@article{ref1,
title="Evaluation of a bystander-focused interpersonal violence prevention program with high school students",
journal="Prevention science",
year="2019",
author="Edwards, Katie M. and Banyard, Victoria L. and Sessarego, Stephanie N. and Waterman, Emily A. and Mitchell, Kimberly J. and Chang, Hong",
volume="20",
number="4",
pages="488-498",
abstract="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.<p /> <p>Language: en</p>",
language="en",
issn="1389-4986",
doi="10.1007/s11121-019-01000-w",
url="http://dx.doi.org/10.1007/s11121-019-01000-w"
}