The intergenerational influence of adverse childhood experiences on individual outcomes demonstrates a need for research that considers both personal and environmental contributors to risk. As such, the current study explored how maternal cumulative risks influence the relationship between maternal Adverse Childhood Experiences (ACEs) and their children’s behavioral dysregulation among families involved with the child welfare system ( N = 314). The importance of child age is also considered. The sample was stratified by age groups of children (1.5–5 years and 6–18 years), and the relationship between maternal ACEs, cumulative risk, and child behavior was assessed using OLS regressions. For younger children, maternal ACEs were only associated with externalizing behaviors when not controlling for cumulative risk, but cumulative risks were independently and significantly associated with both internalizing and externalizing behaviors. For older children, ACEs were independently associated with both types of behavior, but controlling for cumulative risk attenuated the strength of this relationship. Cumulative risks were also independently associated with older children’s internalizing and externalizing behaviors. Findings suggest the need to consider both individual and environmental risks for parents and children involved in the child welfare system, and the developmental timing and stability of that risk, in order to adequately support parent-child relationships as well as caregiving environments.

Using survey data from a large, public university, the authors examined the relationships of precollege sexual violence experience to revictimization and disclosure. Among victims of campus sexual violence, those with prior sexual victimization were no more or less likely to disclose to campus resources and were less likely to disclose to peers. Results suggest that institutions need to be prepared to support students with a range of victimization experiences. There is also a need for earlier and expanded sexual violence education and awareness efforts.

Undergraduate Exposure to Messages About Campus Sexual Assault: Awareness of Campus Resources Sarah McMahon (bio) and Kate Stepleton (bio) A report released by the Obama Administration's White House Task Force to Protect Students From Sexual Assault calls upon colleges and universities to provide resources on campus for students who experience sexual violence (White House, 2014); however, students report a low awareness of services available on their campuses related to sexual violence and are often unsure of how to respond upon hearing a disclosure of sexual violence (Walsh, Banyard, Moynihan, Ward, & Cohn, 2010). It is important for students to know about resources on campus, not only if they themselves experience victimization, but also to help support peers who are more likely to disclose their experiences of sexual violence to each other than to campus resources (Sabina & Ho, 2014). Therefore, how best to equip students with the information and tools to seek assistance for their own victimization or to support their peers who disclose victimization are important issues for consideration in higher education settings (Amar, Strout, Simpson, Cardiello, & Beckford, 2014). Colleges and universities can provide students with information about sexual violence and campus resources through websites, class discussions, and educational programs. Based on health promotion models and the biomedical model of "dose response," greater exposure to this information would likely yield better outcomes (M. Taylor et al., 2010). Other fields have demonstrated the positive relationship between level of exposure to prevention messages and positive health outcomes, such as HIV prevention (Sumartojo et al., 2008; M. Taylor et al., 2010) and dating violence education (Foshee et al., 2012; B. G. Taylor, Stein, Mumford, & Woods, 2013). [End Page 110] The idea of exposure to multiple prevention messages is supported by increasing recognition that a multidose, multipronged approach is needed for campus sexual violence (Banyard, 2014). For example, research studies have indicated that a one-shot prevention education program does not sustain positive changes over time, but that continued exposure through booster sessions helps to sustain positive effects (Banyard, Moynihan, & Plante, 2007; Coker et al., 2011). In addition, exposure to different types of programming (e.g., posters and educational sessions) can provide stronger outcomes (Moynihan et al., 2015). The extant literature has not addressed whether multiple exposures to information and messages about sexual violence affect students' awareness of resources or impact students' efficacy in seeking assistance for themselves or a peer who experiences sexual violence. To help address this gap in research and inform colleges and universities in the efforts to address sexual violence, we examined the following research questions: (a) What is the level of sexual victimization in this sample, both self-reported and reported by peers?(b) Does the level of exposure to information and education about sexual violence affect students' awareness of resources? Does it impact their confidence in knowing how to seek assistance if the student or a peer were sexually victimized? METHOD Data were drawn from an online campus climate survey based on the White House Task Force Tool regarding sexual violence conducted at a large, public university in the Northeast United States in 2014. The university under study provided a comprehensive approach to sexual violence prevention education that included educational programs, trainings, and information posted on the school website and in residence halls. All students were invited to complete the anonymous survey through a broad outreach campaign, and cash prizes were awarded to randomly selected respondents to incentivize participation. All materials and procedures were approved by the university's Institutional Review Board. A total of 9,358 undergraduate students responded to the survey for a response rate of 30%. Of those, some cases were removed from the current analysis for incorrect responses to an item included as a reliability check (a question that asked if students were still reading the survey; n = 681), no valid responses (n = 78), software error (n = 4), or age (< 17 or > 24; n = 370), since students ages 18–24 are often cited as most at risk for experiencing campus sexual violence (Black et al., 2011). For this study listwise deletion was employed, yielding a final analytic sample of 6,866 students. To determine the students' level of exposure to messages about sexual violence...

Adverse childhood experiences (ACEs) are linked to many negative outcomes for adults, but scant research has examined their intergenerational effects. This study's purpose is (1) to identify whether an association exists between maternal ACEs and children's psychosocial functioning, and, if so, (2) to delineate whether such an association is linked to age in a sample of families involved with the child welfare system (N = 259). The relationship between maternal ACEs and child behavior was assessed using OLS regressions, and significant, positive associations were found linking the number of maternal ACEs and children's standardized Child Behavior Checklist scores, on both internalizing (B = 0.10, p < .001) and externalizing (B = 0.09, p < .001) subscales. Age was not significantly associated with CBCL scores. Findings suggest the need for deeper understanding of the pathways for intergenerational transmission of risk, improved identification of parental risk and its symptoms, use of interventions accounting for parental ACES, and greater attention to the environmental and societal contexts placing families in risk.

The White House Task Force to Protect Students from Sexual Assault identified campus climate surveys as the first step for addressing campus sexual violence. Through a process case study, this article presents one model for engaging in a comprehensive, action-focused campus climate assessment process. Rooted in principles of community-based participatory action research, this model moves beyond the administration of a survey as a compliance tool to engage and educate the campus community about sexual violence.