Repetitive Intimate Partner Victimization: An Exploratory Application of Social Learning Theory

Cochran, John K.; Sellers, Christine S.; Wiesbrock, Valerie; Palacios, Wilson R.

doi:10.1080/01639625.2010.538342

Cited by 57 publications

(35 citation statements)

References 44 publications

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“…In a recent exploration of the direct transmission of violence from peer to romantic relationship domains, longitudinal analyses indicate that adolescents with friends who perpetrate dating violence are significantly more likely to perpetrate dating violence themselves (Foshee et al 2013). Cochran et al (2011) also show that individuals who report IPV experience expected that significant others would not react as negatively to their victimization as those who did not report IPV. Conversely, research has shown that adolescent reports of hostile interactions and violence within their close friendships are associated with general hostility as well as both IPV perpetration and victimization within later romantic relationships (Stocker and Richmond 2007; Williams et al 2008).…”

Section: Introductionmentioning

confidence: 72%

Teen Dating Violence: The Influence of Friendships and School Context

et al. 2015

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Prior research has examined parental and peer influences on teen dating violence (TDV), but fewer studies have explored the role of broader social contexts. Using data from the Toledo Adolescent Relationships Study (TARS), the present research examines the effect of variations in school context on teen dating violence perpetration, while taking into account parental, peer, and demographic factors. Drawing on interview data from 955 adolescents across 32 different schools, results indicate that net of parents’ and friends’ use of violence, the normative climate of schools, specifically school-level teen dating violence, is a significant predictor of respondents’ own violence perpetration. School-level dating norms (non-exclusivity in relationships) also contribute indirectly to the odds of experiencing TDV. However, a more general measure of school-level violence toward friends is not strongly related to variations in TDV, suggesting the need to focus on domain-specific influences. Implications for theories emphasizing social learning processes and for TDV prevention efforts are discussed.

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Section: Introductionmentioning

confidence: 72%

Teen Dating Violence: The Influence of Friendships and School Context

et al. 2015

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“…These concepts are, however, operationally very similar and past research has not been consistent in the types of measures used to assess them (see, for example, the different measurement approaches of Boeringer, Shehan, and Akers 1991;Cochran, Sellers, Wiesbrock, and Palacios 2011;Peralta and Steele 2010;Wareham, Boots, and Chavez 2009). While most research on SLT has employed survey methods (see the meta-analysis by Pratt et al 2010 for a summary of this research), it is difficult to operationalize the behavioral modeling process in a way that does not overlap with differential association.…”

Section: Traditional Approaches To Testing Deviant Modelingmentioning

confidence: 99%

An Experimental Test of Deviant Modeling

Gallupe

Nguyen

Bouchard

et al. 2016

Journal of Research in Crime and Delinquency

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Objectives: Test the effect of deviant peer modeling on theft as conditioned by verbal support for theft and number of deviant models. Methods: Two related randomized experiments in which participants were given a chance to steal a gift card (ostensibly worth CAN$15) from the table in front of them. Each experiment had a control group, a verbal prompting group in which confederate(s) endorsed stealing, a behavioral modeling group in which confederate(s) committed theft, and a verbal prompting plus behavioral modeling group in which confederate(s) did both. The first experiment used one confederate; the second experiment used two. The pooled sample consisted of 335 undergraduate students. Results: Participants in the verbal prompting plus behavioral modeling group were most likely to steal followed by the behavioral modeling group. Interestingly, behavioral modeling was only influential when two confederates were present. There were no thefts in either the control or verbal prompting groups regardless of the number of confederates. Conclusions: Behavioral modeling appears to be the key mechanism, though verbal support can strengthen the effect of behavioral modeling.

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“…The three phases of the cycle (tension, battering, and contrition) essentially constitute passive avoidance learning (progressing to learned helplessness) among victims with operant reinforcement of dominance behavior on the part of the perpetrator. Subsequent applications of the hypothesis to account for the reenactment of aggression (victims shaped to become perpetrators) represent a generalization of the model that would be supported by social learning (Cochran, Sellers, Wiesbrock, & Wilson, 2011), feminist (Anderson, 1997), neuroscience (deBoer, Caramaschi, Natarajan, & Koolhass, 2009), or other theories.…”

Section: The Cycle Of Violence Hypothesismentioning

confidence: 98%

Violent Experiences Questionnaire Predictors of Low Base-Rate Aggressive Acts

King

2014

Journal of Aggression, Maltreatment & Trauma

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Repetitive Intimate Partner Victimization: An Exploratory Application of Social Learning Theory

Cited by 57 publications

References 44 publications

Teen Dating Violence: The Influence of Friendships and School Context

Teen Dating Violence: The Influence of Friendships and School Context

An Experimental Test of Deviant Modeling

Violent Experiences Questionnaire Predictors of Low Base-Rate Aggressive Acts

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