Mixed Methods Community-Engaged Evaluation: Integrating Interventionist and Action Research Frameworks to Understand a Community-Building Violence Prevention Program

While mixed methods research can enhance studies of intervention outcomes and projects where research itself transforms communities through participatory approaches, methodologists need explicit examples. As the field of interpersonal violence prevention increasingly embraces community-level prevention strategies, it may benefit from research methods that mirror community-building prevention processes. A multiphase mixed methods study with sequential and convergent components assessed the feasibility, and impact of a prevention program to change social norms and increase collective efficacy in towns. Joint display analysis created a nuanced picture of the acceptability, feasibility, and impact of the program. This article contributes to the field of mixed methods research by bridging discussions of "interventionist" studies with models of community-based participatory mixed methods research into a combined community-engaged method.

Diffusion effects of a sexual violence prevention program leveraging youth-adult partnerships

The purpose of the current study was to examine the diffusion effects of a youth-led sexual violence prevention program (i.e., Youth Voices in Prevention [Youth VIP]). Specifically, social network analysis was used to measure the extent to which Youth VIP changed behaviors for 1172 middle and high school youth who did not attend program events but were friends with Youth VIP participants and completed the first and final survey (approximately 2 years apart). Findings suggest that there was considerable interpersonal communication about Youth VIP among the students generated by program participation. Specifically, youth with friends who participated in Youth VIP were more likely to report hearing their friends talk about Youth VIP and reported talking to their friends about Youth VIP compared with those not connected to Youth VIP participants. However, there were no diffusion effects found for behavioral outcomes (i.e., bystander intervention behavior, violence victimization, and perpetration). Given the mixed findings, further research is needed to determine the extent to which youth-led sexual violence prevention initiatives lead to changes in broader community-wide changes in youths' behaviors.

Quantifying College Students' Bystander Behavior to Prevent Sexual Assault and Intimate Partner Violence: Can We Make Improvements?

Sexual assault and intimate partner violence (IPV) are prevalent on college campuses, and bystander intervention programs are often employed as a method for preventing such violence. Unfortunately, there are concerns about current strategies for the measurement and quantification of bystander behavior. Accounting for the opportunity to engage in bystander behavior is theorized to be important, but it remains unclear if doing so improves the validity of the measurement of bystander behavior. The current study compares four methods of quantifying bystander behavior when information about the opportunity to help is also available. First-year undergraduate students (n = 714) from three universities participated. Participants completed the risky situations subscale of the Bystander Behavior Scale, using a modified response scale to measure both bystander behavior and opportunity for such behavior. Measures of criterion variables theorized to be linked with bystander behavior (efficacy to intervene, responsibility to intervene, and moral courage) were also completed. Four types of bystander behavior scores were calculated: breadth, missed opportunity, offset, and likelihood. Likelihood scores, which reflect the likelihood of engaging in bystander behavior when presented with the opportunity to help, correlated more strongly with the criterion variables than other scores. Likelihood scores demonstrated added value in quantifying bystander behavior over other scoring methods. Findings from the current study add to the knowledge of how best to measure and quantify bystander behavior. Such knowledge has significant implications for research on correlates of bystander behavior and evaluations of bystander intervention programs for sexual assault and IPV prevention.

Social Network Influences on Adolescent E-cigarette Use

Background: Determine if individual adolescent vaping is associated with the vaping behavior of their school-based friendships; whether that association stems from peer influence or peer selection; and whether it varies by age. Methods: Two wave longitudinal survey of 1,208 students in one Midwestern US school district. Students were asked if they ever vaped and to name their seven closest friends within the school district. A roster of all eligible students was pre-loaded into the survey to facilitate network data collection. Terms for network exposure, the proportion of vaping friends; and selection, the number of new friends who vape, were created. Logistic regression and Stochastic Actor Oriented Models were used to test both influence and selection effects. Results: A cross-sectional logistic regression model indicated that friend vaping was associated with individual vaping (AOR = 4.96, p < 0.01); and lagged logistic models indicated that increased friend vaping was associated with individual vaping initiation (AOR = 1.72, p < 0.05). Selecting new friends who vape was also associated with becoming a vaper (AOR = 1.25, p < 0.01). Both influence and selection were present for those less than 14 years old. Conclusions: This is the first study to use social network analysis to show that adolescents who vape or initiate vaping are more likely to do so if their friends vape, and/or they make new friends who vape. Prevention and cessation programs should address the role of friend influence and selection on e-cigarette use; particularly at younger ages.

A Latent Transition Model of the Effects of a Youth-Led Sexual Violence Prevention Initiative on Victimization and Perpetration Trajectories Over Time

PURPOSE

Latent transition analysis was used to characterize transitions over time in profiles of victimization and perpetration of sexual and related forms of violence (i.e., bullying, dating violence, sexual harassment) over a 2.5-year period among middle and high school students. We also examined how profiles of violence varied as a function of participation in a youth-led sexual violence prevention initiative (Youth Voices in Prevention [Youth VIP]).

METHODS

Participants were 2,528 youth (53.3% female, average age = 13.73 years) who completed a survey at five points (every six months) over three academic years (fall 2017-fall 2019). Participation in Youth VIP was tracked by researchers and took place from summer 2018 to fall 2019.

RESULTS

Four classes (i.e., low violence class, victimization only class, sexual harassment class, mixed violence class) best captured patterns of victimization and perpetration experiences. The latent transition analysis showed that the least severe class had the highest stability, with the fewest students transitioning out of this class over time. Results also demonstrated that, overall, participation in at least one Youth VIP event, compared to not participating in any Youth VIP events, related to positive transitions over time to less severe classes.

DISCUSSION

Violence experienced by youth is not homogenous, although classes of violence among youth are generally stable over a 2.5 period. Results also provide further evidence that Youth VIP is a promising approach to prevent sexual and related forms of violence and appears to promote transition into less severe classes of violence over time.

Engaging Native American Youth and Their Caregivers in Sexual Violence Research: A Case Study Documenting Challenges, Opportunities, and Lessons Learned

Native Americans (the preferred term of our partners/co-authors) experience high rates of sexual violence, which is rooted in colonization and multiple historical traumas. Sexual violence leads to numerous deleterious outcomes, underscoring the critical need for prevention early in life. Yet, most research to date on sexual violence has not focused on Native American populations, and we know little about the most effective strategies to recruit and retain Native American individuals in sexual violence prevention research. The purpose of the current study, grounded in principles of participatory action research, is to describe strategies that were used to recruit (e.g., traditional feeds, door knocking) and retain (e.g., monetary incentives, ongoing community engagement) Native American youth for a study that sought to assess, via surveys and qualitative interviews, the impacts of a youth-led sexual violence prevention initiative in a small city in the Great Plains. We also collected qualitative data from Native American caregivers regarding their perceptions of research. Overall, 67.9% (n = 545) of eligible Native American youth completed the survey, and school and door knocking were most effective methods of recruitment/enrollment followed by community and school events and texting. Over the course of 3 years of data collection, there were higher rates of attrition among Native American youth compared to white youth, and several factors (e.g., older age, sexual assault victimization) predicted attrition among Native American youth. Native American caregivers' responses reflected on reasons it is hard to engage youth and caregivers in research (e.g., lack of time, distrust) as well as strategies to enhance engagement (e.g., personal connection, providing community resources). Throughout the paper, Native American co-authors and project partners reflect on these findings. Implications for future sexual violence prevention research with Native American youth and their caregivers that uses decolonized, participatory action research methodologies are discussed.

Attendance at a Community-Based, After School, Youth-Led Sexual Violence Prevention Initiative

Sexual violence (SV) among adolescents is a pervasive public health concern. Research on community-based prevention programs that seek to reach youth outside of school hours is less developed, but suggests positive effects. In the current paper, we examine attendance at community events and overnight retreats for a youth-led SV prevention initiative, Youth Voices in Prevention (Youth VIP) using survey (n = 2539) and short-answer (n = 1177) data from a broad sample of youth in a small urban district in the Great Plains (United States), where Youth VIP took place. Multivariate logistic regression models using multiple imputation sampling were tested for retreat and community event attendance (respectively). The model of retreat attendance found that those with past SV victimization had significantly higher odds of attending retreats and each additional extracurricular activity youth participated in was associated with increased odds of attendance. The model of event attendance found that male youth had significantly lower odds of attending an event and that odds of attending increased with each additional extracurricular activity reported. Age, race, ethnicity, sexual orientation, and bystander denial were not significant predictors of attendance. Short-answer questions, coded with content analysis, found that youth report being more likely to attend if events feature fun activities with their friends, money, or other incentives; in survey questions, youth report lack of time and lack of interest as the most common reasons for non-attendance. Findings suggest that programming that blends social time and recreational activities with SV content may improve youth attendance; additional recruitment may be needed to engage male youth and youth who are less involved in extracurriculars. This study provides important insight into youth attendance-who attends, who does not, and why-that can be leveraged by others when seeking to engage youth in SV prevention.

Prospective Associations Between Pornography Viewing and Sexual Aggression Among Adolescents

Adolescence is a critical period for sexuality development; this study examined prospective associations between pornography use and sexual aggression using a longitudinal study of middle and high school students surveyed five times across 3 years (mean age = 13.7 years at baseline; 53.2% female; 76.5% White; 21.0% Native American; 88.9% heterosexual). Across waves, 15.7%-29.0% of adolescents had viewed pornography in the past 6 months. Results indicated significant, reciprocal associations between pornography and sexual harassment perpetration that were stronger for male adolescents, and some significant associations between pornography use and subsequent sexual assault perpetration. Findings underscore the need to consider multiple theories of the link between pornography viewing and aggression and need for media literacy sexual education beginning in middle school.

Caregivers' Perceptions of a Youth-led Sexual Violence Prevention Initiative: A Brief Report

Sexual and related forms of violence among middle and high school students are pervasive public health issues, and thus, there is a growing emphasis on the development and evaluation of sexual violence prevention efforts for youth. Caregivers such as parents are important partners in this work as they can facilitate youths' involvement (e.g., give them permission to participate, provide instrumental support such as rides), but their perception of their youth's involvement in sexual violence prevention efforts is largely unexplored. The current paper examined caregivers' perceptions of their teens' participation in a community-wide, out-of-school, youth-led sexual violence prevention initiative. Some caregivers of youth who were involved in the initiative (N = 19; 79.9% White; 21.1% Native American) responded to closed- and open-ended questions about what their teen had talked to them about in relation to the initiative, why their teen participated in the initiative, and how involvement impacted their teen. Furthermore, caregivers who attended events themselves responded to questions about what they learned, what they liked best, and what they liked least. Over half of caregivers said that their teens talked to them about bystander intervention, social emotional skills, and what constitutes sexual violence. Perceptions of the initiative were largely positive both in terms of what the teen learned at part of the programming and in caregivers' own experience participating. These results are promising for the role of caregivers in partners in prevention.

Adolescents' Relationships With Important Adults: Exploring This Novel Protective Factor Against Interpersonal Violence Victimization and Perpetration

Despite the increasing influence of peers during adolescence, adults continue to play a significant role in impacting the lives of adolescents. Adolescents' relationships with caring adults are associated with a host of positive outcomes, including improved psychosocial, educational, and behavioral outcomes, and reduced problem behaviors. However, research has not explored the influence of relationships with caring adults on adolescent interpersonal violence (AIV) risk. The aim of this paper was to examine the associations between the presence of an important adult (i.e., an adult youth can go to if they need help with a problem or decision) and youth reports of AIV victimization and perpetration. Participants included 2,173 youth (53.5% female, 76.0% White) in grades 7-10 who participated in a multiple baseline study of a youth-led sexual violence prevention project. Data from the second baseline survey were used to conduct eight binary logistic regression models to test the association between the presence of an important adult and each of the victimization and perpetration types (i.e., any, bullying, sexual harassment, sexual and dating violence). Results showed that youth who reported having an important adult reported significantly lower likelihood of reporting any victimization and perpetration, bullying victimization and perpetration, and harassment victimization and perpetration. There were no significant associations between the presence of an important adult and sexual and dating violence victimization and perpetration. Given the potential for relationships with important adults to protect against some forms of AIV victimization and perpetration, prevention strategies should include connecting youth with important, caring adults and training such adults to help promote attitudinal and behavior shifts that foster AIV prevention.

The stability of youth popular opinion leaders selected over time using social network analysis

Community interventions that use social network analysis to identify and involve influential individuals are promising for behavior change. However, youth friendships are often unstable. The current study examined the stability of the youth selected as influential in a friendship social network, that is, the degree to which youth selected at one time point were also selected at subsequent time points. Influential youth, also called popular opinion leaders (POLs), were selected to be part of a community-wide sexual violence prevention initiative. POLs were selected based on high in-degree (number of times an individual was nominated as a best friend by another student). We found that POLs were unstable: only 29.81%-41.01% of POLs were stable across time. The percentage of POLs who were stable decreased across time. No factors (social identities, behavioral, attitudinal) consistently predicted POL stability. Although these findings are in need of replications, social network interventions for youth may need to repeatedly select new POLs to account for instability.

Youth perceptions of prevention norms and peer violence perpetration and victimization: A prospective analysis

The purpose of the current study is to prospectively examine the extent to which social norms perceptions regarding commitment to ending sexual violence are associated with subsequent peer victimization and perpetration experiences. Two types of social norms perceptions were examined: 1) peer norms (perceptions of norms among other students in their city), and 2) adult norms (perceptions of norms among adults in their city). Participants were 1259 middle and high school youth from a single school district (three high schools and five middle schools) who completed online surveys at two-time points, 6 months apart. Adolescents for whom perceptions of peer norms were one standard deviation or more above and below the mean of actual norms were "over-perceivers" and "under-perceivers," respectively. Overperceivers overestimated their peers' commitment to ending sexual violence, whereas underperceivers underestimated their peers' commitment to ending sexual violence. Other adolescents were "accurate perceivers"; these adolescents were accurate in their estimation of their peers' commitment to ending sexual violence. In general, underperceivers (22.2% of the sample) were more likely than accurate perceivers (77.8% of the sample) to subsequently experience peer-to-peer perpetration and victimization. Adolescents who perceived adults to have a higher commitment to ending sexual violence were less likely to report subsequent perpetration and victimization for some forms of peer-to-peer violence. These findings highlight the potential promise of the social norms approaches to prevent peer-to-peer violence among youth which aligns with increasing calls in the field to integrate these approaches into comprehensive sexual violence prevention.

Do Depression and Binge Drinking Explain the Increased Risk of Sexual Violence Among Sexual Minority Middle and High School Girls?

Sexual violence (SV) occurs at rates higher among sexual minority youth than heterosexual youth, but the mechanisms explaining this higher risk are understudied. We examined if binge drinking and depression explain the higher rates of SV victimization among sexual minority middle and high school girls. Female students (N = 1,145) in Grades 7th to 10th completed a survey that assessed for SV, binge drinking, depression, sexual orientation identification, and sex at birth. Sexual minority girls had higher rates of SV victimization compared with heterosexual girls. Binge drinking and depression fully mediated the relationship between sexual orientation status and SV victimization among girls. SV prevention programming for sexual minority girls are urgently needed. Programs that seek to reduce binge drinking and depression may be especially impactful in reducing the risk of violence among sexual minority girls.

Parents Matter: A Descriptive Study of Parental Discussions With Teens About Violence Prevention and Related Topics

In the current article we examined the extent to which parents and caregivers engage in violence prevention and related discussions with their youth and the correlates (i.e., demographics, confidence, modeling of emotion regulation) of these experiences. We also examined the ways in which parents access prevention-related information to aid in these discussions with their youth. Participants were 142 parents/caregivers of a middle or high school-aged youth. Results suggested that adults reported speaking with youth about less sensitive prevention topics (e.g., bullying) more often than more sensitive topics (e.g., sexual violence). Whereas there were no demographic correlates for the level of confidence in discussing prevention topics with youth, emotion regulation modeling was positively correlated with confidence discussing prevention with youth. Also, parents who identified as White were less likely to discuss more sensitive topics with youth while parents who identified as American Indian were more likely to discuss more sensitive topics with youth and model emotion regulation. Having more confidence discussing prevention with youth positively correlated to discussing more sensitive and less sensitive topics with youth. These results underscore the need for engaging parents in prevention programming. More specifically, these data suggest that programs that builds parents' confidence and comfort in having prevention-related conversations with their youth, especially about more sensitive topics is needed in addition to programming that enhances parents' ability to model emotion regulation skills for their children.

High School Students' Perceptions of School Personnel's Intentions to Help Prevent Teen Sexual and Dating Violence: Associations with Attitudes and Intended Behaviors. J Interpers Violence 2022;37:NP5471-NP5494. [PMID: 35369777 DOI: 10.1177/0886260520960115] [Citation(s) in RCA: 0] [Impact Index Per Article: 0]

Adolescents are at high risk for sexual and dating violence (SDV) at school, indicating need for both adolescents and school personnel to engage in bystander behavior to prevent SDV. Adolescents' perceptions of social norms about bystander behavior, including their perceptions about social norms among school personnel, may impact adolescents' own SDV attitudes and intended bystander behavior. Based on social norms theory, the current research examines adolescents who underestimate, accurately perceive, and overestimate school personnel's reactive (responding to a current situation) and proactive (spreading messaging about prevention) bystander behaviors. High school students (N = 3,404; mean age = 15.7; 87.2% White; 87% heterosexual) and school personnel (N = 1,150) from 25 schools completed surveys. Adolescents who underestimated school personnel's reactive and proactive bystander behavior had more accepting attitudes towards violence and less bystander behavior intentions. Correcting misperceived norms about bystander behavior may improve students' own bystander behavior.

Evaluating the Impact of a Youth-Led Sexual Violence Prevention Program: Youth Leadership Retreat Outcomes

Involving youth in developing and implementing prevention programs to reduce sexual violence (SV) has the potential to improve prevention outcomes. However, there has been little focus on youth-led SV prevention programs, and limited evaluation research to help guide efforts. The current study examined the effectiveness of Youth Voices in Prevention (Youth VIP) leadership retreats on SV victimization and perpetration, forms of violence related to SV (e.g., bullying), SV bystander behaviors and readiness, and perceptions of norms related to SV prevention. Results identified mixed findings for program impact, with variations in outcomes that can help guide future youth-led prevention program initiatives. Youth attending a large "kick-off" leadership retreat (that was less youth-led that subsequent smaller retreats) later reported more bystander behaviors, but also reported increased perpetration and victimization, compared to non-attending youth. However, youth attending smaller, more focused leadership retreats held during the school year, reported reductions in sexual harassment perpetration and improved bystander behaviors and attitudes compared to non-attending youth. Evaluation of moderator variables suggests that program impact was generally stronger for younger participants, sexual minority youth, and non-White youth (which were largely Native American youth in this sample). Findings suggest promise for youth-led prevention work but also highlight the need for testing the impact of different training structures and modalities. Clinical trials number: NCT03207386.

Prevalence and Correlates of Sexual Revictimization in Middle and High School Youth

Research consistently shows that individuals who experience a sexual assault are at an increased risk to experience a subsequent sexual assault, a phenomenon known as sexual revictimization. However, little research has used a longitudinal methodology to examine rates and correlates of peer-to-peer sexual revictimization in middle and high school youth. The purpose of this study was to address this gap in the literature. Participants were 1,706 youth in Grades 7 to 10 (51.3% female) who completed surveys at the beginning and end of an academic year, approximately 6 months apart. Results showed that the vast majority (n = 1561, 90.4%) of youth reported no sexual victimization at either time point, 125 youth (7.2%) reported sexual victimization at one time point, and 40 youth (2.3%) reported sexual victimization at two time points. Among victims (n = 165), about one quarter (n = 40, 24.2%) were victimized at both time points. Binge drinking, depression, and suicidal thoughts were all higher among multiple and singular victims compared with nonvictims and among multiple victims compared with singular victims. Girls and sexual minorities were more likely to be multiple and singular victims compared with nonvictims and multiple victims compared with singular victims. Older youth were more likely to be multiple and singular victims compared with nonvictims. These data underscore the need for programming that concurrently focuses on mental health and sexual assault risk reduction, especially among high-risk youth.

Scope and correlates of high school youths' exposure to dating and sexual violence prevention initiatives

The researchers examined the extent to which high school youth were exposed to dating and sexual violence (DSV) prevention types (e.g., social marketing campaign) across various locations (e.g., in-school) and how exposure to DSV prevention related to perceptions of social norms and collective efficacy. Participants included 877 high school youth who completed in-school surveys across three towns in New England. Most youth (92%) were exposed to DSV prevention. In general, active exposure and active participation, more so than passive exposure, were related to greater perceptions of collective efficacy and perceptions of social norms more intolerant of DSV. Results also suggested that online exposure to DSV prevention was the most consistent correlate of greater perceptions of collective efficacy and perceptions of social norms more intolerant of DSV. These findings provide clues about the types and locations that might be most effective at preventing DSV among youth.

Experiences and Correlates of Violence Among American Indian and Alaska Native Youth: A Brief Report

The purpose of this paper is to document the scope and correlates of past 6-month victimization among American Indian (AI) and Alaska Native (AN) youth. Types of victimization under investigation included sexual assault, dating violence, bullying, sharing of nude photos, sexual harassment, homophobic teasing, and racism. Participants were 400 AI and AN youth in grades 7-10 who completed a survey in school. Results documented concerning rates of all forms of victimization among AI and AN youth during the past 6 months. Although most forms of victimization were related, bullying (at school and electronically), racism, and sexual harassment occurred more often than sexual assault and dating violence. Older youth, girls, and sexual minorities were more likely to report some forms of violence than younger youth, boys, and heterosexual youth respectively. Compared to nonvictims, victim status was consistently related to depressive symptoms, suicidal ideation, and alcohol use and was less consistently correlated with feelings of school mattering. Evidence-based, culturally grounded prevention and response efforts are needed for AI and AN youth, as well as broader initiatives that seek to reduce health disparities among AI and AN youth.

Perceptions of campus authorities: Institutional responses, fairness, and bystander action

Objective: This study is an examination of college students' bystander behaviors in relation to several exosystem factors related to their institution, including trust in their college's support systems, perceived procedural justice by campus police, and perceived procedural justice by campus administrators. Participants: Online surveys were completed by 223 students at a mid-sized public institution in the Northeastern U.S. Methods: Responses were analyzed using an OLS multiple regression to examine bystander behaviors in relation to their perceptions of institutional exosystem factors. Results: Students who felt more favorably about both campus police and campus admin were more likely to have intervened in the past as a bystander; trust in school had no effect. Conclusions: Perceptions of institutional leaders and representatives are important to consider as influential motivators for bystander behavior. School personnel trainings and policies which increase visibility of staff as trustworthy and fair should be part of comprehensive campus antiviolence efforts.

Comprehensive Prevention of Campus Sexual Violence: Expanding Who Is Invited to the Table

There are calls for sexual violence prevention to be more comprehensive and align with a socio-ecological approach. However, there is lack of models with specificity on how to engage additional stakeholders. Whole School Approach (WSA) frameworks have been used to address health promotion and bullying prevention and can be a useful model for guiding campus sexual violence prevention work. WSA models situate violence as a community issue and one where all community members have a role to play in prevention. Rather than focusing on addressing individual behavior, WSA frameworks address the role of the larger school environment in serving as a protective factor against violence, abuse, and harassment. A review of the literature on WSA frameworks in other disciplines reveals a number of potential ways to translate key elements of WSA models to the field of campus sexual violence prevention. In particular, mechanisms can be applied to expand the role of students, faculty, staff, parents/significant adults, institutional leadership, and the larger community.

Feasibility and Acceptability of a High School Relationship Abuse and Sexual Assault Bystander Prevention Program: School Personnel and Student Perspectives

Relationship abuse (RA) and sexual assault (SA) are concerning issues for high school youth that occur at alarmingly high rates. Therefore, school-based prevention programs are often developed to try to mitigate these issues. The attitudinal and behavioral changes stemming from school-based intervention programs are often the primary focus of outcome research, but it is also important to identify program feasibility (e.g., dosage, adherence) and acceptability (e.g., likeability). The current study assessed the feasibility and acceptability of a high school classroom-based RA and SA intervention, Bringing in the Bystander-High School Curriculum (BITB-HSC); the BITB-HSC also includes a workshop and reading materials for school personnel and parents. Data were collected after the BITB-HSC was administered in high schools from students who participated in the program (N = 970) and school personnel who were exposed to some components of the BITB-HSC and provided feedback (N = 161). Results indicate that overall students were adherent to the BITB-HSC (e.g., attended sessions) and that the majority of students understood the information presented, thought the program was good, and liked the facilitators. School personnel data indicated that they were generally supportive of the program and found the school personnel workshop and handout helpful. These findings extend current knowledge regarding the implementation of school-based violence prevention programs and highlight the importance of research on program feasibility and acceptability when developing a program for large-scale dissemination.

Youth Strategies for Positive Bystander Action in Situations of Dating and Sexual Violence: Implications for Measurement and Programming

Research on bystander behavior in situations of dating violence (DV) and sexual violence (SV) in youth populations is growing; yet, there is a distinct lack of qualitative studies to identify nuances in specifically how and when youth are taking action to help to inform theory, measurement, and programming. The current study examined bystander action plans of high school youth after their participation in a classroom-based, bystander-focused prevention program, to inform bystander behavior measurement and programming within the context of DV and SV research and practice. High school youth (N = 889) from schools across New England completed a bystander-focused violence prevention curriculum and subsequently wrote a bystander plan of action addressing a situation of DV or SV that they had seen before or were likely to see again in the future. The responses were qualitatively coded for type of situation and bystander action, while noting situational aspects (e.g., location, relationship to those involved, engagement of others). Students reported a variety of strategies (ranging from directly telling the perpetrator to stop to creating a distraction) and ways of thinking about situations of DV and SV, and related behaviors (e.g., bullying). Many students listed unique situations and bystander behaviors that were not addressed as part of the curriculum. Bystander action plans also varied as a function of situational variables (e.g., relationship to those involved). These results indicate that measures of bystander behavior for high school students need to look different from established measures for older age groups. Furthermore, bystander programming may be more effective if more thoughtful attention is given to how youth see helping in situations of DV and SV as connected to other problematic behaviors.

Bidirectional IPV Among Adolescent Sexual Minorities

Research repeatedly concludes that lesbian, gay, and bisexual individuals (i.e., sexual minorities) are at increased risk of experiencing abuse in a romantic or sexual relationship. For service providers, a vital but largely unanswered question is how common it is for victims of sexual minority intimate partner violence (SM-IPV) to also have perpetrated IPV, particularly in regard to adolescent relationships. To our knowledge, the present article is only the second in the literature to examine adolescent SM-IPV directionality, and it is the first to compare adolescent SM-IPV directionality and heterosexual IPV (H-IPV) directionality within the same sample. In 25 high schools across three northern New England states, sexual minority (n = 398) and heterosexual (n = 2,687) high school-aged adolescents aged 13 years to 19 years (where sexual orientation is defined indirectly via sexual attraction) completed a questionnaire as part of a broader evaluation study of a bystander-focused violence prevention curriculum (we utilized baseline data in this article). Chi-square tests revealed that experiencing victimization was significantly associated with engaging in perpetration for all forms of IPV assessed for both sexual minority and heterosexual youths. The sole exception was threatening IPV, for which a significant association was found among heterosexual but not sexual minority individuals. Bidirectional IPV rates did not differ substantially by sexual attraction: Verbal abuse was most likely to be bidirectional for both sexual attraction groups and all other assessed IPV forms occurring overwhelmingly in unidirectional patterns. Although replication is needed, study results suggest that adolescent IPV is not generally bidirectional. Directions for future research are discussed, including the need for sampling plans that enable further disaggregation by age and sexual orientations.

Community Conversations on Relationship Violence: Town Variations in Prevention Perceptions through Concept Mapping

To further develop domestic and sexual violence (DSV) prevention strategies at the community level requires an understanding of how community members in towns think about prevention. Using concept mapping, this study sought to better understand community members' perspectives about what DSV prevention strategies would be most feasible, most effective, and generate the greatest community support within their town. Data were collected across four rural Northern England towns. Participants (>90% White) in each town (total sample size = 119) brainstormed, sorted, and rated between 67 and 90 statements per town (x̅ = 75). Based on the results, a 5-cluster solution of school settings, conversations, individual direct action, community building, and community awareness was identified across all four towns as DSV prevention strategies with one town identifying an additional cluster solution of governance. Despite identifying similar prevention strategies, participants from each town rated these clusters of strategies differently on how feasible, effective, and supported they would be in their community. Overall, our results suggest that there were interesting consistencies across four towns in a similar geographic region in terms of how DSV prevention was described. However, individual communities differed in their views of the feasibility and acceptability of the different strategies. These results suggest that different strategies and higher-level actions may be required to address and prevent DSV within different towns and communities and that community narratives can clarify which specific strategies may encounter fewer barriers to implementation.

Age and Sexual Orientation Moderated the Effects of a Bystander-Focused Interpersonal Violence Prevention Program for High School Students

The objective of the current paper was to identify moderating factors of a bystander-focused violence prevention program for adolescents, Bringing in the Bystander-High School Curriculum. Participants were 2,403 high school students from 25 schools in northern New England (M age = 15.8 years; 50.9% female; 85.1% White, 84.5% heterosexual) who participated in a cluster-randomized controlled trial. We examined impact among different social groups (i.e., by race, gender, age, poverty, sexual orientation) using moderation analyses. The intervention effects for the past 12-month sexual harassment and stalking perpetration were stronger for younger participants and heterosexual participants; poverty, race, and gender did not moderate any program effects. Findings indicate that future prevention research should consider additional targets for older adolescents that may improve intervention program efficacy. An urgent need exists for interventions that are effective for sexual minority adolescents.

Use of Social Network Analysis to Identify Popular Opinion Leaders for a Youth-Led Sexual Violence Prevention Initiative

In the current article, we describe an innovative sexual violence (SV) prevention initiative that used social network analysis to identify youth and adult popular opinion leaders who were subsequently trained in best practices in SV prevention (e.g., bystander intervention) at a kickoff event (i.e., camp) of the initiative. We provide information on recruitment strategies, participation rates and how those rates varied by some demographic factors, reasons for nonattendance, the initial impact of the camp, and lessons learned. Despite challenges with youth and adult engagement, this innovative approach has the potential to transform the way we approach SV prevention among youth.

Action and Reaction: The Impact of Consequences of Intervening in Situations of Interpersonal Violence

Previous research has examined barriers to helping in situations involving interpersonal violence, though little has investigated the outcomes of interventions that actually do take place. The purpose of the present study was to explore how consequences that bystanders experienced in helping situations varied by characteristics of the incident, including the type of interpersonal violence (i.e., harassing comment, dating violence, unwanted sexual advances, and controlling behavior) and the bystander's relationship to the victim and perpetrator. We also examined whether these outcomes impacted the likelihood that bystanders would help again. Participants (n = 1,391) were recruited from a university psychology subject pool and Amazon Mechanical Turk during fall 2016. They completed online or in-person surveys consisting of quantitative measures. Descriptive statistics showed that bystanders experienced both positive (e.g., positive reactions from the victim) and negative consequences (e.g., negative reactions from others) after helping. Analyses of variance revealed that helping in instances of dating violence was associated with more negative consequences, while helping in situations of unwanted sexual advances was associated with more positive consequences. Regression analyses showed that bystanders were more likely to help again when they experienced more positive and less negative feelings about their actions. Analyses of variance demonstrated that when the victim was a close friend, bystanders reported more positive consequences and desire to help again. However, bystanders reported more negative reactions from the perpetrator when the perpetrator was a stranger. Implications for adapting intervention programming to promote the likelihood that bystanders will help in future situations are discussed.

How Community and Peer Perceptions Promote College Students' Pro-Social Bystander Actions to Prevent Sexual Violence

The prevalence of sexual violence crimes on U.S. college campuses is prompting institutions of higher education to increasingly invest in centers to support survivors and programs to prevent the violence before it happens. Understanding bystanders to sexual violence and what may motivate them to step in and help is a promising prevention strategy. The purpose of this study was to understand how potential active bystanders' (first-year college students) perceptions of community (including a sense of one's influence in the community and positive peer norms for helping) and individual beliefs about self (including sense of responsibility and self-efficacy) affect their self-reports of performing bystander behavior to address sexual violence risks. Participants were 948 students at two different universities (one a rural, primarily residential campus and the other an urban, mostly commuter campus) in the northeastern United States. Regression and path analysis quantitative results suggest that individual-level characteristics may mediate some of the impact that community-level norms and perceptions have on bystander outcomes, explaining some of the mixed findings in previous research. Prevention strategies should work to change community norms and perceptions of mattering and perceptions of community influence in addition to the more traditional focus on individual-level violence specific attitudes.

Development and Psychometrics of Instruments to Assess School Personnel's Bystander Action in Situations of Teen Relationship Abuse and Sexual Assault

This article describes recently developed instruments that assess school personnel's bystander barriers and intentions in situations of teen relationship abuse, sexual assault, and sexual harassment, as well as perceptions of school readiness specific to relationship abuse, sexual assault, and sexual harassment prevention and response. Participants were 1,150 high school personnel from 25 schools in New Hampshire, Massachusetts, and Maine. Specific instruments focused on bystander intentions, bystander action, barriers to bystander action, and perceptions of school readiness. Participants were randomly divided into two groups for analysis-the exploratory sample (ES; n = 575) and the confirmatory sample (CS; n = 575). Overall, the measures demonstrated acceptable fit indices. Results suggested that most measures and subscales had adequate reliability, but a few subscales had less than ideal internal consistency, which can likely be attributed to the small number of items. More work is needed, but these measures act as a starting point by which the role of school personnel in prevention initiatives and bystander intervention can be evaluated.

Adverse Consequences to Assisting Victims of Campus Violence: Initial Investigations Among College Students

Despite growing interest in the use of bystander education programs to address the problems of sexual and relationship violence on college campuses, little knowledge exists on adverse consequences experienced by students intervening as a bystander. The current study examined the prevalence and correlates of adverse consequences of bystander intervention in two samples of first-year college students. In Study 1, 281 students completed a measure of negative consequences experienced when acting as a bystander to help someone at risk of sexual assault, relationship abuse, or stalking. Efficacy for bystander behavior was also assessed. Approximately one third of the students (97/281) reported having tried to help someone who had been at risk of violence during the previous academic year. Of these, approximately 17% (16/97) reported experiencing a negative consequence from having tried to help. Experiencing negative consequences was associated with lower levels of bystander efficacy. In Study 2, conducted at a different university, 299 students completed measures of negative consequences resulting from intervening as a bystander and efficacy for bystander behavior. Students also participated in virtual-reality simulations that provided opportunities to intervene as a bystander. Again, approximately one third of the students (99/299) reported having tried to help someone at risk of violence. Of these, 20% (20/99) reported experiencing a negative consequence. Two of the adverse consequences (physically hurt, got into trouble) were negatively associated with bystander efficacy and observed effectiveness of bystander behavior in the virtual simulations. Results of exploratory analyses suggest that training in bystander intervention might reduce the likelihood of experiencing adverse consequences.

Reactions to Actions: Exploring How Types of Bystander Action Are Linked to Positive and Negative Consequences

Sexual and dating violence (SDV) are growing public health problems in the United States. Prevention programs have sought to engage potential bystanders so they can safely and effectively intervene in situations involving SDV. However, the ability of these programs to prepare bystanders may be limited if they do not address the possible outcomes of their actions. Few studies have examined positive and negative consequences of bystander action, and only one has examined how various types of action impact these consequences. The purpose of our study was to explore how specific types of bystander actions and their number of actions were related to positive and negative consequences. We recruited participants (N = 615) through Amazon's Mechanical Turk and a university subject pool, all of whom were between the ages of 18 and 24. Participants described the type of action they took in response to risk for SDV (i.e., harassing comments, dating violence, unwanted sexual advances, and controlling behavior). We performed a content analysis on participants' written responses about the type of action taken. New measures of bystander consequences were used to examine bystander feelings and reactions of others (e.g., the victim, perpetrator). A range of action types were identified (i.e., direct, distract, distance, delegate, and physical action). Of note, direct action toward the perpetrator was related to more negative feelings and responses, whereas distract and distance action were associated with more positive feelings and responses from others. Further, taking multiple actions (as opposed to a single one) was related to more positive feelings and responses from others. Implications for research and practice are discussed, with a specific focus on prevention programming.

Academic Correlates of Unwanted Sexual Contact, Intercourse, Stalking, and Intimate Partner Violence: An Understudied but Important Consequence for College Students

Sexual assault, partner abuse, and stalking are major problems on college campuses. Past research has demonstrated a host of physiological and psychological outcomes associated with victimization; however, there has been little research conducted on the potential academic outcomes associated with victimization. The purpose of this study was to measure the relation between academic outcomes and experiences of sexual violence, intimate partner violence, and stalking victimization among college students. A sample of 6,482 undergraduate students currently enrolled at one of eight universities in New England was surveyed using items from the subscales of the College Persistence Questionnaire (Academic Efficacy, Collegiate Stress, Institutional Commitment, and Scholastic Conscientiousness). All four types of victimization were associated with significant differences on academic outcomes after controlling for sex and year in school, with victimized students reporting lower academic efficacy, higher college-related stress, lower institutional commitment, and lower scholastic conscientiousness. Polyvictimization was also significantly correlated with outcomes, with the greater number of types of victimization experienced by students being associated with more negative academic outcomes. Implications for future research and campus response were discussed.

Improving Social Norms and Actions to Prevent Sexual and Intimate Partner Violence: A Pilot Study of the Impact of Green Dot Community on Youth

Sexual violence (SV) and intimate partner violence (IPV), which often co-occur with bullying, are serious public health issues underscoring the need for primary prevention. The purpose of this study was to examine the impact of a community-building SV and IPV prevention program, Green Dot Community, on adolescents' perceptions of community social norms and their propensity to intervene as helpful actionists using two independent data sources. Green Dot Community takes place in towns and aims to influence all town members to prevent SV and IPV by addressing protective factors (i.e., collective efficacy, positive prevention social norms, and bystander helping, or actionism). In the current study, one town received Green Dot Community (the prevention-enhanced town), and two towns received prevention as usual (i.e., awareness and fundraising events by local IPV and SV advocacy centers). The program was evaluated using a two-part method: (a) A cross-sectional sample of high school students from three rural communities provided assessment of protective factors at two time points (Time 1, N = 1,187; Time 2, N = 877) and (b) Youth Risk Behavior Survey data from the state Department of Health were gathered before and after program implementation (Time 1, N=2,034; Time 2, N=2,017) to assess victimization rates. Youth in the prevention-enhanced town reported higher collective efficacy and more positive social norms specific to helping in situations of SV and IPV over time but did not differ on bystander behaviors or on victimization rates. Community-based prevention initiatives may be helpful in changing community norms to prevent SV/IPV.

Integrating Sexual Assault Resistance, Bystander, and Men's Social Norms Strategies to Prevent Sexual Violence on College Campuses: A Call to Action

Sexual assault prevention on college campuses often includes programming directed at men, women, and all students as potential bystanders. Problematically, specific types of sexual assault prevention are often implemented on campuses in isolation, and sexual assault risk reduction and resistance education programs for women are rarely integrated with other approaches. With increasing focus on the problem of sexual assault on college campuses, it is timely to envision a comprehensive and interconnected prevention approach. Implementing comprehensive prevention packages that draw upon the strengths of existing approaches is necessary to move toward the common goal of making college campuses safer for all students. Toward this goal, this commentary unpacks the models and mechanisms on which current college sexual assault prevention strategies are based with the goal of examining the ways that they can better intersect. The authors conclude with suggestions for envisioning a more synthesized approach to campus sexual assault prevention, which includes integrated administration of programs for women, men, and all students as potential bystanders on college campuses.

Community Actionists: Understanding Adult Bystanders to Sexual and Domestic Violence Prevention in Communities

OBJECTIVES

Researchers and practitioners are becoming increasingly aware that domestic and sexual violence (DSV) can be addressed at the community level by involving bystanders (or actionists, a term used to specify third parties who help as opposed to those who stand by). Since most research on DSV actionists has been conducted in secondary and higher educational contexts, little is known about actionist behaviors in towns and neighborhoods among adults. The current study examines how groups of actionists with differing levels of proactive and reactive behaviors related to DSV prevention vary in their community perceptions.

METHODS

We surveyed 1,623 adults (age range = 18 and over; 95% White; 52% female) across four rural communities in New England using direct mail methods. We asked participants about their perceived opportunities for taking action in the face of acute DSV risk and about any such actions they had taken in their communities during the past year. We also asked about participants' perceptions of community prevention-related social norms. From this data, we calculated prevention action ratios that resulted in three groups of actionists: non-responders, occasional responders, and frequent responders.

RESULTS

Individuals who more consistently responded to DSV reported positive perceptions of community social norms and processes. The most involved group of actionists had stronger perceptions of injunctive community norms.

CONCLUSIONS

Results suggest that prevention strategies that aim to change social norms among adults may enhance prevention outcomes in communities.

Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel

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.

The Development and Psychometric Evaluation of the Reasons for Disclosing Sexual and Intimate Partner Violence Scale

A wide body of research has studied what happens when survivors disclose interpersonal violence (Ullman, 2010; Ullman & Filipas, 2001). Less studied is why survivors disclose their experiences. Although research in other disciplines has created measures to assess the reasons for disclosing other concealable identities (Derlega, Winstead, Folk-Barron, & Petronio, 2000), the present study aimed to fill a gap in the existing literature by creating a measure to assess the reasons for disclosing sexual and intimate partner violence. The Reasons for Disclosing Sexual and Intimate Partner Violence Scale was created after interviewing survivors and receiving feedback on the measure from crisis center advocates and experts in the field (i.e., content validity). The psychometric properties (i.e., dimensionality and reliability) of the measure were tested with a sample of 274 adult female survivors of sexual and intimate partner violence. The results suggested that reasons for disclosing sexual and intimate partner violence can be broken down into seven factors (e.g., safety and justice, image validation), and that these reasons vary from other concealable identities.

Evaluation of a Bystander-Focused Interpersonal Violence Prevention Program with High School Students

This study evaluated the effectiveness of a seven-session, bystander-focused, classroom-delivered curriculum (i.e., Bringing in the Bystander-High School Curriculum [BITB-HSC]) in reducing rates of interpersonal violence among high school students. High schools (N = 26) were randomly assigned to the treatment or control condition. In classrooms in treatment schools, students (n = 1081) completed a baseline survey, participated in the BITB-HSC, and completed an immediate post-test, a short-term post-test (approx. 2 months after intervention), and a long-term post-test (approx. 1 year after intervention). Youth in control schools (n = 1322) completed surveys at similar time points but did not participate in the BITB-HSC. Participants were 15.8 years old on average and largely White (85.1%) and heterosexual (84.5%). Students exposed to the BITB-HSC demonstrated significant short-term changes in victim empathy and bystander barriers/facilitators, and long-term changes in rape myths, media literacy, bystander readiness, and knowledge relative to youth in the control condition. Although the BITB-HSC had little long-term impact on actual bystander behavior, there were reductions in some forms of violence among students in the BITB-HSC condition relative to the control condition. Future research is needed to determine if, for whom, why, and in what contexts (e.g., classroom-based versus school-wide initiatives) bystander-focused violence prevention initiatives reduce violence.

School Personnel's Bystander Action in Situations of Teen Relationship Abuse and Sexual Assault: Prevalence and Correlates

BACKGROUND

Relationship abuse (RA) and sexual assault (SA) are major problems among high school students, and school personnel are an important part of preventing RA and SA among youth. Therefore, we examined the rates and correlates of bystander intentions among school personnel in situations of RA and SA.

METHODS

School personnel (N = 1150) from 25 high schools in New England completed surveys that assessed their RA and SA knowledge, perceptions of school climate specific to RA and SA, and RA and SA bystander efficacy and bystander intentions.

RESULTS

Across each type of bystander behavior measured, the vast majority of school personnel reported intentions to intervene. In the multilevel regression analyses, both proactive and reactive bystander intentions were related to higher levels of RA and SA bystander efficacy and perceptions of a more positive school climate and lower levels of RA and SA barriers to intervene.

CONCLUSIONS

These data support the utility of school-based interventions that seek to improve school climate and teach school personnel skills that enhance bystander efficacy and reduce bystander barriers in student situations of RA and SA. Although they would need to be evaluated, such interventions could promote positive bystander action among school personnel and untimely contribute to reductions in RA and SA among high school youth.

Evaluation of a Bystander-Focused Interpersonal Violence Prevention Program with High School Students

This study evaluated the effectiveness of a seven-session, bystander-focused, classroom-delivered curriculum (i.e., Bringing in the Bystander-High School Curriculum [BITB-HSC]) in reducing rates of interpersonal violence among high school students. High schools (N = 26) were randomly assigned to the treatment or control condition. In classrooms in treatment schools, students (n = 1081) completed a baseline survey, participated in the BITB-HSC, and completed an immediate post-test, a short-term post-test (approx. 2 months after intervention), and a long-term post-test (approx. 1 year after intervention). Youth in control schools (n = 1322) completed surveys at similar time points but did not participate in the BITB-HSC. Participants were 15.8 years old on average and largely White (85.1%) and heterosexual (84.5%). Students exposed to the BITB-HSC demonstrated significant short-term changes in victim empathy and bystander barriers/facilitators, and long-term changes in rape myths, media literacy, bystander readiness, and knowledge relative to youth in the control condition. Although the BITB-HSC had little long-term impact on actual bystander behavior, there were reductions in some forms of violence among students in the BITB-HSC condition relative to the control condition. Future research is needed to determine if, for whom, why, and in what contexts (e.g., classroom-based versus school-wide initiatives) bystander-focused violence prevention initiatives reduce violence.

Perceptions of Community Norms and Youths' Reactive and Proactive Dating and Sexual Violence Bystander Action

There is enthusiasm for programs that promote bystander intervention to prevent dating and sexual violence (DSV). However, more information about what facilitates or inhibits bystander behavior in DSV situations is needed. The present cross-sectional survey study investigated whether youth perceptions of adults' behavior and community norms were associated with how frequently youth took action and intervened in DSV situations or to prevent DSV. Specifically, study hypotheses were that youths' perceptions of community-level variables, such as adults' willingness to help victims of DSV or prevent DSV, perceptions of community collective efficacy, and perceptions of community descriptive and injunctive norms disapproving of DSV and supporting DSV prevention, would be associated with how frequently youths took reactive and proactive bystander action. Participants were 2172 students from four high schools in one New England state. ANOVA analyses found that descriptive norms were associated with all actionist behaviors, and perceptions of community cohesion were also consistently associated with them. Injunctive norms were associated, but less consistently, with actionist behaviors. Findings suggest that DSV-related social norms, and descriptive norms and community cohesion in particular, might be relevant to youth DSV bystander behavior.

Posttraumatic Growth as a Mediator of Self-Blame and Happiness in the Context of Interpersonal Violence

Sexual assault (SA) and intimate partner violence (IPV) occur at alarming rates in the United States. Prior research indicates that victims of traumatic events frequently experience both positive and negative changes as part of their recovery process. The present study aimed to further existing research by examining the relationship between self-blame, posttraumatic growth (PTG), and happiness when controlling for posttraumatic stress and time since victimization. The current study analyzed 357 women who had experienced at least one incident of SA or IPV. We found that PTG partially mediated the relationship between self-blame and happiness, suggesting that PTG only somewhat explains the impact of self-blame on victim happiness. Implications of these findings and directions for future research are discussed.

Beyond the Situational Model: Bystander Action Consequences to Intervening in Situations Involving Sexual Violence

Sexual violence is a widely reported problem in college communities. To date, research has largely focused on bystander intervention as one way to help prevent this problem. Although perceived consequences of bystander intervention, such as the weighting of costs and benefits, have been examined, little research has explored what happens after a bystander intervenes. The current study investigated what bystanders report as perceived outcomes and actual consequences of their bystander actions in response to risk for sexual assault. Of the 545 surveyed, 150 reported having taking bystander action in the past month and qualitatively described their bystander behavior and the responses of those parties involved. A range of behavioral responses and intervention methods were identified. The most frequent responses reported by participants were victims conveying positive and perpetrators conveying negative responses. Different types of helping were associated with bystanders reporting different types of responses to their actions. Future research should incorporate additional measures of consequences of bystander intervention. Implications for policy and bystander intervention programs are discussed, stressing the need for bystander intervention programs to address a range of bystander behaviors and explain the potential consequences and risks of intervening.

Measurement Tools to Assess Relationship Abuse and Sexual Assault Prevention Program Effectiveness Among Youth

OBJECTIVE

This article describes the adaptation, development, and psychometric properties of survey instruments to assess outcomes of bystander-focused violence prevention efforts among high school students, including media literacy, rape myths, bystander readiness, bystander barriers and facilitators of bystander action, bystander intentions, perceptions of school personnel helping, perceptions of peer helping, and victim empathy.

METHOD

The study was based on data collected from 3,172 high school students across 25 schools in northern New England.

RESULTS

Overall, the measures demonstrated acceptable fit indices in multilevel exploratory and confirmatory factor analyses. Whereas most measures and subscales had adequate reliability, several measures had less than ideal internal consistency, likely because of the limited number of items.

CONCLUSION

Although additional measurement work is needed, these measures provide researchers and practitioners with foundational tools for basic research and program evaluation.

Bystander programs addressing sexual violence on college campuses: A systematic review and meta-analysis of program outcomes and delivery methods

OBJECTIVES

This systematic review and meta-analysis evaluates the effectiveness of bystander programs that address sexual violence on college campuses. Program effects on student attitudes/beliefs and bystander behavior were examined. Durability of program outcomes and the influence of program-delivery methods (e.g., facilitator-led programs vs. video, online or poster campaign programs) and program-parameters (e.g., program length) were also evaluated.

METHODS

Twenty-four studies met criteria for inclusion in the meta-analysis, and 207 separate results from these studies were coded.

RESULTS

Students who participated in a bystander program, compared to those who had not, had more pro-social attitudes/beliefs about sexual violence and intervening to prevent it, and engaged in more bystander behavior. Program effects diminished over time, but meaningful changes persisted for at least three months following program delivery. Longer programs had greater effects than shorter programs on attitudes/beliefs.

CONCLUSIONS

Bystander programs can be a valuable addition to colleges' violence prevention efforts.

"Everybody's Really Close-Knit": Disconnections Between Helping Victims of Intimate Partner Violence and More General Helping in Rural Communities

Social support is key to well-being for victims of intimate partner violence (IPV), and bystanders have an important role to play in preventing IPV by taking action when there is risk for violence. The current study used qualitative interviews to explore young adults' perspectives on helping in situations of IPV, and more general helping, in the rural communities in which they resided. Participants were 74 individuals between the ages of 18 and 24 years from 16 rural counties across the eastern United States. Participants generally described their communities as close-knit and helpful, especially around daily hassles (e.g., broken down car) and unusual circumstances (e.g., house fire). Although participants generated ways in which community members help IPV victims, these mostly focused on providing support or taking action in the aftermath of IPV as opposed to more preventive actions. Lack of financial resources were uniquely cited as a barrier to more general helping, whereas concerns about privacy and lack of deservingness of help were barriers to both general helping and helping in IPV situations, although these were more pronounced in IPV situations than general helping situations. Taken together, these results suggest that although people generally see their communities as helpful and close-knit, these perceptions and scripts did not necessarily translate to helping in situations of IPV. Bystander intervention programs are needed that provide more specific helping scripts for IPV.

Rape Myth Acceptance in Sexually Assaulted Adolescents' School Contexts: Associations with Depressed Mood and Alcohol Use

High school students exposed to sexual assault (SA) are at risk for negative outcomes like depressed mood and high-risk drinking. Although evidence suggests that both social contexts and internalized stigma can affect recovery from SA, no research to date has directly examined the presence of stigma in social contexts such as high schools as a correlate of adjustment after SA. In this study, the self-reported rape myth acceptance (RMA) of 3080 students from 97 grade cohorts in 25 high schools was used to calculate grade-mean and school-mean RMA, which was entered into multilevel models predicting depressed mood and alcohol use among N = 263 SA survivors within those schools. Two forms of RMA were assessed (i.e., rape denial and traditional gender expectations). Results indicate that higher grade-mean rape denial was associated with higher risk for depressed mood among high school boys and girls exposed to SA, and higher grade-mean traditional gender expectations were associated with higher risk for alcohol use among girls exposed to SA. Survivors' own RMA and school-level RMA were not significantly associated with their depressed mood or alcohol use. Although causality cannot be concluded, these findings suggest that interventions that reduce stigma in social contexts should be explored further as a strategy to improve well-being among high-school-aged survivors of SA.

The Impact of the Bystander's Relationship With the Victim and the Perpetrator on Intent to Help in Situations Involving Sexual Violence

A large body of research has explored the individual and situational factors that influence bystander intervention for sexual violence. However, little research has explored the how the bystander's relationship to the victim and the perpetrator impacts helping. To explore this gap in the literature, the present study used vignettes to experimentally manipulate the bystander's relationship to the victim, and the bystander's relationship to the perpetrator to examine how these factors impact intent to help in low (i.e., unwanted contact) and high (i.e., situation at high risk of rape) severity situations of sexual violence. The gender of the bystander was also examined by recruiting a sample of women and men. Results suggested that bystanders were more likely to intervene when the situation was more severe and when the bystander was female. Results were mixed regarding intent to help when the bystander knew the victim or the perpetrator. Moreover, these factors interacted in complicated ways such that, for example, women are equally likely to intend to help a victim whether they know the perpetrator or not while men are more likely to help a victim if the perpetrator is someone they do not know. The results of this study suggest that bystander intervention for situations involving sexual violence are complex and future research should further tease out the moderating effects. Prevention programs using a bystander framework may need some segments of training that are more gender specific and that directly address the relationship between the bystander and the victim and perpetrator.