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• New attention has been focused on strengthening family connections and.expanding the community-based service array focused on preventing maltreatment and out-of-home placement. • Describe preliminary outcomes from a pilot evaluation of a new curriculum teaching parents trauma-informed strategies to address and resolve their own trauma while supporting healthy attachment with their children. • Demonstrates feasibility of conducting a large-scale study of the Breakthrough Parenting Curriculum (BPC). Unresolved trauma can negatively impact parenting and increase chances of child maltreatment. With the passing of the Family First Prevention Services Act (FFPSA) in 2018, new attention has been focused on strengthening family connections and expanding the community-based service array focused on preventing maltreatment and out of home placement. The purpose of this paper is twofold: (1) to describe preliminary outcomes from a pilot evaluation of a new curriculum teaching parents trauma-informed strategies to address and resolve their own trauma while supporting healthy attachment; and (2) assess the feasibility of conducting a large scale study. Forty parents involved in the state child welfare system were recruited to participate. Statistical analyses included T-tests, propensity score analysis, and repeated measures MANOVA. Assessments, which occurred at Pre and Post for the intervention group and comparable times for the quasi-waitlist group, indicated the following: A high retention rate (72%) for the intervention group, an increase in parent knowledge of trauma, skills to address trauma behavior, and parent well-being for the intervention, relative to the waitlist comparison group; and a decrease in child problem behavior in the intervention, relative to the waitlist group. Fidelity data was strong, with trainers completing 100% of activities for each module. Parental satisfaction in the intervention group was also high and costs to implement the training were reasonable. The findings of this pilot study provide strong support for evaluating the BPC in a large-scale outcome investigation. [ABSTRACT FROM AUTHOR]

• Physical victimization was higher among boys compared with girls. • Physical victimization was higher among fifth graders compared with eight graders. • Controlling for socioeconomic status, minority students had higher victimization. • The grade-level gap was more pronounced among minority students. • The gender gap across grade levels was more pronounced among minority students. Prior research on students' school victimization has mainly centered on the effect of students' personal characteristics, namely gender and grade level. Although students' personal traits cut across all cultures, a question too often overlooked is whether victimization patterns remain similar for different cultures and ethnicities. Further, gender and grade-level patterns may change across different ethnic and cultural contexts. This study employed analysis of variance to explore physical victimization patterns in schools by students' gender, grade level (fifth or eighth grade), and ethnocultural affiliation (Arab or Jewish) using a nationally representative sample of students in Israel (N = 75,060). Because school violence may increase in the context of poverty, the study controlled for school and student socioeconomic background. The unique structure of schools organized around language and culture in Israel allowed for identification of systematic dissimilarities and commonalities among distinct ethnocultural groups of students. Greater victimization emerged among male, lower-grade, and minority-status students. The findings further indicate that ethnicity and culture not only influenced the level of students' physical victimization, but also significantly changed the effect of gender and grade level across ethnocultural groups. Interaction effects showed a greater gender gap at eighth grade, compared with fifth grade, and a greater grade-level gap among minority students, compared with majority students. The increased gender gap across grade levels was more pronounced among minority students compared with majority students. This paper discusses the complex influence of culture and ethnicity on students' victimization, considering socioeconomic status, distribution of authority, age hierarchy, and gender roles across cultural contexts. Directions for future research that will allow for greater cross-cultural understanding and implications for more effective and context-specific schools practices are discussed. [ABSTRACT FROM AUTHOR]

• Adopted Chinese youth scored more favorably on BASC-3 than non-adopted Chinese youth. • Adopted Chinese youth scored more favorably on BASC-3 than non-adopted US youth. • High adoptive family SES benefited adopted youth adjustment. • Testing measurement invariance is important for cross-cultural comparison. In this paper, we examined if high SES families had an effect on youth's adjustment by comparing 226 internationally adopted female Chinese youth who experienced pre-adoption institutionalization with 1059 non-adopted Chinese peers living in China, as well as 209 non-adopted American peers. On average, the adopted youth's families had a higher SES status than the two comparison groups. Survey data on behavioral problems and prosocial adjustment were collected with the third edition of the Behavioral Assessment for Children (BASC-3). We found the adopted Chinese youth outperformed their Chinese counterparts in all comparisons and their US counterparts in most comparisons. These results offer some evidence that a high family SES may compensate for the adoption-related risks such as earlier institutionalization. Possible mechanisms underlying the benefit of high SES were discussed. [ABSTRACT FROM AUTHOR]