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Moral psychology is central to modern virtue ethics, whose proponents have claimed greater psychological realism as a theoretical advantage. Yet much empirical research in personality and social psychology appears to unsettle familiar notions of character, prompting critics to advance skeptical views of character as portrayed in philosophical virtue ethics. In response, some defenders of virtue ethics have acknowledged the importance of incorporating the empirical literature into philosophical conceptions of character. This chapter moves the discussion forward by exploring avenues available to, and difficulties faced by, an empirically sensitive psychology of character. It considers virtue-ethical ideals of practical rationality, as well as certain basic moral norms, in light of the picture of human cognition now emerging in the cognitive sciences. The chapter interprets some of the classic psychological experiments as evidence that morally consequential behavior is pervasively influenced by cognitive processes resistant to intentional direction and at best insensitive to personal, reflectively endorsed moral norms, if not contrary to them. Lastly, on the basis of this understanding, the chapter surveys the prospects for using empirical findings to seek remedies for such adverse influences on moral thinking and behavior.

This chapter examines the possibilities of the ‘bystander intervention model’ to explore the decision making of health and social care professionals when detecting and attempting to prevent financial elder abuse. It is often suggested that the cases that come to the attention of professionals represent the ‘tip of the iceberg’. If this is the case, argue M Gilhooly, Cairns, Davies, K Gilhooly and Harries, at various points in the decision making process professionals must be deciding not to intervene. Although this UK study goes some way to explaining why professionals find it difficult to detect financial elder abuse, or fail to act when they suspect such abuse, the study also revealed that many professionals do play safe and act even when in doubt. The finding that ‘mental capacity’ was a key determinant of both certainty that abuse was taking place, and likelihood of intervention, is concerning. Prevention requires that such abuse is detected well before an older person loses mental capacity.

There is growing feminist discontent with the current focus of U.S. domestic violence intervention strategies. This chapter describes the growing number of “alternative” programs that have developed in the United States as a response to the limitations of the current response. These alternatives include transformative justice projects, which seek to establish the capacity in communities to respond to violence without engaging State systems; restorative justice projects, which often operate in tandem with the formal criminal justice system (or child welfare system), but nonetheless allow a greater measure of autonomy for victims to fashion remedies that meet their particular circumstances; culturally specific batterer treatment programs; bystander intervention initiatives; and community organizing strategies.

Programming centered on the primary prevention of intimate partner violence (IPV) and sexual violence (SV) typically revolves around discussion of healthy relationship building, community empowerment, and bystander intervention training. Predominately, these programs are focused on relationships between cisgender, heterosexual individuals, with more recent expansions to include same-gender couples. Despite the evolution of prevention programming, transgender IPV and SV remain largely at the margins of research. Using a public health framework, this chapter examines new techniques and research in prevention education that are transgender-inclusive, with the overarching goal to end interpersonal violence in our communities.

This chapter discusses the history of sexual violence in US universities to see where things have changed and where they have not. It first explains the relevant terms, such as ‘higher education institution’, ‘college’ and ‘university’ as well as ‘on campus’, ‘sexualised violations’, and ‘sexual misconduct’. It then reviews the early research which overlooked the gendered nature of campus sexual violence, the initial efforts that sought to ‘teach women how to stay safe’ which were critiqued for implicit victim-blaming, and more recent prevention approaches which focus on bystander intervention and the role of friends, peers and social networks in preventing violence. It also examines victimisation and perpetration, along with the interrelationships between perpetration dynamics, campus culture and institutional governance. The chapter concludes with an analysis of issues relating to policy framing and victims' formal reporting.