Teen Dating Violence

Abstract

This research proposal is being presented to examine if adolescents are most at risk for abusing and assaulting their dating partners because there is a direct or an intermediary association from exposure to dysfunctional behavior at home, at school, or in their community. These influences not only affect how youths behave, but also what they believe about acceptable forms of behavior in their relationships. Dating violence is defined by the United States Department of Justice as: “the perpetration or threat of an act of violence by at least one member of an unmarried couple on the other member within the context of dating or courtship”(Available On Line). This also includes dating between same sex couples, although most statistics have been gathered from heterosexual couples. This proposed study will make use of longitudinal research, gathering data from 500 male and female subjects between the ages of 6 and 12, once a year over the next six years. A questionnaire will be administered at selected elementary, middle and high schools in the Denver metropolitan area that will allow the subjects to self report. Information regarding dysfunctional parenting practices, (such as abuse, neglect, parental conflicts, and violence,) social conflicts in school and conflicts with in the community will be measured as independent variables. Any responsibility for emotional and physical abuse in dating and delinquency will all be measured at appropriate ages as dependent variables. Three independent variables are involved and multivariate analysis will be implemented in data analysis.

Keywords: Dating violence, Domestic violence, Child abuse, Adolescents, Sexual assault, Risk factors

Objective
As a social worker and the parent of three wonderful adult children, I ask myself what can be done to protect today’s adolescents from the effects of dating violence. It is my belief that romantic attachments begin as an adolescent and unfortunately, many of these relationships are beginning with dating violence. Data has been collected to indicate that violence affects many of our teenagers; this is a complex problem which involves the socioeconomic, cultural, racial and ethnic aspects of an adolescent’s life.
High school students report the onset of dating at about 12 years of age, with approximately half of students reporting involvement with a partner at the time of assessment (Avery-Leaf et al, 1997). Dating at what many consider to be an early age does not seem to be an urban phenomenon: a study of nearly 2000 8th and 9th graders (mean age 13.9 years) from rural North Carolina reported that 72% of students indicated that they had dated previously (Foshee et al., 1998).
The behaviors of adolescents in regards to dating violence have only recently been investigated. Statistical studies vary considerably by socioeconomic, cultural, racial and ethnic characteristics. Across all studies, females reported higher rates of aggression than males. However, females also report receiving more injuries (Foshee et al, 2004). It is reported by Dr. Foshee and her colleagues (2004) that psychological threats, stalking/monitoring, insults, and manipulation occurs with some frequency, with manipulation occurring most often. Females reported significantly more psychological victimization than males, though the amount of perpetration of these behaviors for males and females was similar. Adolescents reporting violence varies from 21% in rural areas (Foshee et al, 2004), and up to 45% in urban (inner city) areas (Weisz and Black, 2001).
Gender is an important issue in understanding the occurrence of teen dating violence in the research. More female adolescents report using physical aggression against a dating partner than do males (Avery-Leaf, et al, 1997). It is suggested males may report their aggressive behavior less as a form of denial while females may report their aggressive behavior more because of their readiness to accept blame. Girls may be more willing to report aggressive behaviors because there are fewer social sanctions against their aggressive actions. For boys, there is the strong social message that "boys do not hit girls". In keeping with this social norm, boys may be more reluctant to report socially sanctioned behavior.
In the past decade, media coverage of issues involving reports on domestic and dating violence are beginning to appear more frequently. This media coverage can be seen as a key source of information about the problem. The advantage of increased coverage is greater public awareness of domestic and dating violence, yet the disadvantage is the increase of myths about what "causes" domestic and dating violence. It is often difficult to distinguish the difference between myth and reality when filtered by the media.
It is my opinion that in adolescent relationships there is a substantial amount of aggression, including physical and sexual acts of violence. One of the implications of dating violence is that youth may develop foundations for selecting partners and evaluating these relationships based on the idea that aggression is normal and acceptable because of their personal experiences at home and in the community. Specifically, experiencing and observing dating violence may lead young daters to believe that violence is an expected, or even usual, part of romantic involvement.
Findings from the research literature establish some of the following factors for domestic and dating violence. When youths are exposed to violence in the home, school and community settings, they learn to use aggression as a means of resolving conflict. They model what they observe at home, at school or in their community and this not only affects how youth behave, but also what they believe about acceptable forms of behavior in their relationships (Riggs, et al, 1990). Youth who grow up in violent home environments in which they either witness or experience violence are more likely to use violence in their intimate relationships. However, not all youth who come from homes in which there is violence use or tolerate it in their relationships. Witnessing parental violence is associated with males ' use of dating aggression towards females and the effect of witnessing parental aggression affected female’s use of dating aggression by increasing their acceptance of dating aggression as a means of conflict resolution (Riggs, et al, 1990). Few studies have examined the role that community and school violence plays in the prediction of dating violence for youth. One study reported that exposure to community and school violence was significantly associated with both receiving and inflicting dating violence for both male and female high school students (O 'Keefe & Treister, 1998).
The research on dating violence has identified some important factors on which to focus when identifying areas for social workers to be involved. The research supports the negative influence of aggressive behaviors in the home, school and the community. These behaviors affect the micro, mezzo and macro levels of the youth involved. Social workers can identify several roles that will support change with in the systems. These roles are advocate, case manager, coordinator, educator, broker and mediator. The social worker can work at the micro level with individuals helping to resolve personal trauma issues, at the mezzo level with in the schools and the community providing prevention and support groups for aggression, poor coping skills, anger management, problem solving skills, assertiveness and other communication skills. In addition, at the macro level a coordinated community intervention for intimate partner violence, where social workers can work together with human service agencies, schools, police, courts, medical providers, etc., to prevent relationship violence throughout the lives of these youth.
Literature Review
In reviewing the literature I found many articles from the 1980’s and 1990’s of subjects that describe statistics and characteristics of teen dating violence among youth. However, in recent years, practitioners have begun to recognize the need to address the problems that cause teen dating violence and are seeking research and interventions that are relevant to youth. Among the strongest predictors of violence in dating relationships were exposures to multiple forms of violence. This was the case for both the victims and the perpetrators of violence (Glass, et all, 2003). Being exposed to violence in the family, school and community appears to have crossover effects to victimization and perpetration in dating violence. Very few of the studies have examined the possible contribution of exposure to family, school and community violence to the affects of dating violence, specifically during adolescence. A number of the studies were cross-sectional and retrospective, and their results were inconclusive due to methodological limitations (O 'Keefe & Treister, 1998). Another characteristic that has not been included in the research processes is that many studies have been unsuccessful to differentiate between the effects of having been abused from those of having witnessed violence in the family, school and community (Wolfe & Jaffe, 2003).
One of the studies reviewed a sexual assault and dating violence prevention program presented in an urban middle school. The study was an assessment to evaluate the influence of the knowledge and attitudes of an intervention group of 46 and a comparison group of 20 African American seventh graders. A quasi-experimental pretest, posttest, follow-up group design was used to evaluate the program 's effectiveness. (Weisz & Black (2001).
This study provides support for further development of intensive sexual assault and dating violence prevention programs for inner-city youths. In response to the research questions, the findings suggest that the program was effective in increasing knowledge and improving attitudes. These findings are consistent with other evaluation studies of dating violence prevention programs suggesting that changes can be made (Foshee et al., 1998). Glass et al. (2003) did a similar study about the importance of designing developmentally and culturally competent dating violence prevention and intervention strategies in the clinical setting. This review is intended to assist health care professionals to develop interventions in their clinical settings to prevent and reduce adolescent dating violence. The goal of this design is to provide a comprehensive assessment of the literature associated with dating violence in adolescence. Previous research findings on the prevalence, risk factors associated with victimization and perpetration, and potential health outcomes of dating violence are discussed. Glass et, al. (2003) emphasizes in their study that is important to recognize the strengths and resourcefulness of adolescences when developing any type of prevention program.
There were several studies funded by the National Institute of Justice (NIJ), a component of the Office of Justice Programs. This is the research agency of the U.S. Department of Justice, created by the Omnibus Crime Control and Safe Streets Act of 1968, as amended. NIJ is authorized to support research, evaluation, and demonstration programs, development of technology and both national and international information dissemination. In recent years, NIJ has greatly expanded its initiatives, the result of the Violent Crime Control and Law Enforcement Act of 1994 (the Crime Act), partnerships with other Federal agencies and private foundations, advances in technology and a new international focus. The Institute Director establishes the Institute 's objectives, guided by the priorities of the Office of Justice Programs, the Department of Justice and the needs of the criminal justice field. The Institute actively solicits the views of criminal justice professionals and researchers in the continuing search for answers that inform public policymaking in crime and justice (Fischer et al., 2000).
One of these studies contributes important data to our understanding of dating violence. College campuses have large concentrations of young women who are at risk for rape and other forms of sexual assault than women in the general population or in a comparable age group. Based on their findings, Fisher and her colleagues estimate that women at a college that has 10,000 female students could experience more than 350 rapes a year-- a finding with serious policy implications for college administrators (Fischer et al., 2000). The study found that many women do not report their victimization as a crime for a number of reasons (such as embarrassment, not clearly understanding the legal definition of rape, or not wanting to define someone they know who victimized them as a rapist) or because they blame themselves for their sexual assault, thus reinforcing the importance to improve education and knowledge about sexual assault. Fisher and her colleagues’ survey of 4,446 college women suggests that many students will encounter sexist and harassing comments and during any given academic year, 2.8 percent of women will experience a completed and/or attempted rape. The study notes, most sexual victimizations occur when college women are alone with a man they know, at night and in the privacy of a residence. Most women attempt to take protective actions against their assailants but are then reluctant to report their victimization to the police. The analysis also revealed that some college women were more at risk of being victimized than others. Several factors appeared to increase various types of victimization: living on campus, being unmarried, getting drunk frequently, and experiencing prior sexual victimization. (Fisher et al., 2000)
In reviewing the research, several of the studies data provide information that college students are seen as a high-risk for partner violence and sexual assault. This information has some researchers maintaining communities and schools should provide universal programs to address the magnitude of these issues (Wolfe & Jaffe, 2003).
Wolfe and Jaffe’s review identifies trends and promising developments rather than definitive directions in the field. They feel schools are an ideal place in which to introduce primary prevention programs to a wide range of children. Much of children 's social learning takes place in schools and influences the development of behaviors and attitudes supportive of interpersonal violence in its many forms (Wolfe & Jaffe, 2003). Early and mid adolescence offers a unique window of opportunity for prevention efforts to make teens more aware of how violence in relationships can occur and to teach healthy ways of forming intimate relationships.
The needs of the adolescent population, their high risk factor for experiencing dating violence, the health and psychosocial implications of victimization and lack of resources for preventing violence has merited yet another study that encourages prevention programs for youths. In comparison to the other studies, Harner, (2003) researches the minimization of dating violence, the fear, guilt and shame as factors that deter the reporting of sexual violence. Furthermore, reporting victimization may also be particularly difficult for younger adolescents, many of whom have had limited experience advocating for their health, safety and well-being (Harner, 2003).
Efforts to prevent dating violence and the negative physical and mental health consequences of sexual violence have created a number of prevention programs sponsored by schools and communities. Many programs target adolescent males and females of varying ages using a variety of modalities, including general education on sexual violence, theatre productions, poster contests and involvement in community activities. Furthermore, mixed gender programs have also been developed that utilize similar modalities.
In my review of the literature, there is a noticeable gap in the scientific literature with the inclusion of persons from diverse racial and ethnic backgrounds in sample populations. The methods in three of the five studies that were reviewed were quantitative, with two of the studies using blended methodology with a more qualitative opened ended questioning of adolescents. The primary unit of analysis in four of the five studies was middle school youth, male and female. One study only represented college age males and females and the others had a mixture of middle school, grade school and high school. All of the studies included male and female subjects. Only one study was a single subject design and the others were outcome evaluation. All of the studies outcomes suggest that intervention or prevention programs would be effective in reducing dating violence and sexual assault. Additionally, it is stated, “Intervention programs that show promise in reducing sexual violence among adolescents must be thoroughly investigated and documented so that future researchers, clinicians, and health advocates may replicate model programs” (Foshee et al., 1998). By continuing to work together and to learn from each other, researchers, practitioners, young people, parents, school staff, health care providers, community residents and others will find better and more effective ways to address violence among our youth. The research data has shown that partner abuse is prevalent in the first intimate relationships of adolescents and that a number of adolescents will continue to engage in violent behavior in their adult relationships.
Few studies have examined the possible contribution of family, school and community violence to dating violence, specifically during adolescence. The purpose of my study will be to examine, in a metropolitan community a sample of adolescents, the influence of violent behavior in their home, school and community and is this behavior a prediction of dating violence during adolescence.

Hypothesis and Conceptualization of Variables

Hypothesis

The hypothesis is that perceived dysfunctional behavior patterns observed at home, at school, or in their community during late childhood and early adolescence, such as parental conflict and abuse, laxness of monitoring behaviors in the school, and gang activities, make unique contributions in predicting later dating violence during adolescence. Furthermore, that the relationship not only affects how youth behave, but also what they believe about acceptable forms of behavior in their relationships

Variables

The independent variable will be abusive parenting and exposure to violent behaviors. This variable is defined as information regarding dysfunctional parenting practices (such as abuse, neglect, parental conflicts, and violence), social conflicts in school and conflicts with in the community.
The dependent variables would be emotional and physical abuse in a dating relationship. This variable is defined as any responsibility for emotional and physical abuse in dating and any delinquency behaviors. A questionnaire will be administered to both males and females and their perception of dysfunctional parental practices and exposure to violence will be gathered and measured. A questionnaire will be administered to both males and females and antisocial behavior in a dating relationship will be measured using the same scale as for the dependent variable.
Methodology

Subjects for Study

The subjects will be recruited for a longitudinal study beginning in 2005 from 50 kindergarten through seventh grade classes in the Denver metropolitan area. A total of 500 male and female subjects will be recruited. The average age of the first data collection will be approximately 6 to 12 years, and at the five subsequent data collection points, the males and females will be 7 through 18 years. Questionnaires will be administered to the children at school in the spring. Between the ages of ages 6 to 12 years, perceived parental measures will be gathered. Beginning at the age of 14, a questioner will be administered to measure antisocial behavior and dating violence will be measured at ages 16 to 18 years.

Measurement

Three variables are involved and multivariate analysis will be implemented in data analysis. A number of questionnaires will be distributed during the six year period of the longitudinal study. The first year the subjects will respond to a questionnaire assessing family conflicts and violence. Such questions as; “Do your parents fight? Do they argue in front of you?” These questions will be asked only in the first four years of the study. The following year, and each year there after, subjects will be asked to indicate how often they are exposed to or participate in antisocial behavior such as violence and delinquency at school or in the community. The last two years of the study, the subjects will be asked about dating violence. After being asked if they have dated someone “occasionally” or “regularly” those who have dated will complete a questionnaire on perpetrated psychological and physical abuse. These variables will be scored as: (1), “never” (2), “sometimes” (3), “several times” or (4), “frequently.
Data Collection Methods
Questionnaires will be administered to the subjects at their schools. At ages 6 to 10 years, perceived parental measures will be gathered, participation and exposure to antisocial behavior will be collected at ages 12 to 16; and dating violence measures will be collected from subjects at ages 16, 17, and 18 years. All subjects will be self-report.
Analysis
The data will be analyzed using careful consideration of the distribution of all the variables and to consider the implications of the central tendencies, range and standard deviation of the three variables. I will conduct a multivariate model analysis. The data will be measured and transcribed using a computer software program. I have chosen to use a computer program to transcribe and record the data for several reasons. The program will easily calculate and report standard deviations, help organize primary and secondary findings and will create visual presentations.

References

Avery-Leaf, S., Cacardi, M., O 'Leary, K. D., & Cano, A. (1997). Efficacy of a dating violence prevention program on attitudes justifying aggression. Journal of Adolescent Health,
21, 11-17.

Fisher, B., Cullen, F., Turner, M. (2000). The Sexual Victimization of College Women. Office on Violence Against Women, Office of Justice Programs, U.S. Department of Justice. Publication Date: December 2000 Available On Line @ http://www.vaw.umn.edu/

Foshee, V.A., Bauman, K.E., Arriaga, X.B., Helms, R.W., Koch, G.G. & Linder, G.F. (1998). An evaluation of Safe Dates, an adolescent dating violence prevention program. American Journal of Public Health,88(1), 45-50.

Glass, N., Fredland, N., Campbell, J.,Yonas,M., Sharps,P. & Kub, J. (2003) Adolescent Dating Violence: Prevalence Risk Factors, Health Outcomes, and Implications for Clinical Practice Journal of Obstetric, Gynecologic, and Neonatal Nursing, 32 ,227-238.

Halpern,C.T., Oslak, S.G., Martin, S.L.,. Young, M.L., MS, & Kulpper, L.L. (2001) Partner Violence Among Adolescents in Opposite-Sex Romantic Relationships, American Journal of Public Health 91(10), 1679-1685

Harner, H. (2003). Sexual Violence in Adolescents Office on Violence Against Women, Office of Justice Programs, U.S. Department of Justice. Publication Date: May 2003 Available On Line @ http://www.vaw.umn.edu/

O 'Keefe, M. & Treister, L. (1998). Victims of dating violence among high school students: Are the predictors different for males and females? Violence Against Women, 4(2), 195-223.

Riggs, D. S., O 'Leary, K. D., & Breslin, F. C. (1990). Multiple correlates of physical aggression in dating couples. Journal of Interpersonal Violence, 5, 61-73.

Weisz, A. & Black, B. (2001) Evaluating a Sexual Assault and Dating Violence Prevention Program for Urban Youths Social Work Research, , Vol. 25 Issue 2, p89, 12p

Wolfe, D.A., Jaffe,P.G. (2003) Prevention of Domestic Violence and Sexual Assault, Office on Violence Against Women, Office of Justice Programs, U.S. Department of Justice. Publication Date: January 2003 Available On Line @ http://www.vaw.umn.edu/

United States Department of Justice Bureau of Justice Statistics Available On Line @ http://www.ojp.usdoj.gov/bjs/pub/press/ipva99pr.htm Appendix A
Questioners

Teen Dating Violence Questioner
Research Year One Through Four

Subject # ___________ Age____ Male 0 Female 0

African American 0 Caucasian 0 Hispanic 0 Native American 0 Asian 0 Other 0

Yearly Household Income
0Up to 8,980 021,540 and above
012,120 and above 024,680 and above
015,260 and above 0Information unknown
018,400 and above

Live with:
0Both Parents 0One Parent _________
0Step Parent & ________ 0Other _____________

1. Do your parents fight?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

2. Do they argue in front of you?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

3. Do your parents punish you by slapping or hitting you?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

4. Do your parents punish you by scolding you all the time?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

5. Do you feel rejected by your mother or by your father?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

6. Do your parents punish you by calling you names?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

7. Do your parents know of your whereabouts when you go out?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

8. Do your parents know with whom you are spending time when you go out?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

Thank you for your participation in this research project.

Teen Dating Violence Questioner
Research Year Four through Six

Subject # ___________ Age____ Male 0 Female 0

African American 0 Caucasian 0 Hispanic 0 Native American 0 Asian 0 Other 0

Yearly Household Income
0Up to 8,980 021,540 and above
012,120 and above 024,680 and above
015,260 and above 0Information unknown
018,400 and above

Live with:
0Both Parents 0One Parent _________
0Step Parent & ________ 0Other _____________

1. Do your parents know of your whereabouts when you go out
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

2. Do your parents know with whom you are spending time when you go out?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

3. Do you engage in theft of any objects between $10 and $100?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

4. Do you engage in vandalism including intentionally destroying another’s property, vandalizing cars, etc.?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

5. Do you engage in aggressive behavior including strong-arming, gang fights, fist fighting, carrying a weapon, etc.?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

6. Do you engage in substance abuse including taking drugs, getting drunk, selling drugs, etc.?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

7. Do you prevent your girl/boyfriend from seeing or speaking to friends?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

8. Do you humiliate or “put down,” your girl/boyfriend?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

9. Do you accuse her/him of cheating on you or having an affair?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently
Teen Dating Violence Questioner
Research Year Four through Six
Page 2

10. Do you control her/his schedule and demanded a report on what she/he has been doing?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

11. Have you acted cold and indifferent with her/him?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

12. Have you ordered her/him around?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

13. Have you ever thrown an object at your dating partner?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

14. Have you ever pushed or shoved her/him?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

15. Have you slapped your dating partner?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

16. Have you kicked your dating partner?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

17. Have you ever beaten up your dating partner?
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

18. Have you ever threatened her/him with a knife?.
0(1), “never” 0(2), “sometimes” 0(3), “several times” 0(4), “frequently

Thank you for your participation in this research project.

Appendix B
Consent Form

Teen Dating Violence Study

You are invited to participate in this research study to determine if adolescents are most at risk for abusing and assaulting their dating partners because there is a direct or an intermediary association from exposure to dysfunctional behavior at home, at school, or in their community. For example, do these influence affect how youths behave, but also what they believe about acceptable forms of behavior in their relationships.

My name is__________, and I’m a student in _______at _________College. The instructor for the course is ___________. As a requirement for the course, I am to carry out a research project to determine the effect of teen dating violence in our society.

This research will involve children as participants and as the parent or legal guardian you will be responsible to explain these procedures at an age appropriate level for the child to understand. Parent, Legal Guardian, and children consents to discuss their situation with the parties that are conducting this research project.

Your parental signature indicates consent and that either the parent or child may withdraw at any time without penalty

Any information obtained in connection with this study and can be identified with you will remain confidential and will be disclosed only with your permission. If you decide to participate, you are free to discontinue participation at any time.

You are making a decision whether or not to participate. Your signature indicates you have read the information provided above and decided to participate.

A copy of this form will be mailed back to you. I will sign this consent form as well to bind this agreement.

_______________________________________ __________________
Signature of Participant Date

________________________________________ __________________
Your Name Date

Appendix C
Cover Letter

Dear Participant,

You are being invited to participate in a research study that will gather information and data about teen dating violence. This research study is being conducted to determine if adolescents are most at risk for abusing and assaulting their dating partners because there is a direct or an intermediary association from exposure to dysfunctional behavior at home, at school, or in their community. For example, do these influence affect how youths behave, but also what they believe about acceptable forms of behavior in their relationships

This study will be a longitudinal study lasting for six years. We will ask you once a year to respond to a questioner regarding your relationships with in your family, school and community. All information collected from this study will be safeguarded throughout the process.

Participation is voluntary and participants may withdraw at any time without penalty.
If you have any questions, you may contact me at ___________College, () .

Thank you for your time and commitment to this study.

Sincerely,

Your Information

References: Avery-Leaf, S., Cacardi, M., O 'Leary, K. D., & Cano, A. (1997). Efficacy of a dating violence prevention program on attitudes justifying aggression Halpern,C.T., Oslak, S.G., Martin, S.L.,. Young, M.L., MS, & Kulpper, L.L. (2001) Partner Violence Among Adolescents in Opposite-Sex Romantic Relationships, American Journal of Public Health 91(10), 1679-1685 Harner, H O 'Keefe, M. & Treister, L. (1998). Victims of dating violence among high school students: Are the predictors different for males and females? Violence Against Women, 4(2), 195-223. Riggs, D. S., O 'Leary, K. D., & Breslin, F. C. (1990). Multiple correlates of physical aggression in dating couples. Journal of Interpersonal Violence, 5, 61-73. Weisz, A. & Black, B. (2001) Evaluating a Sexual Assault and Dating Violence Prevention Program for Urban Youths Social Work Research, , Vol. 25 Issue 2, p89, 12p Wolfe, D.A., Jaffe,P.G