Bystander Intervention in Bullying and Sexual Harassment Training: Mixed-Method Evaluation of NAB IT!
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| Title: | Bystander Intervention in Bullying and Sexual Harassment Training: Mixed-Method Evaluation of NAB IT! |
|---|---|
| Language: | English |
| Authors: | Amanda B. Nickerson (ORCID |
| Source: | Grantee Submission. 2024. |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A190139 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Intervention, Bullying, Sexual Harassment, Pilot Projects, Program Effectiveness, High School Students, Peer Groups, Student Leadership, Student Behavior, Student Attitudes, Knowledge Level, Self Efficacy, Barriers, Social Emotional Learning, Prevention, Violence |
| DOI: | 10.1177/26320770231200230 |
| Abstract: | The goal of the current pilot study was to examine the effects of bystander intervention training on a sample of 27 high school students who were selected by their peers as opinion leaders. Measures of bystander intervention knowledge, attitudes, and behaviors were included in the within-subjects design. Sixteen of the students also participated in focus groups to provide feedback about their experiences with the training. Results showed that participating students reported increases in knowledge about bullying and sexual harassment, confidence in intervening, acceptance of responsibility, knowing what to do, and acting to intervene (including direct intervention, providing support, and reporting to an adult) from pre-to posttest. Themes from focus groups indicated that students found the training relevant and helpful, particularly for focusing on both bullying and sexual harassment and for providing opportunities to learn and practice multiple intervention strategies. Barriers to intervening based on the type of violence (e.g., physical vs. relational or verbal) and relationship with the people involved were also themes. Directions for future research and implications for practice, such as focusing on dissemination to the larger student body and implementing bystander intervention training within the context of a positive school climate that emphasizes social and emotional competencies, are discussed. [This paper will be published in "Journal of Prevention and Health Promotion."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED642082 |
| Database: | ERIC |
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