Poster #172 - Gender Differences in the Effects of Relational Factors of Salvadorian Adolescents' Exposure to Community Violence

• In Event: 2-002 - Special Poster Session 05 with Continental Breakfast Reception
  In Poster Session: PS 05 - International Section

Integrative Statement

Violence exposure - whether direct, indirect or vicarious - is a serious public health problem for youth in the US (Center for Disease Control and Prevention, 2006), and of particular concern for adolescents growing up in Central American countries. El Salvador's widespread community violence (CV) places youth at risk for victimization and posttraumatic stress disorder (PTSD) symptomatology. Research consistently has documented the adverse mental health and behavioral consequences for adolescents exposed to community violence (Boxer et al. 2008; Fowler et al. 2009; Lewis et al. 2012). Male and female adolescents report differential trauma-related symptomatology resulting from CV exposure in the US (Zona and Milan 2011); however, few studies document gender differences in low and middle countries. Studies consistently demonstrate that relational factors (family, school and peers) can exert an influence on how exposure to violence is experienced, and thereby influence the development of PTSD symptoms in youth. Understanding gender differences and direct and indirect effects of family emotional climate, school cohesion, and peer support enhances scholarship on ''gendered'' perceptions of exposure to violence and may inform preventive interventions.

OBJECTIVES: Given the prevalence of community violence (CV) in El Salvador and the vulnerability of youth, this study aims to examine the role of relational factors in influencing the relationship between CV exposure and PTSD symptoms among adolescents, with a particular focus on the gendered nature of this relationship.

METHOD: 884 Salvadorian adolescents (ages 12 to 18; females 53%) attending private and public schools were surveyed. Participants completed a self-report questionnaire assessing demographic information, exposure to CV events, ecological factors (family, school, and neighborhood), and PTSD symptomatology. Using structural equation modeling (SEM), we investigated the hypothesized model with all possible direct and indirect (via exposure to violence type) pathways between family, school, and peer contexts and PTSD. The three violence exposure types were allowed to covary, and the three PTSD symptoms were also allowed to covary. We employed full information maximum likelihood (FIML) for parameter estimation and model fit indices were examined for adequate fit (CFI > .95, RMSEA < .06, SRMR < .08; Marsh, Hau, &Wen, 2004). Finally, a multiple group analysis was used to examine whether there were youth age and sex differences, in the pattern of effects.

RESULTS: The three relational factors (e.g., families, peer, school) were each related to PTSD through all three types of exposure to violence with some differences for boys and girls. For boys and girls, these relational factors were all related to PTSD through direct exposure to violence. Meanwhile, the relational factors were also associated with PTSD through vicarious exposure for both younger and older girls but not boys. Additionally, for younger girls, the relational factors were related to PTSD through indirect exposure. School cohesion was also directly and inversely related to PTSD and family emotional climate was only directly and inversely related to PTSD for the girls and not the boys.

CONCLUSIONS: Findings highlight the need for gender-specific prevention and intervention efforts to reduce the harmful effects of exposure to violence among Salvadorian youth. Intervention and policy recommendations are provided.

Authors

• Lisseth Rojas-Flores, Fuller Graduate School of Psychology
  Presenting Author

• Benjamin Houltberg, Fuller Graduate School of Psychology
  Non-Presenting Author

• Lixian Cui, New York University – Shanghai
  Non-Presenting Author

• Joseph Currier, University of South Alabama
  Non-Presenting Author

• Sofia Herrera, Fuller Graduate School of Psychology
  Non-Presenting Author