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Article 1: Smith, C. A., Ireland, T. O., Park, A., Elwyn, L., & Thornberry, T. P. (2011). Intergenerational continuities and discontinuities in intimate partner violence: A two generational prospective study. Journal of Interpersonal Violence, 26, 3720–3752.

Learning Objective: 1-6: Describe the various definitional components of VMIR including intimate relationships, violence, and maltreatment.
Summary: The study investigated whether exposure to caregiver intimate partner violence (IPV) during adolescence leads to increased involvement in IPV during early adulthood and adulthood. Adolescent exposure resulted in increased risk of relationship violence in early adulthood.

Questions to Consider

1. How is intimate partner violence defined?
2. How is violence transmitted from one generation to another?
3. What factors would increase the likelihood of intergenerational continuity?
    

Article 2: Castron, E. D., Nobles, M. R., & Zavala, E. (2017). Assessing intimate partner violence in a control balance theory framework. Journal of Interpersonal Violence, 1–23.

Learning Objective: 1-1: Describe the key issues that are present in determining the scope of VMIR.
Summary: The study investigated the role control occupies in the motivation for, and development of, intimate partner violence (IPV). Results suggested that control is a key factor in this type of violence.

Questions to Consider

1. How does control balance theory relate to intimate partner violence?
2. Why were sex differences examined?
3. Do you see control balance theory explaining IPV between other groups besides males and females?
    

Article 3: Ford, C. L., Slavin, T., Hilton, K. L., & Holt, S. L. (2013). Intimate partner violence prevention: Services and resources in Los Angeles: Issues, needs, and challenges for assisting lesbian, gay, bisexual, and transgender clients. Health Promotion Practice, 14, 841–849.

Learning Objectives: 1-5: Identify and discuss the VMIR forms of abuse and victim groups that are less well recognized in today’s society including elder abuse, LGBTQ violence, and male victims of IPV and sexual assault; 1-7: Discuss the various intervention and prevention efforts that have been developed to address VMIR.

Summary: The issues, needs, and challenges associated with and assisting on behalf of LGBT persons are poorly understood. The study conducted a survey of professionals affiliated with prevention and/or intervention networks in Los Angeles. Findings suggest that staff believe agencies/programs inadequately address LGBT IPV but that many of the inadequacies are remediable.

Questions to Consider

1. Why do you think agencies and programs inadequately address LGBT IPV?
2. Why is it important for agencies and programs to be adequately trained?
3. What are unique factors agencies and programs must take into account when working for LGBT populations, compared to heterosexual populations? 

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Article 1: Miller, A. B., & Cross, T. (2006). Ethnicity in child maltreatment research: A replication of Behl’ et al.’s content analysis. Child Maltreatment, 11, 16–26.

Learning Objective: 2-4: Identify the various methodological issues relevant in conducting research on VMIR including those related to defining VMIR, establishing cause-and-effect relationships, and research designs.
Summary: Study examined the use of ethnicity in empirical research articles that were published in three major child maltreatment specialty journals from 1999 to 2002. Ethnicity has a significant effect in over 50% of the articles in which it was used in analyses, suggesting that more research needs to include ethnicity in their research.

Questions to Consider

1. Why was ethnicity found to have a significant effect in 52.3% of articles in which it was used in analyses?
2. What are limitations to using ethnicity in research and interpreting results that find ethnicity to be a significant factor in understanding child maltreatment?
3. What are other demographic factors that may help researchers better understand child maltreatment?

Article 2: Power, R. A., & Kaukinen, C. A. (2012). Trends in intimate partner violence: 1980-2008. Journal of Interpersonal Violence, 27, 3072–3090.

Learning Objective: 2-3: Compare and contrast the important data sets and self-report survey instruments used in VMIR research.
Description: Over 28 years of data from the National Crime Victimization Survey (NCVS) to examine the trends of intimate partner violence against female victims and identify variation in women’s risk as a function of race and employment. Employment was associated with increased risk for intimate partner violence; however, this result is partly contingent on the victim’s race.

Questions to Consider

1. What are the advantages and disadvantages of using the National Crime Victimization Survey data set?
2. Why do you think there was a shift in who was at increased risk of intimate partner assault over the years?
3. What are the real-world implications of the study results?
    

Article 3: Waltermaurer, E., Watson, C., & McNutt, L. (2006). Black women’s health: The effect if perceived racism and intimate partner violence. Violence Against Women, 12, 1214–1222.

Learning Objective: 2-1: Describe the various explanations for VMIR that have been proposed including structural characteristics of intimate relationships, cultural acceptance of violence, the low costs of intimate violence, and the intergenerational transmission of VMIR.
Summary: Preliminary evidence of the relationship between perceived racial discrimination and intimate partner violence is provided. Description of these exposures interacting to affect the mental and physical health of black women is also discussed.

Questions to Consider

1. How does culture play a role in explaining intimate partner violence for black women?
2. Describe the variables in the study and how they were measured.
3. What was the research design in the study? Why do you think this research design was utilized?

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Article 1: Kennedy, S. C., Kim, J. S., Tripodi, S. J., Brown, S. J., & Gowdy, G. (2014). Does parent-child interaction therapy reduce future physical abuse? A meta-analysis. Research on Social Work Practice, 26, 147–156.

Learning Objective: 3-4: Discuss the various intervention and prevention efforts that have been developed to address child physical abuse including evidence of their effectiveness.
Summary: A meta-analysis evaluated the effectiveness of Parent-Child Interaction Therapy (PCIT) for reducing future physical abuse among physically abuse families. Parents receiving PCIT had significantly fewer physical abuse recurrences and significantly greater reductions in parenting stress compared to the comparison group.

Questions to Consider

1. Describe PCIT. How does the intervention reduce future physical abuse among physically abusive families?
2. Describe the settings PCIT could be implemented in. What are the strengths and barriers to implementing in the settings you listed?
3. What future research PCIT should be conducted? What additional variables of interest would be important to study?

Article 2: Ling Chan, K. (2012). Evaluating the risk of child abuse: The Child Abuse Risk Assessment Scale (CARAS). Journal of Interpersonal Violence, 27, 951–973.

Learning Objective: 3-2: Identify the various risk factors associated with child physical abuse.
Summary: The study developed the Child Abuse Risk Assessment Scale (CARAS), an actuarial instrument for the assessment of the risk of physical child abuse.

Questions to Consider

1. What are risk factors associated with child abuse that the instrument took into account? Are there risk factors that were not included in the assessment?
2. Given that this instrument was developed and validated in an at-risk population of child maltreatment in Chinese societies, how do you see this tool being adapted for children in other cultures?
3. Describe the strengths and weaknesses of the CARAS.
    

Article 3: Klika, J. B., Herrenkohl, T. I., & Lee, J. O. (2012). School factors as moderators of the relationship between physical child abuse and pathways of antisocial behavior. Journal of Interpersonal Violence, 28, 852–867.

Learning Objective: 3-3: Summarize the consequences of child physical abuse including both short- and long-term outcomes.
Summary: This study analyzed data from the Lehigh Longitudinal Study to investigate the prediction of antisocial behavior from physical child abuse and the buffering role of three school-related factors (i.e., school commitment, school dropout, and IQ). Results showed an association between physical child abuse and early antisocial behavior.

Questions to Consider

1. What additional school factors might play a buffering role between physical child abuse and later antisocial behavior?
2. What was the research method and design? How were the variables operationally defined?
3. What intervention implications do these results have?

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Article 1: Mart, E. G. (2010). Common errors in the assessment of allegations of child sexual abuse. The Journal of Psychiatry & Law, 38, 325–343.

Learning Objective: 4-1: Describe the definition and scope of child sexual abuse including problems inherent in measuring this form of abuse.
Summary: Overview of the common errors made by investigators of child sexual abuse. The article suggests the use of research-based investigative protocols and ongoing training as ways of improving this situation.

Questions to Consider

1. Why is assessing child sexual abuse difficult?
2. When a child makes an allegation, what are the legal and ethical implications? What are the implications for the child and family?
3. What risk factors should be assessed when investigating an allegation?
4. In addition to the training outlined in the article for investigators to receive, what other training do you suggest?

Article 2: Pasura, D., Jones, A. D., Hafner, J. A. H., Maharaj, P. E., Nathaniel-DeCaires, K., & Johnson, E. J. (2012). Competing meanings of childhood and the social construction of child sexual abuse in the Caribbean. Childhood, 20, 200–214.

Learning Objective: 4-1: Describe the definition and scope of child sexual abuse including problems inherent in measuring this form of abuse.
Summary: Qualitative data from a study in six Caribbean countries suggest that what it means to be a child has a direct impact on the way in which the issue of child sexual abuse is constructed and understood.

Questions to Consider

1. How does the study conceptualize and define childhood?
2. How is the definition of childhood similar and/or different to the definition of childhood in the United States?
3. Given the results, what are the implications on prevention and intervention of child sexual abuse in the U.S. and globally?

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Article 1: Leeb, R. T., Lewis, T., & Zolotor, A. J. (2011). A review of physical and mental health consequences of child abuse and neglect and implications for practice. American Journal of Lifestyle Medicine, 5, 454–468.

Learning Objective: 5-3: Summarize the consequences of child neglect including both short- and long-term outcomes.
Summary: Overview of mental and physical health outcomes of child maltreatment to help health care providers identify the consequences of maltreatment and consider treatment outcomes.

Questions to Consider

1. Why do you think child maltreatment leads to the consequences described?
2. What are the barriers to identifying child maltreatment?
3. What are the barriers to child maltreatment interventions?

Article 2: Lindsey, M. A., Hayward, R. A., & DePanfilis, D. (2010). Gender differences in behavioral outcomes among children at risk of neglect: Findings from a family-focused prevention intervention. Research on Social Work Practice, 20, 572–581.

Learning Objective: 5-4: Discuss the various intervention and prevention efforts that have been developed to address child neglect including evidence of their effectiveness.
Summary: Study examined the Family Connections (FC) intervention on preventing behavioral problems among urban, predominantly African American children at risk of neglect. Results indicated that the intervention averted negative behavioral trajectories and boys experienced a larger decrease in internalizing and externalizing behaviors than girls.

Questions to Consider

1. Why do you think the gender differences emerged? How could treatment impact boys and girls differently?
2. How do you think this prevention intervention could be generalized to different cultural groups (e.g., race, ethnicity, community type, socioeconomic status)?
3. What are the barriers to implementing the FC intervention? How could clinicians and researchers overcome these barriers?

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Article 1: Doyle, C. (2001). Surviving and coping with emotional abuse in childhood. Clinical Child Psychology and Psychiatry, 6, 387–402.

Learning Objective: 6-4: Discuss the various intervention and prevention efforts that have been developed to address child psychological maltreatment including evidence of their effectiveness.
Summary: Interviews with 14 adults who experienced significant emotional abuse in childhood were conducted to identify the external factors in helping them cope with their abuse. The nonabusing parent was not one of these factors identified. Other family members, friends, teachers, professionals, nonhuman factors (pets, toys, books) were identified as important. Implications of these findings for intervention are discussed.

Questions to Consider

1. Why do you think the non-abusing parent was not identified as one of the factors to help the individual cope?
2. What would be challenges to replicating this study?
3. How do you think the type of abuse experienced by the participants in the study affects their current romantic relationships? Relationships with their children?

Article 2: Twaite, J. A., & Rodriguez-Srednicki, O. (2004). Understanding and reporting child abuse: Legal and psychological perspectives: Part two: Emotional abuse and secondary abuse. The Journal of Psychiatry & Law, 32, 443–481.

Learning Objective: 6-1: Describe the definition and scope of child psychological maltreatment including problems inherent in measuring this form of abuse.
Summary: The article describes the seriousness and prevalence of emotional and secondary child abuse and with the issues surrounding the reporting of such abuse.

Questions to Consider

1. Why is reporting emotional abuse challenging?
2. Why and how does emotional abuse occur?
3. Does the prevalence of emotional abuse surprise you? Why or why not? Do you think the rates of emotional abuse is accurate? 

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Article 1: Reingle, J. M., Staras, S. A., Jennings, W. G., Branchini, J., & Maldonado-Molina, M. M. (2011). The relationship between marijuana use and intimate partner violence in a nationally representative longitudinal sample. Journal of Interpersonal Violence, 27, 1562–1578.

Learning Objective: 7-2: Identify the various risk factors associated with peer sexual harassment, sexual assault, and teen dating violence.
Summary: Examined association between marijuana use and intimate partner violence using a longitudinal survey of adolescents and young adults aged 15–26 years. Consistent marijuana use during adolescence was most predictive of intimate partner violence.

Questions to Consider

1. Why do you think marijuana was examined, rather than other substances (e.g., cigarette smoking, alcohol, cocaine)?
2. What do you predict the findings would be if the participants in this study continued to be studied into their 30s, 40s, and 50s?
3. What are the implications of this study?

Article 2: Oshodi, Y., Macharia, M., Lachman, A., & Seedat, S. (2016). Immediate and long-term mental health outcomes in adolescent female rape survivors. Journal of Interpersonal Violence, 1–16.

Learning Objective: 7-3: Summarize the consequences of peer sexual harassment, sexual assault, and teen dating violence.
Summary: This study assessed the prevalence and associated factors of emotional distress in a cohort of adolescent rape survivors. Major depressive episode was endorsed in 22.6% of the participants, stress-related disorders were found in 12.9%, and 16.1% had anxiety disorders.

Questions to Consider

1. The article mentions that there is limited data examining adolescent female rape survivors. Why do you think this is?
2. What other rape survivor groups would be important to examine? Why?
3. What are the implications of this research?

Article 3: Fisher, B. S., Coker, A. L., Garcia, L. A., Williams, C. M., Clear, E. R., & Cook-Craig, P. G. (2014). Statewide estimates of stalking among high school students in Kentucky: Demographic profile and sex differences. Violence Against Women, 20, 1258–1279.

Learning Objective: 7-1: Describe the definition and scope of peer sexual harassment, sexual assault, and teen dating violence including problems inherent in measuring this form of abuse.
Summary: This statewide sample from 26 high schools provided population-based estimates of stalking victimization and perpetration among adolescent females and males. Among the 18,013 students, 16.5% disclosed being stalked, 5.3% disclosed stalking, and 2.8% disclosed both stalking and victimization.

Questions to Consider

1. How was stalking defined in the article?
2. How do you think the definition and nature of stalking have changed with the increase in technology and social media?
3. What sex differences emerged for stalking victimization and perpetration? Why do you think are reasons for these differences?

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Article 1: Thompson, M. P., Saltzman, L. E., & Johnson, H. (2003). A comparison of risk factors for intimate partner violence-related injury across two national surveys on violence against women. Violence Against Women, 9, 438–457.

Learning Objective: 8-2: Identify the various risk factors associated with IPV victimization.
Summary: Using two national data sources on violence against women, the Canadian Violence Against Women Survey and the National Violence Against Women Survey in the United States, the authors determined which risk factors in each data source predicted injury and compared the magnitude of associations between risk factors and injury.

Questions to Consider

1. Review the risk factors assessed in each of the datasets. How are the risks defined? In what ways are they similar and/or different?
2. How was violence-related injury measured? What are the barriers to measuring this?
3. What accounts for the differences found between the two data sets?

Article 2: Zakocs, R., & Freire, K. E. (2015). The DELTA PREP Initiative: Accelerating coalition capacity for intimate partner violence prevention. Health Education & Behavior, 42, 458–470.

Learning Objective: 8-4: Discuss the various intervention and prevention efforts that focus on IPV victims including evidence of their effectiveness.
Summary: The DELTA PREP Project aimed to build the prevention capacity of 19 state domestic violence coalitions by offering eight supports designed to promote prevention integration over a 3-year period. The article discusses these supports and the effectiveness of them, and lessons to consider when designing future prevention capacity-building initiatives.

Questions to Consider

1. In your own words, describe each of the DELTA PREP Project supports. What do you think the rationale was for implementing each of these supports?
2. Did the results surprise you? Why or why not?
3. What are the considerations that need attention when implementing a prevention program for IPV victims? What considerations need attention when implementing a program like DELTA PREP?

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Article 1: Peloquin, K., Lafontaine, M. F., & Brassard, A. (2011). A dyadic approach to the study of romantic attachment, dyadic empathy, and psychological partner aggression. Journal of Social and Personal Relationships, 28, 915–942.

Learning Objective: 9-2: Identify the various risk factors associated with perpetration of intimate partner abuse in adult relationships.
Summary: The study examined intrapersonal, dyadic, and meditational relationships underlying romantic attachment. In women, attachment insecurity predicted lower dyadic empathy and greater psychological aggression. In men, attachment insecurity predicted lower perspective taking, higher empathic concern, and greater psychological aggression.

Questions to Consider

1. How was psychological partner aggression defined in the study?
2. What is attachment theory? How does it explain romantic partner relationships? How is this similar to how it explains parent-child relationships?
3. Why were the results hypothesized to differ between men and women? Why do you think some results differed?

Article 2: Wymbs, B. T., Dawson, A. E., Suhr, J. A., Bunford, N., & Gidycz, C. Q. (2015). ADHD symptoms as risk factors for intimate partner violence perpetration and victimization. Journal of Interpersonal Violence, 32, 659–681.

Summary: Study examined ADHD symptoms and additional risk factors to determine if they were uniquely associated with IPV. Correlational analyses indicated that participants with greater ADHD symptom severity reported higher rates of psychological and physical IPV perpetration, and higher rates of psychological IPV victimization.

Learning Objective: 9-2: Identify the various risk factors associated with perpetration of intimate partner abuse in adult relationships.

Questions to Consider

1. What is ADHD? What about ADHD was hypothesized to be associated with higher levels of IPV perpetration and victimization?
2. What other mental health disorders may be associated with IPV? Why?
3. Describe the advantages and disadvantages with conducting this study with college students.

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Article 1: Tetterton, S., & Farnsworth, E. (2010). Older women and intimate partner violence: Effective interventions. Journal of Interpersonal Violence, 26, 2929–2942.

Learning Objective: 10-4: Discuss the various intervention and prevention efforts that focus on abuse of people with disabilities and the elderly, including evidence of their effectiveness.
Summary: The study uses qualitative analysis of case studies to assist helping professionals in understanding the most effective interventions when working with older (over the age of 60) intimate partner violence victims

Questions to Consider

1. How do the needs of older intimate partner violence victims differ from younger intimate partner violence victims?
2. What are the barriers to engaging older intimate partner violence victims in intervention?
3. In what ways are the cases presented in the article similar? Different?

Article 2: Ballan, M. S., Freyer, M. B., Marti, C. N., Perkel, J., Webb, K. A., & Romanelli, M. (2014). Looking beyond prevalence: A demographic profile of survivors of intimate partner violence with disabilities. Journal of Interpersonal Violence, 29, 3167–3179.

Learning Objectives: 10-3: Summarize the consequences associated with abuse of people with disabilities and the elderly; 10-4: Discuss the various intervention and prevention efforts that focus on abuse of people with disabilities and the elderly, including evidence of their effectiveness.
Summary: This article reports the results of a retrospective case study review that examined demographics and familial, social, and contextual aspects of IPV among women with disabilities. Information for service providers who must understand the multifaceted and unique needs of survivors are described.

Questions to Consider

1. The article mentions that limited research has focused on examining demographic profiles of IPV survivors with disabilities. Why do you think this is?
2. Describe how a study examining this study’s research questions could be conducted using a different research design.
3. The article mentions some directions for future research. Extend this further and describe implications for this research and additional areas that should be further explored.

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Article 1: Adubato, B. (2016). The promise of violence: Televised, professional football games and domestic violence. Journal of Sport and Social Issues, 40, 22–37.

Learning Objective: 11-3: Identify the various personal responses that students can engage in to help address the problem of violence and maltreatment in intimate relationships.
Summary: This study examined domestic violence arrests in the city of Philadelphia on Eagles’ game days. Results indicated that the mean average of domestic violence arrests on football was statistically significantly different from comparison Sundays and other sports’ game days.

Questions to Consider

1. Describe the copycat framework. Are there other theories that could be used to explain the results of the study?
2. Do you see these results generalizing to other sports, such as hockey, baseball, basketball, or soccer? Why or why not?
3. What are the intervention and prevention implications of this study?

Article 2: Beck, V. S., Boys, S., Rose, C., & Beck, E. (2012). Violence against women in video games: A prequel or sequel to rape myth acceptance? Journal of Interpersonal Violence, 27, 3016–3031.

Learning Objective: 11-3: Identify the various personal responses that students can engage in to help address the problem of violence and maltreatment in intimate relationships.
Summary: This exploratory study found that a video game depicting sexual objectification of women and violence against women resulted in statistically significant increased rape myths acceptance (rape-supportive attitudes) for male study participants, but not female participants.

Questions to Consider

1. Why do you think the researchers found the results they did?
2. Who were the participants in the study? Do you think the results would be different for younger and older participants? Why or why not?
3. Given this study’s findings, what are the implications for families, educational institutions, video game companies, and the media?