Journal article
Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School
Journal of Educational & Psychological Research, Vol.2(2), pp.52-60
04/08/2020
DOI: 10.33140/JEPR.02.02.01
Abstract
The purpose of this study was to adapt a brief, bystander bullying intervention to be culturally appropriate for ethnicallyblended schools in low-income communities and to assess the social validity of the adapted intervention. A mixed-methods
design with sequential sampling was used to collect qualitative data from focus groups and quantitative survey data. The
researchers used Consensual Qualitative Research to analyze qualitative data and chi square analyses and independent
sample t-tests to analyzed qualitative data. Students (N = 40) from an ethnically-blended school (i.e., predominantly
White and Hispanic students) in a low-income community were trained in the bystander bullying program. The 90-minute
training includes a didactic and experiential component. The didactic component includes information about bullying
and strategies students can use to intervene when they witness bullying. The experiential component includes small
group activities and role-plays in which students practice utilizing the strategies. We used a phased research approach to
meet the study aims. In Phase 1, students participated in focus groups after receiving the bystander training. Qualitative
themes that emerged from the focus groups included students’ experiences with bullying, including types of bullying and
reasons why students bully, negative emotions associated with bullying, fears related to reporting bullying to adults, and
positive reactions to the intervention. In Phase 2, we adapted the intervention based on information from a literature
search and feedback from participants in Phase 1. In Phase 3, we trained a new group of students (N = 63) in the adapted
intervention to evaluate the intervention’s social validity. Results indicated students perceived the adapted intervention as
appropriate and relevant for their school, with no differences between White and Hispanic students. This study serves as
a first step in developing a culturally appropriate intervention designed to address bullying-related health disparities for
students attending an ethnically-blended school in a low-income community
Details
- Title: Subtitle
- Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School
- Creators
- Aida MidgettDiana DoumasMolly MoranLaura L Gallo - University of Iowa, Counselor Education
- Resource Type
- Journal article
- Publication Details
- Journal of Educational & Psychological Research, Vol.2(2), pp.52-60
- DOI
- 10.33140/JEPR.02.02.01
- ISSN
- 2690-0726
- eISSN
- 2690-0726
- Language
- English
- Date published
- 04/08/2020
- Academic Unit
- Counselor Education
- Record Identifier
- 9984397434202771
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