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• General violence and intimate partner violence among adolescents : similarities and differences
• An integrated theoretical approach to general violence and intimate partner violence among adolescents
• An overview of the national longitudinal study of adolescent health
• Adolescent intimate partner violence risk factors
• Behaviors associated with adolescent intimate partner violence victimization
• The causes and correlates of mutual and one-sided adolescent intimate partner violence
• Towards an integrated model of general violence and intimate partner violence.

"Clark describes the risks and correlates of intimate partner violence (IPV) among adolescents. Using longitudinal data, she finds that the victim-offender overlap that exists in general violence extends to IPV. Also, Michael Johnson's typology of IPV among adults likely exists among adolescents; sometimes IPV is perpetrated by both partners, and sometimes it is perpetrated by only one. Moreover, IPV victimization is not evenly distributed among adolescents, and more targeted interventions are likely needed to prevent abuse. Clark integrates multiple theories of violence and victimization, including lifestyle exposure theory, differential association theory, general strain theory."--Publisher's website.

"My heart is pounding against my chest. I am having a hard time breathing and a hard time thinking. I cross the terrace. One step, one small step. Then another tiny step. Now I am on the lawn. The grass is cold and wet under my bare feet. A gust of wind pastes my green sweatshirt against my body. My long grey skirt sticks to my legs like the skin of a rhinoceros. My heart tells me to run, to run as fast as my legs can carry me, with all my might. But I can't..." One morning in the outskirts of Lagos, Nigeria, a lucky 13-year-old girl named Tina from a modest family is preparing to go to France to become part of Linda and Godwin Okpara's family. Linda is a home maker and Godwin is a footballer at top French club Paris Saint-Germain and for the Super Eagles, Nigeria's national squad. They have four children and Tina dreams of going with them to school and joining in their games and pranks, living the European dream. But soon after her arrival the reality becomes different. Written in collaboration with acclaimed French journalist, Cyril Guinet, Tina recounts how imprisonment, torture and abuse in a suburban house in the middle of gentrified Europe in the twenty-first century could not break her. Tina's gripping story of survival and escape to rebuild her life is a moving testament to a remarkable woman, a true survivor.
(source: Nielsen Book Data)

• Acknowledgments
• 1. Introduction: Goals for the Book
• 2. Project Design and Methodology
• 3. Theoretical Considerations
• 4. Program Goals
• 5. Recruitment Issues for Prevention Programs
• 6. Membership
• 7. Structure
• 8. Program Content
• 9. Diversity Issues in Prevention Programs
• 10. Curricula Development
• 11. Peer Leadership Programs
• 12. Parental, School Staff, and Community Involvement
• 13. Evaluation of Prevention Programs
• 14. Qualities of Ideal Prevention Educators
• 15. Rewarding, Troubling, and Challenging Aspects
• 16. Wish Lists, Strengths, and Trends Appendix A Programs Interviewed Appendix B Interview Guide References Index.
• (source: Nielsen Book Data)

Arlene Weisz and Beverly Black interview practitioners from more than fifty dating violence and sexual assault programs across the United States to provide a unique resource for effective teen dating violence prevention. Enhancing existing research with the shared wisdom of the nation's prevention community, Weisz and Black describe program goals and content, recruitment strategies, membership, structure, and community involvement in practitioners' own words. Their comprehensive approach reveals the core techniques that should be a part of any successful prevention program, including theoretical consistency, which contributes to sound content development, and peer education and youth leadership, which empower participants and keep programs relevant.Weisz and Black show that multisession programs are most useful in preventing violence and assault, because they enable participants to learn new behaviors and change entrenched attitudes. Combining single- and mixed-gender sessions, as well as steering discussions away from the assignment of blame, also yield positive results. The authors demonstrate that productive education remains sensitive to differences in culture and sexual orientation and includes experiential exercises and role-playing. Manuals help in guiding educators and improving evaluation, but they should also allow adolescents to direct the discussion. Good programs regularly address teachers and parents. Ultimately, though, Weisz and Black find that the ideal program retains prevention educators long after the apprentice stage, encouraging self-evaluation and new interventions based on the wisdom that experience brings.
(source: Nielsen Book Data)

• Summary
• Recommendations
• Methodology
• I. Background
• II. Abductions of women and girls by Boko Haram
• III. Government response
• IV. Accountability
• V. Nigeria's legal obligations
• Acknowledgements
• Annex.

In April 2014, the Islamist group Boko Haram abducted 276 female students from a secondary school in Chibok, Borno State, in Nigeria's northeast. The group has abducted more than 500 women and girls from Borno, Yobe, and Adamawa States since 2009. Based field research in northeast Nigeria and Abuja, the capital city, including interviews with women and girls who escaped abduction or were freed from captivity, social workers, journalists, religious leaders, civil society workers, state and federal government officials, and witnesses of abductions, "Those Weeks in Their Camp" documents how Boko Haram targets women and girls. The report highlights the harrowing experiences of some of the abducted women and girls, many of whom have endured physical and psychological abuse, forced conversions, coerced marriages, forced labor, sexual violence and rape. To ensure accountability, the report calls on Nigerian authorities to investigate and prosecute, based on international fair trial standards, those who committed serious crimes in violation of international law, including Boko Haram, members of the security forces, and pro-government vigilante groups. In addition, the government should provide adequate measures to protect schools and the right to education, and ensure access to medical and mental health services to victims of the abduction and other violence. The government should also ensure that hospitals and clinics treating civilian victims of Boko Haram atrocities are equipped with medical supplies to treat survivors of sexual and gender-based violence. -- back cover.

• Acknowledgments
• 1. Introduction: Goals for the Book
• 2. Project Design and Methodology
• 3. Theoretical Considerations
• 4. Program Goals
• 5. Recruitment Issues for Prevention Programs
• 6. Membership
• 7. Structure
• 8. Program Content
• 9. Diversity Issues in Prevention Programs
• 10. Curricula Development
• 11. Peer Leadership Programs
• 12. Parental, School Staff, and Community Involvement
• 13. Evaluation of Prevention Programs
• 14. Qualities of Ideal Prevention Educators
• 15. Rewarding, Troubling, and Challenging Aspects
• 16. Wish Lists, Strengths, and Trends Appendix A Programs Interviewed Appendix B Interview Guide References Index.
• (source: Nielsen Book Data)

Arlene Weisz and Beverly Black interview practitioners from more than fifty dating violence and sexual assault programs across the United States to provide a unique resource for effective teen dating violence prevention. Enhancing existing research with the shared wisdom of the nation's prevention community, Weisz and Black describe program goals and content, recruitment strategies, membership, structure, and community involvement in practitioners' own words. Their comprehensive approach reveals the core techniques that should be a part of any successful prevention program, including theoretical consistency, which contributes to sound content development, and peer education and youth leadership, which empower participants and keep programs relevant. Weisz and Black show that multisession programs are most useful in preventing violence and assault, because they enable participants to learn new behaviors and change entrenched attitudes. Combining single- and mixed-gender sessions, as well as steering discussions away from the assignment of blame, also yield positive results. The authors demonstrate that productive education remains sensitive to differences in culture and sexual orientation and includes experiential exercises and role-playing. Manuals help in guiding educators and improving evaluation, but they should also allow adolescents to direct the discussion. Good programs regularly address teachers and parents. Ultimately, though, Weisz and Black find that the ideal program retains prevention educators long after the apprentice stage, encouraging self-evaluation and new interventions based on the wisdom that experience brings.
(source: Nielsen Book Data)

• Perspectives on gender and urban violence
• Gender 'n the 'hood : neighborhood violence against women and girls
• Playin' too much : sexual harassment in school
• Respect yourself, protect yourself : sexual coercion and violence
• The playa' and the cool pose : gender and relationship violence
• Conclusions and recommendations.

• Capital and the production of classed and racialized females / Julia Hall
• Human sex trafficking in the city : seeking victims among domestic girls / Illana R. Lane and Virginia A. Batchelor
• Longitudinal ethnography : uncovering domestic abuse in low-income women's lives / Linda M. Burton, Diane Purvin, and Raymond Garrett-Peters
• Gender as the next top model of global consumer-citizenship / Lindsay Palmer
• Neoliberal fantasies and the "centaur state" : confronting hypermasculine violence in urban public schooling / Alexander J. Means
• 'Prisonization' and Latinas in alternative high schools / Aida Hurtado, Ruby Hernandez, and Craig Haney
• Disability and silences that do not tell / Linda Ware and Danielle Cowley
• When Black girls become pretty : teacher biography as source of student transformation / Craig Centrie
• Stop the potlucks / Julia Hall.

As the economy constricts, it seems living with a chronic sense of fear and anxiety is the new normal for a growing number of urban females. Many females are susceptible to victimization by cumulative strands of violence in school, their communities, families and partnerships. Exposure to violence has been shown to contribute to physical and mental health problems, a propensity for substance abuse, transience and homelessness, and unsurprisingly, poor school attendance and performance. What does a girl do when there is no place to get away from this, and even school is a danger zone? Why have so many educators turned their attention away from the reality of violence against girls? Why is there a tendency to categorize such violence as just another example of the general concept of "bullying?" Critical educators who research the effects of current market logics on the schooling of marginalized youth have yet fully to focus on this issue. This volume puts the reality of violence in the lives of urban school girls back on the map, investigates answers to the above questions, and presents suggestions for change.
(source: Nielsen Book Data)