A pilot evaluation of the social validity of a bullying bystander program adapted for high school students
Although school‐based programs are effective at decreasing bullying, the majority of studies have been conducted with elementary and middle school students. We conducted a pilot study using a randomized controlled design investigating the social validity of a brief, bullying bystander program adapte...
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| Veröffentlicht in: | Psychology in the schools 2019-07, Vol.56 (7), p.1101-1116 |
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| container_title | Psychology in the schools |
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| creator | Doumas, Diana M. Midgett, Aida Watts, April D. |
| description | Although school‐based programs are effective at decreasing bullying, the majority of studies have been conducted with elementary and middle school students. We conducted a pilot study using a randomized controlled design investigating the social validity of a brief, bullying bystander program adapted to be age‐appropriate for high school students (N = 65). Results indicated that high school students in the intervention group perceived the program to be acceptable and relevant and reported greater increases in knowledge (
η
p
2 = 0.27) and confidence to intervene (
η
p
2 = 0.27) in bullying situations compared to students in the control group. Despite being trained in the use of four intervention strategies, students reported using two of the strategies infrequently. Additionally, we found a significant difference between the intervention and control group for only one strategy (Φ = −0.44). This study provides partial support for the social validity of the adapted program. Implications for implementing the program at the high school level are discussed. |
| doi_str_mv | 10.1002/pits.22249 |
| format | Article |
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η
p
2 = 0.27) and confidence to intervene (
η
p
2 = 0.27) in bullying situations compared to students in the control group. Despite being trained in the use of four intervention strategies, students reported using two of the strategies infrequently. Additionally, we found a significant difference between the intervention and control group for only one strategy (Φ = −0.44). This study provides partial support for the social validity of the adapted program. Implications for implementing the program at the high school level are discussed.</description><identifier>ISSN: 0033-3085</identifier><identifier>EISSN: 1520-6807</identifier><identifier>DOI: 10.1002/pits.22249</identifier><language>eng</language><publisher>Hoboken: Wiley-Blackwell</publisher><subject>After School Programs ; Bullying ; bystander program ; Bystanders ; high school ; High School Students ; Intervention ; Middle schools ; Program Effectiveness ; Secondary school students ; Secondary schools ; social validity ; STAC ; Student Attitudes ; Student Role ; Students ; Validity</subject><ispartof>Psychology in the schools, 2019-07, Vol.56 (7), p.1101-1116</ispartof><rights>2019 Wiley Periodicals, Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3239-5effb1f57e4b459e4dbafe3fd9d87bbb8a36133fb7df9bb357a42d4bad27bea23</citedby><cites>FETCH-LOGICAL-c3239-5effb1f57e4b459e4dbafe3fd9d87bbb8a36133fb7df9bb357a42d4bad27bea23</cites><orcidid>0000-0002-0714-4723</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fpits.22249$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fpits.22249$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,30999,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1221184$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Doumas, Diana M.</creatorcontrib><creatorcontrib>Midgett, Aida</creatorcontrib><creatorcontrib>Watts, April D.</creatorcontrib><title>A pilot evaluation of the social validity of a bullying bystander program adapted for high school students</title><title>Psychology in the schools</title><description>Although school‐based programs are effective at decreasing bullying, the majority of studies have been conducted with elementary and middle school students. We conducted a pilot study using a randomized controlled design investigating the social validity of a brief, bullying bystander program adapted to be age‐appropriate for high school students (N = 65). Results indicated that high school students in the intervention group perceived the program to be acceptable and relevant and reported greater increases in knowledge (
η
p
2 = 0.27) and confidence to intervene (
η
p
2 = 0.27) in bullying situations compared to students in the control group. Despite being trained in the use of four intervention strategies, students reported using two of the strategies infrequently. Additionally, we found a significant difference between the intervention and control group for only one strategy (Φ = −0.44). This study provides partial support for the social validity of the adapted program. Implications for implementing the program at the high school level are discussed.</description><subject>After School Programs</subject><subject>Bullying</subject><subject>bystander program</subject><subject>Bystanders</subject><subject>high school</subject><subject>High School Students</subject><subject>Intervention</subject><subject>Middle schools</subject><subject>Program Effectiveness</subject><subject>Secondary school students</subject><subject>Secondary schools</subject><subject>social validity</subject><subject>STAC</subject><subject>Student Attitudes</subject><subject>Student Role</subject><subject>Students</subject><subject>Validity</subject><issn>0033-3085</issn><issn>1520-6807</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kM9LwzAYhoMoOKcX70LAm9CZX13b4xhTJwMF5zkkTbJmdE1NUqX_vZ0Vj54-eL-H5_t4AbjGaIYRIvetjWFGCGHFCZjglKBknqPsFEwQojShKE_PwUUIe4RQVpB8AvYL2NraRag_Rd2JaF0DnYGx0jC40ooaDrlVNvbHWEDZ1XVvmx2UfYiiUdrD1rudFwcolGijVtA4Dyu7q2AoK-dqGGKndBPDJTgzog766ndOwfvDart8SjYvj-vlYpOUlNAiSbUxEps000yytNBMSWE0NapQeSalzAWdY0qNzJQppKRpJhhRTApFMqkFoVNwO3qHxz46HSLfu843w0lOSIrnjFHCBupupErvQvDa8Nbbg_A9x4gfu-THLvlPlwN8M8La2_IPXD1jQjDOjzI87r9srft_TPx1vX0bnd8nPoMn</recordid><startdate>201907</startdate><enddate>201907</enddate><creator>Doumas, Diana M.</creator><creator>Midgett, Aida</creator><creator>Watts, April D.</creator><general>Wiley-Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><orcidid>https://orcid.org/0000-0002-0714-4723</orcidid></search><sort><creationdate>201907</creationdate><title>A pilot evaluation of the social validity of a bullying bystander program adapted for high school students</title><author>Doumas, Diana M. ; Midgett, Aida ; Watts, April D.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3239-5effb1f57e4b459e4dbafe3fd9d87bbb8a36133fb7df9bb357a42d4bad27bea23</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>After School Programs</topic><topic>Bullying</topic><topic>bystander program</topic><topic>Bystanders</topic><topic>high school</topic><topic>High School Students</topic><topic>Intervention</topic><topic>Middle schools</topic><topic>Program Effectiveness</topic><topic>Secondary school students</topic><topic>Secondary schools</topic><topic>social validity</topic><topic>STAC</topic><topic>Student Attitudes</topic><topic>Student Role</topic><topic>Students</topic><topic>Validity</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Doumas, Diana M.</creatorcontrib><creatorcontrib>Midgett, Aida</creatorcontrib><creatorcontrib>Watts, April D.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Psychology in the schools</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Doumas, Diana M.</au><au>Midgett, Aida</au><au>Watts, April D.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1221184</ericid><atitle>A pilot evaluation of the social validity of a bullying bystander program adapted for high school students</atitle><jtitle>Psychology in the schools</jtitle><date>2019-07</date><risdate>2019</risdate><volume>56</volume><issue>7</issue><spage>1101</spage><epage>1116</epage><pages>1101-1116</pages><issn>0033-3085</issn><eissn>1520-6807</eissn><abstract>Although school‐based programs are effective at decreasing bullying, the majority of studies have been conducted with elementary and middle school students. We conducted a pilot study using a randomized controlled design investigating the social validity of a brief, bullying bystander program adapted to be age‐appropriate for high school students (N = 65). Results indicated that high school students in the intervention group perceived the program to be acceptable and relevant and reported greater increases in knowledge (
η
p
2 = 0.27) and confidence to intervene (
η
p
2 = 0.27) in bullying situations compared to students in the control group. Despite being trained in the use of four intervention strategies, students reported using two of the strategies infrequently. Additionally, we found a significant difference between the intervention and control group for only one strategy (Φ = −0.44). This study provides partial support for the social validity of the adapted program. Implications for implementing the program at the high school level are discussed.</abstract><cop>Hoboken</cop><pub>Wiley-Blackwell</pub><doi>10.1002/pits.22249</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0002-0714-4723</orcidid></addata></record> |
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| ispartof | Psychology in the schools, 2019-07, Vol.56 (7), p.1101-1116 |
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| language | eng |
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| source | Wiley Online Library - AutoHoldings Journals; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | After School Programs Bullying bystander program Bystanders high school High School Students Intervention Middle schools Program Effectiveness Secondary school students Secondary schools social validity STAC Student Attitudes Student Role Students Validity |
| title | A pilot evaluation of the social validity of a bullying bystander program adapted for high school students |
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