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Interpersonal violence has a profoundly negative impact on individuals and our society. Health care providers are in a unique position to identify interpersonal violence, support survivors, and to contribute to violence prevention. The purpose of this article is to describe the nature, scope, and impact of interpersonal violence, its subsequent trauma on individuals, families, and society, and to delineate how providers can apply trauma-sensitive practice. The authors provide definitions, examples and prevalence rates and review theories of violence and violence prevention. They describe how to create a trauma-sensitive practice by being aware of the trauma that accompanies violence, the barriers to violence prevention, and how to intervene with patients about violence. Providers are urged to adopt universal screening practices, educate themselves on the nature of interpersonal violence and engage in screening, education, collaboration, and social justice activities to reduce interpersonal violence. Resources are provided to assist health care organizations, providers, and patients in addressing interpersonal violence.

Social competence is a critical developmental milestone for preschoolers. Because play is the primary activity through which preschoolers interact socially with peers, it serves as an excellent indicator of social competence. The development of social competence in preschoolers is complex and multifaceted. In order to capture this complexity, we used Belsky’s differential susceptibility hypothesis as a framework for examining the contributions of child temperament and parenting styles in the prediction of peer interactive play behaviors. Using parent ratings of a sample of 44 preschool-age children, we hypothesized that child temperament (specifically, reactivity and regulation) acts as a susceptibility factor in the relationship between parenting styles (authoritarian and authoritative) and child peer play behaviors (disruptive and interactive). Our findings indicated that child reactivity moderated the relationship between authoritarian parenting style and both play outcomes, suggesting that reactivity serves as a potential susceptibility factor. More specifically, children with high reactivity who had more authoritarian parents demonstrated higher levels of disruptive play and lower levels of interactive play. Regulation did not act as a susceptibility factor in our sample. Findings are discussed in terms of implications for practice and in terms of an approach that considers temperament (specifically reactivity) and parenting behaviors in preschool assessment and intervention efforts. Additionally, we discuss how our findings partially support the differential susceptibility hypothesis.