June Feder

Bio: June Feder is an academic researcher from Victim Support. The author has contributed to research in topics: Mental health & Gender psychology. The author has an hindex of 2, co-authored 3 publications receiving 59 citations.

Boys and Violence: A Gender-Informed Analysis

Abstract: This article discusses the phenomenon of youth violence from a psychology of gender perspective. Although other factors are discussed--including gun availability, violence-related media influence, family and caretaker factors, and effects of teasing and bullying--the intention is to highlight new thinking on the potential relationship between boys' traditional masculine socialization experiences and violence. In this new perspective, traditional masculine socialization estranges and isolates many boys from their genuine inner lives and vital connections to others, which is theorized to heighten their risk of engaging in acts of violence. The authors identify school and community programs that may be helpful in counteracting damaging socialization experiences and supporting boys' healthier emotional and psychological development. Finally, the article discusses approaches that psychologists and other mental health professionals can use to help address this vital issue.

Boys and violence: A gender-informed analysis

Abstract: This reprinted article originally appeared in Professional Psychology: Research and Practice, 2007, Vol. 38, (No. 4), 385–391. (The following abstract of the original article appeared in record 2007-11559-007). This article discusses the phenomenon of youth violence from a psychology of gender perspective. Although other factors are discussed—including gun availability, violence-related media influence, family and caretaker factors, and effects of teasing and bullying—the intention is to highlight new thinking on the potential relationship between boys' traditional masculine socialization experiences and violence. In this new perspective, traditional masculine socialization estranges and isolates many boys from their genuine inner lives and vital connections to others, which is theorized to heighten their risk of engaging in acts of violence. The authors identify school and community programs that may be helpful in counteracting damaging socialization experiences and supporting boys' healthier emotional and psychological development. Finally, the article discusses approaches that psychologists and other mental health professionals can use to help address this vital issue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)

Conflict in the Classroom: Gender Differences in the Teacher-Child Relationship.

Abstract: Research Findings: Current research regarding gender differences in educational settings at all socioeconomic levels suggests that young males are at high risk for developing academic, social, and emotional difficulties, resulting in increased disconnection from self and society. This study examined gender differences in the teacher–child relationship as reported by teachers. Two specific constructs of relationship were examined: closeness and conflict. The second goal of the study was to determine whether children's reports of the relationship differed from the perspectives of teachers. Six hundred and ninety-eight children ranging from kindergarten to fourth grade (333 boys and 365 girls) from a small suburb in the n ortheastern United States and 35 teachers completed the Student–Teacher Relationship Scale; 52 first- and second- grade students were asked to complete a c hild-r eport pilot version of the Student–Teacher Relationship Scale (Koepke, unpublished data) to assess their perceptions of the teac...

Machine learning of brain gray matter differentiates sex in a large forensic sample.

Abstract: Differences between males and females have been extensively documented in biological, psychological, and behavioral domains. Among these, sex differences in the rate and typology of antisocial behavior remains one of the most conspicuous and enduring patterns among humans. However, the nature and extent of sexual dimorphism in the brain among antisocial populations remains mostly unexplored. Here, we seek to understand sex differences in brain structure between incarcerated males and females in a large sample (n = 1,300) using machine learning. We apply source-based morphometry, a contemporary multivariate approach for quantifying gray matter measured with magnetic resonance imaging, and carry these parcellations forward using machine learning to classify sex. Models using components of brain gray matter volume and concentration were able to differentiate between males and females with greater than 93% generalizable accuracy. Highly differentiated components include orbitofrontal and frontopolar regions, proportionally larger in females, and anterior medial temporal regions proportionally larger in males. We also provide a complimentary analysis of a nonforensic healthy control sample and replicate our 93% sex discrimination. These findings demonstrate that the brains of males and females are highly distinguishable. Understanding sex differences in the brain has implications for elucidating variability in the incidence and progression of disease, psychopathology, and differences in psychological traits and behavior. The reliability of these differences confirms the importance of sex as a moderator of individual differences in brain structure and suggests future research should consider sex specific models.

Violence-Related Behaviors Among High School Students -- United States, 1991-2007

Abstract: Homicide and suicide are responsible for approximately one fourth of deaths among persons aged 10-24 years in the United States. Two of the national health objectives for 2010 are to reduce the prevalence of physical fighting among adolescents to < or =32% and to reduce the prevalence of carrying a weapon by adolescents on school property to < or =4.9%. To examine changes in violence-related behaviors among high school students in the United States during 1991-2003, CDC analyzed data from the national Youth Risk Behavior Survey (YRBS). This report summarizes the results of that analysis, which indicated that most violence-related behaviors decreased during 1991-2003; however, students increasingly were likely to miss school because they felt too unsafe to attend. In addition, in 2003, nearly one in 10 high school students reported being threatened or injured with a weapon on school property during the preceding 12 months. Schools and communities should continue efforts to establish physical and social environments that prevent violence and promote actual and perceived safety in schools.

The development and validation of the meanings of adolescent masculinity scale

Abstract: Although conformity with traditional male gender role norms has been linked to psychological and social adjustment in adolescent boys, most studies have relied on either qualitative research or measures of male role norms developed for adults This study sought to develop and conduct preliminary validation of a multidimensional scale assessing endorsement of male role norms among adolescent boys The content validity, clarity, and format of scale items for the Meanings of Adolescent Masculinity Scale (MAMS) were generated from interview data and through focus group discussions with adolescent boys The resulting questionnaire, along with convergent validity scales, was completed by a diverse group of 193 7th- through 10th-grade boys Factor analysis supported a 4-factor model: Constant Effort, Emotional Restriction, Heterosexism, and Social Teasing Subscales derived from this analysis yielded good internal reliability Convergent validity was supported by significant correlations between MAMS subscales and existing measures of male role norms and psychological adjustment