Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel
| Autor: | Stephanie N. Sessarego, Kimberly J. Mitchell, Katie M. Edwards, Emily A. Waterman, Hong Chang, Victoria L. Banyard |
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| Rok vydání: | 2019 |
| Předmět: |
Adult
Male medicine.medical_specialty Health Knowledge Attitudes Practice Health (social science) Adolescent education Poison control Health Promotion Suicide prevention Occupational safety and health 03 medical and health sciences Young Adult New England Intervention (counseling) Injury prevention medicine Bystander effect Humans 0501 psychology and cognitive sciences Students Curriculum Applied Psychology Crime Victims Aged 030505 public health Schools 05 social sciences Sex Offenses Public Health Environmental and Occupational Health Human factors and ergonomics Middle Aged Family medicine Female School Teachers 0305 other medical science Psychology 050104 developmental & child psychology |
| Zdroj: | American journal of community psychologyReferences. 65(1-2) |
| ISSN: | 1573-2770 |
| Popis: | The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander-High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students. |
| Databáze: | OpenAIRE |
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