This study tests a brief intervention designed to reduce adolescent dating abuse (ADA) perpetration in a healthcare setting used primarily by low income, Black, and Hispanic youth. The Project READY (Reducing Aggression in Dating Relationships for Youth) is a theory-driven, empirically supported, brief intervention. READY intercepts youth who utilize an urban emergency department for non-urgent health care (e.g., sprains), provides them with tailored feedback about their relationship behavior, and uses motivational interviewing to move them towards non-violence and respect. READY was designed to avoid victim-blaming and is responsive to the gendered dynamic of ADA. A small feasibility pilot test of READY was completed in 2013 (N=27). Participants were 173 youth ages 15-19 years old who were patients of an urban pediatric emergency department. Youth who perpetrated at least 1 act of physical or sexual ADA 3 months prior to baseline were eligible. The proposed experimental evaluation of READY used a randomized controlled trial (RCT) design, with 3- and 6-month follow-ups to assess changes in knowledge, attitude and perpetration behavior. The hypotheses are: (1) Youth who participate in the brief intervention session and telephone booster call will report improved knowledge and attitudes, and less self-reported ADA perpetration up to 6 months post-intervention as compared to youth in the control group; and (2) the cost of providing the intervention will be less than the cost of the violence that occurs in its absence. Mixed effects linear and logistic models were used to analyze longitudinal data.

This research project sought to evaluate the impact of broad-based multifaceted violence prevention programs versus programs that have a more limited focus. Two specific programs were evaluated in four New York City middle schools. The more limited program used Project S.T.O.P.(Students Teaching Options for Peace), a conflict resolution and peer mediation training program. The full multi-faceted program combined Project S.T.O.P. with Safe Harbor, a program that provided victimization counseling and taught violence prevention. The effects of this combined program, offered in three of the middle schools, were compared to those of just the Project S.T.O.P. program alone in one middle school. To study the program models, researchers used a quasi-experimental pre-post design, with nonequivalent comparison groups. Questionnaires were given to students to assess the impact of the two programs. Students were asked about their knowledge and use of prevention programs in their schools. Data were also collected on students' history of victimization, such as whether they were ever attacked at school, stolen from, mugged, or threatened with a weapon. Students were also asked about their attitudes toward verbal abuse, victims of violence, and conditions when revenge is acceptable, and their exposure to violence, including whether they knew anyone who was sexually abused, beaten, or attacked because of race, gender, or sexual orientation. Additional questions covered students' use of aggressive behaviors, such as whether they had threatened someone with a weapon or had beaten, slapped, hit, or kicked someone. Data were also gathered on the accessibility of alcohol, various drugs, weapons, and stolen property. Demographic variables include students' school grade, class, sex, number of brothers and sisters, and household composition.

These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed. This study tested a model of individual, familial, and peer variables that additively and synergistically increased or decreased the risk for sexual and teen dating violence based on bullying experiences in early adolescence. The study surveyed 1,162 students from three cohorts in four Midwestern middle schools, who were then followed into three high schools. Five waves of surveys collected information about the level of violence in student homes with parents and siblings or with other children, physical abuse, sexual abuse, exposure to domestic violence, frequency of bullying, self-reported delinquency, and exposure to delinquent friends during the middle school years. Waves six and seven were collected during high school and sexual violence and teen dating violence measures were added to the surveys.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This study seeks to test the Fourth R curriculum, a curriculum that seeks to build relationship knowledge and skills, with a younger, urban population of middle school students in the Bronx, New York. Utilizing a randomized controlled trial design, this study tests the effectiveness of the Fourth R curriculum with seventh-grade students drawn from ten public middle schools in the Bronx, New York. A secondary quasi-experimental study seeks to examine diffusion of program impacts by comparing outcomes between students assigned to the experimental control sample and students in three comparison schools where no one received the Fourth R. The study seeks to measure program impact on five primary and three secondary domains. Primary program impact domains include: Dating violence (victimization and perpetration) Sexual harassment/assault (victimization and perpetration) Peer violence/bullying (victimization and perpetration) Sexual activity Drug and alcohol use Secondary outcomes, which are targeted by the Fourth R curriculum, but are not the core program focus, include: Perceived school safety Positive beliefs (e.g., anti-fighting/violence, rejection of gender stereotypes) Pro-social behaviors This study achieved their goals through student surveys, administrator and teacher interviews, and student focus groups.

The study was designed to help increase the capacity of programs to prevent gender violence and harassment (GV/H) among middle school youth. The long-term goal of the study was to help prevent intimate partner violence, sexual violence, and sexual harassment by employing rigorous methods to evaluate strategies for altering violence-supportive attitudes and norms of youth. Specifically, the study was structured to evaluate the relative effectiveness of common approaches to youth GV/H prevention programming (in terms of knowledge, attitudes, intended behavior, behavior, and emotional safety of youth participants) for one of the youngest populations ever studied in this area. In a longitudinal randomized controlled trial study, two five-lesson curricula were created to address gender violence and harassment (GV/H) in middle schools, and classrooms were assigned randomly to treatment and control groups. Treatment 1 was an interaction-based curriculum focused on the setting and communication of boundaries in relationships, the determination of wanted and unwanted behaviors, and the role of the bystander as intervener. Treatment 2 was a law and justice curriculum focused on laws, definitions, information, and data about penalties for sexual assault and sexual harassment. The control group did not receive either treatment. Pencil-and-paper surveys were designed for students to complete, and were administered either by a member of the research team or by teachers who were trained by a member of the research team in proper administration processes. Data were collected from three inner-ring suburbs of Cleveland, Ohio, from November 2006 to May 2007. Surveys were distributed at three different times: immediately before the assignment to one of the three study conditions, immediately after the treatment (or control condition) was completed, and 5-6 months after their assignment to one of the three study conditions. The data contain responses for 1,507 students over 3 waves. Additionally, researchers used multiple imputations for this dataset which resulted in 5 imputed datasets for each record for a total of 7,535 cases in the data file. The data have 697 variables, including from such questions as whether someone had ever or in the past 6 months done something to the respondent such as slapped or scratched the respondent, hit the respondent, or threatened the respondent. Additionally, respondents were asked if they had done these same actions to someone else. Respondents were also asked a series of questions regarding whether they had ever been sexually harassed by someone or if they had sexually harassed someone themselves. Next, respondents were asked to rate whether they agreed with a series of statements such as "It is all right for a girl to ask a boy out on a date", "If you ignore sexual harassment, more than likely it will stop", and "Making sexual comments to a girl is wrong". Students were then asked to indicate whether a series of statements were true or false, such as "If two kids who are both under the age of 16 have sex, it is not against the law" and "If a person is not physically harming someone, then they are not really abusive". Respondents were then asked to read three scenarios and indicate how they would respond in that scenario. Also, students indicated how likely they would be to react in specified ways to a prepared statement. Data also provide demographic information such as age, gender, and ethnic/racial background, as well as variables to generically identify school district, school, and class period.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. Teenage adolescent females residing in Baltimore, Maryland who were involved in a relationship with a history of violence were sought after to participate in this research study. Respondents were interviewed and then followed through daily diary entries for several months. The aim of the research was to understand the context regarding teen dating violence (TDV). Prior research on relationship context has not focused on minority populations; therefore, the focus of this project was urban, predominantly African American females. The available data in this collection includes three SAS (.sas7bdat) files and a single SAS formats file that contains variable and value label information for all three data files. The three data files are: final_baseline.sas7bdat (157 cases / 252 variables) final_partnergrid.sas7bdat (156 cases / 76 variables) hart_final_sas7bdata (7004 cases / 23 variables)

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. The purpose of this was to leverage an existing randomized controlled trial of The Second Step anti-bullying program, which was implemented when the sample of students was in middle school, by measuring related aggressive behaviors (e.g. bullying, cyberbullying, sexual violence) during the high school years. The objectives of this study were to determine treatment effects of the Second Step middle school program on reductions in youth aggression (including bullying), sexual violence, substance use, and teen dating violence when in high school, as well as to assess middle school belonging as a mediator of these treatment effects on targeted problem behaviors in high school. Demographic variables included as part of this collection are students' age, gender, race, and household characteristics. The collection contains 3 SPSS data files: analysis4_de-identified_2.sav (n=2143; 304 variables) RCT-WAVE-1-4-ITEMS_RECODED_de-identified_2.sav (n=4718; 741 variables) RCT---WAVE-5-7-ITEMS_RECODED_de-identified_2.sav (n=3064; 887 variables)

Youth violence is violence or aggression perpetuated by or targeted against youth and includes many forms such as violent crime, physical violence (e.g., fighting, use of firearms), and the numerous manifestations of bullying (e.g., overt, social/relational, and cyber bullying). New research is needed to enhance our understanding of the factors and processes associated with youth violence. This research focuses on key factors within individuals and multiple contexts that may robustly predict the perpetration and amelioration of violence among youth but that have received scant attention in previous research, especially in concert with each other. Specifically, the factors within individuals the investigators examined include cognition (e.g., attitudes towards retaliation and bystander intervention) and social-emotional adjustment (e.g., rejection sensitivity, affect, aggressive behavior and victimization) while the multiple contexts will include peer (e.g., characteristics and status of peer group, sociometric and perceived popularity), school (e.g., school connectedness, student-teacher relationship), and family contexts (e.g., attachment, family hostility). This dataset seeks to aid scholars hoping to understand adolescents' attitudes and judgments surrounding peer aggression, with attention both to attitudes surrounding bystander intervention to stop aggression and retaliation when exposed to such aggression. This project is a year-long longitudinal study with 6th graders and 9th graders in order to identify factors related to responses to peer aggression and to examine these relations over time.