus on a subset of questionnaire items that were gathered from students when the sampled children were 13–16 years old. We also utilize student data from the first wave of the survey to control for prior internalizing problems and academic achievement. Finally, we link matched data collected from principal and teacher questionnaires to examine the risk factors for physical victimization associated with students’ microclimates and the wider school environment.

A substantial proportion of middle school students (40%) reported having been beaten by classmates. Elevated risk was found among males; students with prior poor performance in language; students with past internalizing problems; students of female teachers and teachers evaluated as low performing; students in disruptive classrooms; and students in classrooms undergoing mandated reforms.

These findings suggest that efforts to reduce school violence should not only focus on the deficits of individual students, but rather should target practices to alter the within school risk factors associated with microclimates.

This paper aims to examine operational policing practice and child abuse. The paper acknowledges the influence second-wave feminism has had on police practice in terms of recognising and addressing this crime type. However, child abuse is mostly considered within the context of a single incident, with those children who suffer repeat and poly-victimisation being overlooked. As a consequence, the application of intersectionality as a theoretical framework to underpin practice is considered.

The paper adopts a case study approach. By doing so, an examination of operational policing practice with regard to child abuse takes place.

Feminism, as a theoretical framework, for informing practice has its limitations, in particular with regard to operational policing practice. This is illustrated through the crime type of child abuse. With the onset of work by scholars such as Finkelhor, the importance of recognising and dealing with those who suffer from repeat and multiple forms of victimisation has become apparent. As a consequence, the policing of repeat and poly-victimisation of child sexual abuse victims needs to be enhanced. Intersectionality is considered as being a theoretical framework that can inform police practice in this area of work.

The implications for practice are, namely, intersectionality has an important role to play in informing an understanding of child abuse. Intersectionality is an appropriate framework for the police to use to enhance their response to child abuse as the cornerstone of both Intersectionality and police practice is to redress unjust treatment. A targeted and consistent approach by police, education, health and community services to prevent child abuse informed by intersectionality. Building on the success of a number of police-led initiatives designed to address child abuse.

Much that is written about child abuse is typically done so through the lens of social work. This piece provides a timely reminder of the importance of policing in the prevention, disruption and reduction of this crime type. Further to this, the paper takes a novel approach by applying intersectionality not only as a means of understanding and addressing child abuse but as a means of informing police practice in dealing with the crime.

The current study aims to investigate whether the victimization of immigrant children is more likely to be unrecognized by teachers and parents and what demographic factors contribute to children's unrecognized bullying victimization.

Data from the publicly accessible US Early Childhood Longitudinal Study, Kindergarten Cohort, 2011 were utilized (N = 10,587 children across 2,194 schools), and the hierarchical linear model was used for modeling.

Among all bullying victims included in this study, only 32% were recognized by both parents and teachers. Bullied children who had only foreign-born parent/s were more likely to be unnoticed by adults than those who had only US-born parent/s. Among all bullied children, girls were more likely to be overlooked by adults than boys, and Asian and Hispanic children were more likely to be overlooked by adults than White children.

To better protect and support all victimized children, schools should develop innovative strategies to engage more immigrant parents; teachers and parents need to learn how not to rely on social and cultural biases to guide their interpretations and response to school bullying; parents and teachers should keep good communication with children.

Previous research demonstrates that immigrant children have a high risk of being bullied in school, but it is unclear whether parents and teachers are sufficiently aware of their victimization. This paper is the first study to demonstrate how parents' nativity, gender and race/ethnicity are associated with children's unrecognized bullying victimization.

Children's responses to peer victimisation are thought to influence the duration of victimisation, yet research has not clearly indicated the best ways for young people to respond. In the current study, students (n = 403, mean age of nine years, 11 months, 55% female, 53% Caucasian) reported on their peer victimisation experiences and responses at the beginning and end of a school year. Teachers also reported on students' victimisation experiences. Cross‐lagged path analysis indicated a reciprocal association between externalising responses and victimisation. Victimisation early in the school year also resulted in increased internalising responses. Findings also suggest that coping responses are more reliably linked to subsequent victimisation rates in young people who are not yet experiencing high levels of victimisation.

This article presents the findings of a study of the victimisation of three cohorts of young people living in a county town in the East Midlands. Following a brief review of research into contemporary youth victimisation in the UK, it reports the findings of the study and discusses the reasons for variations in rates of victimisation between the three cohorts. It concludes with a discussion of the implications for professionals.

The increasing rate of imprisonment of women in the United States and the over‐representation of women victims of violence in the corrections system confirms that there are long‐term, often substantially debilitating consequences to women victims of intimate partner violence, sexual violence and youth maltreatment and injury, including incarceration. As part of a study funded by the National Institute of Justice, the authors pursued an exploration of the personal risks, resiliencies and life opportunities that make a difference in the lives of women who have ended up incarcerated. The findings of this study about the prevalence and consequences of youth maltreatment and adult victimization and the mitigating factors, which may have had an impact on the life trajectories of adult incarcerated women will be reviewed. Recommendations will be given for preventive and interventive policy and practice measures that stand to reduce the negative consequences of victimization, particularly those that can prevent incarceration.

The purpose of this paper is to examine the association of bullying perpetration and victimization to non-suicidal self-harm and suicidal ideation among 93 boys from residential programs. Parental warmth was also examined as a moderator in these associations.

Participants completed questionnaires on their bullying involvement, parental warmth, non-suicidal self-harm, and suicidal ideation.

The findings revealed that bullying perpetration and victimization were both associated positively with non-suicidal self-harm and suicidal ideation, while parental warmth was related negatively to non-suicidal self-harm and suicidal ideation. In addition, the association between victimization and non-suicidal self-harm was stronger at lower levels of parental warmth, while these patterns were weaker at higher levels of parental warmth. Similar patterns were found for victimization and suicidal ideation.

The results indicate the significance of examining non-suicidal self-harm and suicidal ideation in relation to bullying involvement among adolescents from residential programs as well as the important role of parents in mitigating the negative effects associated with bullying perpetration and victimization.

Anti-bullying legislation has been adopted in every state to prevent the victimization of youth, but the focus on deterring and criminalizing individual behavior can obscure the contextual factors that contribute to aggression. This theoretical paper engages sociological literature to understand the impact of recent anti-bullying legislation on students’ experiences.

We discuss stigma and account-making theory to theorize the ways students become particularly vulnerable to victimization and may or may not be sufficiently protected under the law. We also engage criminological theories to understand how punishment may not be sufficient for preventing aggressive behavior but may instead lead students to employ strategies to avoid being caught or punished for their behaviors.

We argue that the majority of current anti-bullying definitions and protocols in use are ambiguous and insufficient in protecting vulnerable groups of students, particularly students with disabilities, overweight students, and LGBT +  students.

Our findings suggest that schools should seek to understand and alter the school-wide cultures and norms that permit aggressive behavior in the first place, in turn creating more inclusive school environments.

This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.