Counseling for Victimization
(IVY Trial)
Recruiting in Palo Alto (17 mi)
+1 other location
Age: < 18
Sex: Any
Travel: May Be Covered
Time Reimbursement: Varies
Trial Phase: Academic
Recruiting
Sponsor: Florida State University
Disqualifiers: Not middle school student, others
No Placebo Group
Trial Summary
What is the purpose of this trial?IVY (Intervention for Victimized Youth). Just as ivy plants are strong and can flourish in difficult environments, the goal of IVY will be for targets of peer victimization to thrive academically and socially despite challenging circumstances.
Will I have to stop taking my current medications?
The trial information does not specify whether you need to stop taking your current medications.
What data supports the effectiveness of the treatment IVY, Intervention for Victimized Youth?
The Safe Harbor program, which includes counseling and victim-assistance activities similar to IVY, showed promise in reducing youth violence and supporting nonviolence by enhancing relationships and changing harmful beliefs and norms. Additionally, hospital-based violence intervention programs using similar approaches have helped adolescents recover from trauma and improve their psychological well-being.
12345Is the Counseling for Victimization treatment safe for humans?
The available research does not provide specific safety data for the Counseling for Victimization treatment or its related programs like IVY or Intervention for Victimized Youth. However, similar programs, such as hospital-based violence intervention programs and school-based therapies, have been implemented without reported safety concerns, focusing on mental health and recovery from trauma.
56789How is the IVY treatment different from other treatments for victimization?
The IVY treatment is unique because it focuses on counseling specifically designed for youth who have experienced multiple forms of victimization, known as poly-victimization, which is linked to various adjustment challenges. Unlike other treatments, IVY addresses the cumulative impact of different victimization experiences, aiming to improve overall adjustment in areas like social and interpersonal functioning.
1351011Eligibility Criteria
This trial is for middle school students in the US (grades 6-8) who have been bullied at least once in the past month and show high levels of emotional distress according to a specific screening test called BESS.Inclusion Criteria
Experienced at least one instance of peer victimization in the past month
Has elevated or extremely elevated social-emotional distress score, as measured by the BESS (Behavior and Emotional Screening System)
I am a middle school student in grades 6, 7, or 8.
Exclusion Criteria
Not experienced victimization in the past month
No elevated score on BESS
I am not currently attending middle school.
Trial Timeline
Screening
Participants are screened for eligibility to participate in the trial
2-4 weeks
Intervention
Participants undergo an 8-week virtual group counseling intervention focusing on emotional difficulties and avoiding re-victimization
8 weeks
8 visits (virtual)
Follow-up
Participants are monitored for changes in traumatic stress symptoms, social-emotional distress, and other outcomes
4 weeks
Participant Groups
The IVY program, which aims to help young victims of bullying thrive academically and socially through counseling, is being tested. The name symbolizes strength and growth despite adversity.
2Treatment groups
Experimental Treatment
Active Control
Group I: 8 weeks of group counseling delivered in virtual environmentExperimental Treatment1 Intervention
The treatment to be piloted is a 8 week virtual group counseling intervention with a focus on teaching participants skills to overcome emotional difficulties (Visit 1-4) and avoiding re-victimization (Visit 5-Visit 8).
Group II: control groupActive Control1 Intervention
Participants in this arm do not receive the intervention at the same time as the treatment group.
Find a Clinic Near You
Research Locations NearbySelect from list below to view details:
Florida State University Department of Educational Psychology and Learning SystemsTallahassee, FL
Florida State UniversityTallahassee, FL
Loading ...
Who Is Running the Clinical Trial?
Florida State UniversityLead Sponsor
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)Collaborator
References
The cycle of violence and victimization: a study of the school-based intervention of a multidisciplinary youth violence-prevention program. [2022]This article reports on the school-based intervention component of a multidisciplinary program intended to reduce and prevent youth violence in the East New York neighborhood of Brooklyn. This intervention is based on three theories. The first theory posits that modifying beliefs, attitudes, and norms will help youths develop behaviors that support nonviolence. The second theoretical construct asserts that enhancing relationships with peers and family will buffer youths from the effects of exposure to violence. Finally, the third theory suggests that changing aspects of the setting and climate that contribute to violent behavior will prevent violence. The school-based intervention, the Safe Harbor, is a victim-assistance and violence-prevention program. The Safe Harbor offers activities including a 20-lesson violence-prevention and victim-assistance curriculum, counseling, parent involvement, teacher training, and school-change campaigns. The evaluation design is a panel study, with cohorts surveyed longitudinally at nonequivalent intervals. One hundred and fifteen seventh- and eighth-grade students who receive the curriculum and other services are the experimental group; the other 879 students in the seventh and eighth grades serve as the comparison group. Baseline data were collected through a survey of the entire school before the program's implementation in January 1995. Subsequent data collection will include interviews and focus groups; future analysis will address how participation in other parts of the Safe Harbor program or other programs in the school affects outcomes. The participation rate for the baseline survey in the experimental group was 86%, in the comparison group 76%. Responses to the survey questions were virtually identical between the two groups. Preliminary analyses reflect a climate of pervasive violence in the school, family, and community. More than half of the sample reported witnessing a severe beating in the school or their community within the past four months. Forty-four percent witnessed someone being attacked with a weapon in their neighborhood. The psychological consequences of exposure to violence were severe-51% of the sample reported post-traumatic stress disorder (PTSD) symptoms. A number of lessons have been learned from implementing and evaluating this project, including the importance of fostering community partnership and strong relationships with the school, and addressing both reactions to victimization and norms and beliefs about aggression.
A Longitudinal Study of Risk Factors for Sexual Victimization in Puerto Rican Youth. [2023]To determine whether youth, family, and neighborhood factors and minoritized status are associated with youth-reported sexual victimization from childhood through young adulthood.
Childhood victimization, poly-victimization, and adjustment to college in women. [2021]This study examines the relationships among poly-victimization (i.e., high cumulative levels of victimization), six aggregate categories of childhood victimization (property crime, physical assault, peer and sibling, witnessed and indirect, sexual, child maltreatment), and college adjustment in females. This study first examines the relative contributions of poly-victimization and individual categories of childhood victimization in predicting college adjustment. The study then examines whether poly-victimization contributes any unique variance, beyond that accounted for by the combination of all six aggregate categories. Regression analyses reveal that a) poly-victimization accounts for a significant proportion of variability in scores for college adjustment, beyond that accounted for by any of the six categories of childhood victimization alone, and b) the categories of childhood victimization contribute little to no variability beyond that accounted for by poly-victimization. Furthermore, poly-victimization accounts for a significant proportion of variability in college adjustment, beyond that already accounted for by the simultaneous entry of all six categories as predictor variables. Finally, although victimization does not predict GPA, it predicts other domains of college adjustment. Results suggest that counselors working with college students should a) assess multiple categories of victimization and poly-victimization, and b) evaluate clients' adjustment to college across multiple domains (e.g., academic, social, interpersonal).
Polyvictimization and its relationship to symptoms of psychopathology in a southern European sample of adolescent outpatients. [2015]This study examined the relationship between accumulated experiences of victimization and symptoms of psychopathology in 132 adolescent outpatients aged 12-17 years (M=14.27; SD=1.42). The Juvenile Victimization Questionnaire and the Youth Self-Report were used to analyze polyvictimization and symptoms of psychopathology, respectively. The interviews were conducted between December 2009 and May 2012. Cluster analysis identified a subgroup of polyvictimized patients (n=17) whose general psychological impairment was significantly worse and who presented significantly more externalizing and internalizing symptoms in comparison to the rest of the sample. This difference remained significant when taking into account the clinical severity of these symptoms. These results should be taken into account when assessing and treating adolescent outpatients, for whom an adequate prognosis must be made in line with their experiences and distress. Both the self-report technique and the statistical procedure used have been shown to be suitable for identifying victimization experiences in outpatients, although this new evidence requires confirmation in future research.
Psychosocial Treatment of an Adolescent in a Hospital-Based Violence Intervention Program. [2023]Interpersonal violence is the leading cause of death in adolescents. Hospital-based violence intervention programs (HVIPs) address the emotional and behavioral sequelae of assault and homicide. Few studies have been published on pediatric HVIPs, and no study offers a conceptualization model for treatment approaches. This paper demonstrates the use of empirically supported practices by outlining the services provided and subsequent treatment trajectory of an adolescent receiving care from an HVIP at a Level 1 Pediatric Trauma Center. This case study follows the Case Study Report (CARE) guidelines and is the first to demonstrate the use of intensive case management, Psychological First Aid (PFA), and Skills for Psychological Recovery (SPR) in the treatment of an adolescent presenting to the emergency department (ED) due to assault associated with bullying. Through the use of these treatment approaches to address symptoms of posttraumatic stress, the patient moved from physical recovery to posttraumatic growth. Assessment and trauma-informed treatment suggestions are provided to support evidence-based practices within HVIPs.
Youth victim perspective: optimizing presentation of patient-reported outcomes in a violence intervention program. [2023]The health, well-being and psychological development of children in urban areas is threatened by exposure to interpersonal violence. Violence intervention programs, such as Project Ujima, provide children with comprehensive treatment following exposure to violence. Services focus on the interruption of the violence cycle, mental health, and developing resiliency. The collection of patient-reported outcomes (PROs) from youth victims of violence informs community-based, programmatic, and individual participant interventions. Although the collection of PROs throughout treatment has been demonstrated to be feasible, youth and crime victim specialist preferences for data presentation is unknown. We sought to determine patient and crime victim specialist preferences regarding which PROs are of interest and how best to visually display them for optimal engagement.
Treatment manual for trauma-exposed youth: case studies. [2015]Witnessing community violence and experiencing abuse in the home are two examples of interpersonal trauma that can have a devastating impact on children and adolescents. Recent research on the treatment of children exposed to interpersonal violence has focused on cognitive-behavioral interventions, often delivered in school settings. We describe the application of a new manual-based psychotherapy protocol for treating pediatric trauma in a middle school. Two case studies illustrate the protocol application to children from an inner-city neighborhood. The Stanford Cue-Centered Therapy (CCT) is a short-term, multimodal therapy for youths who have experienced trauma, focusing primarily on exposure to trauma-related cues. These cases provide early data on the feasibility and effectiveness of providing CCT for high-risk youth within a school setting and training of school mental-health personnel in the use of the Stanford CCT Manual.
Safety and Academic Outcomes of College Campus-Based Advocacy Services. [2023]Intimate partner violence (IPV), sexual assault, and stalking are consequential public health and safety issues with wide reaching impacts on emerging adults, including those on college campuses in the United States. In response to high rates of violence among college student populations, universities are developing campus-based advocacy (CBA) programs, which aim to support survivors of interpersonal violence through supportive connections, resource acquisition, and safety planning. However, little data exists related to their impact on key student-survivor outcomes. Thus, this study aims to understand (a) the approach CBA programs use to address safety and academic concerns of student-survivors, and (b) the initial outcomes of CBA programs on safety and academics among students engaged in CBA services at five universities in one Southwestern state. The project used a longitudinal mixed-methods approach, with data collection activities including qualitative interviews with student survivors (n = 29) and a longitudinal, web-based, quantitative survey with matched analyses of safety and academic outcome measures from 115 student survivors who participated in an initial survey and follow-up survey after 6 months. Findings demonstrate key pathways through which CBA programs support survivors and facilitate positive safety and academic outcomes. These pathways include education, supportive connection, and resource access. Analysis of longitudinal survivor data demonstrate substantial reductions in sexual violence, IPV, stalking, and school sabotage at 6-month follow-up compared to initial survey, as well as significant reductions in academic disengagement for student survivors. The findings of the study powerfully demonstrate the positive impact of CBA programs on survivor and campus outcomes. Furthermore, programs not only enhance individual survivor safety and academic outcomes but also support the overall climate and safety of hosting universities.
Adverse Childhood Experiences and School-Based Victimization and Perpetration. [2021]Retrospective studies using adult self-report data have demonstrated that adverse childhood experiences (ACEs) increase risk of violence perpetration and victimization. However, research examining the associations between adolescent reports of ACE and school violence involvement is sparse. The present study examines the relationship between adolescent reported ACE and multiple types of on-campus violence (bringing a weapon to campus, being threatened with a weapon, bullying, fighting, vandalism) for boys and girls as well as the risk of membership in victim, perpetrator, and victim-perpetrator groups. The analytic sample was comprised of ninth graders who participated in the 2013 Minnesota Student Survey (n ~ 37,000). Multinomial logistic regression models calculated the risk of membership for victim only, perpetrator only, and victim-perpetrator subgroups, relative to no violence involvement, for students with ACE as compared with those with no ACE. Separate logistic regression models assessed the association between cumulative ACE and school-based violence, adjusting for age, ethnicity, family structure, poverty status, internalizing symptoms, and school district size. Nearly 30% of students were exposed to at least one ACE. Students with ACE represent 19% of no violence, 38% of victim only, 40% of perpetrator only, and 63% of victim-perpetrator groups. There was a strong, graded relationship between ACE and the probability of school-based victimization: physical bullying for boys but not girls, being threatened with a weapon, and theft or property destruction (ps < .001) and perpetration: bullying and bringing a weapon to campus (ps < .001), with boys especially vulnerable to the negative effects of cumulative ACE. We recommend that schools systematically screen for ACE, particularly among younger adolescents involved in victimization and perpetration, and develop the infrastructure to increase access to trauma-informed intervention services. Future research priorities and implications are discussed.
Which juvenile crime victims get mental health treatment? [2004]To explore factors that facilitate the receipt of mental health treatment among juvenile crime victims.
Polyvictimization and trauma in a national longitudinal cohort. [2021]This paper utilizes a national longitudinal probability sample of children to demonstrate how important exposure to multiple forms of victimization (polyvictimization) is in accounting for increases in children's symptomatic behavior. The study is based on two annual waves of the Developmental Victimization Survey that began with a nationally representative sample of children and youth ages 2 to 17. A broad range of victimization experiences were assessed using the 34-item Juvenile Victimization Questionnaire. Eighteen percent of the children experienced four or more different kinds of victimization (polyvictims) in the most recent year. Polyvictimization in the most recent year was highly predictive of trauma symptoms at the end of the year, controlling for prior victimization and prior mental health status. When polyvictimization was taken into account, it greatly reduced or eliminated the association between most other individual victimizations and symptomatology scores.