Challenge and Opportunity in Evaluating a Diffusion-Based Active Bystanding Prevention Program

Cook-Craig, Patricia G.; Coker, Ann L.; Clear, Emily R.; Garcia, Lisandra S.; Bush, Heather; Brancato, Candace J.; Williams, Corrine M.; Fisher, Bonnie S.

doi:10.1177/1077801214551288

Cited by 107 publications

(107 citation statements)

References 30 publications

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“…To categorize students as having experienced SA or not, we used the three items assessing past‐year SA in Cook‐Craig et al. 's () measure of victimization and perpetration. These items assessed instances in which students had unwanted sexual activities because the student was drunk or on drugs, the perpetrator used coercion by threatening to end the friendship or relationship or pressuring the student through arguments or begging, or the perpetrator used physical force.…”

Section: Methodsmentioning

confidence: 99%

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

Dworkin

Sessarego

Pittenger

et al. 2017

American J of Comm Psychol

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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 the current 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: rape denial and gendered 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 was 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.

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Section: Methodsmentioning

confidence: 99%

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

Dworkin

Sessarego

Pittenger

et al. 2017

American J of Comm Psychol

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show abstract

“…For example, rigorous evaluations of programs including Second Step ©22 and Safe Dates 23 provide support that programs originally developed for one form a violence, bullying/aggression and TDV (respectively), can be effective at preventing other forms of violence including homophobic teasing, sexual harassment, school weapon carrying, and peer violence victimization and perpetration. Ongoing evaluations of TDV prevention programs including Dating Matters ®24–26 and Green Dot 27 also may provide additional evidence in the future that schools and communities can prevent other forms of violence involving youth with a single comprehensive approach. Comprehensive approaches may be a more efficient use of resources for schools than multiple prevention strategies that address each form of violence individually.…”

Section: Implications For School Healthmentioning

confidence: 99%

Associations of Teen Dating Violence Victimization With School Violence and Bullying Among US High School Students

Vivolo-Kantor

Olsen

Bacon

2016

Journal of School Health

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BACKGROUND Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. METHODS Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)’s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations of physical and sexual TDV with school violence-related experiences and behaviors, including bullying victimization. Bivariate and adjusted sex-stratified regressions assessed relationships between TDV and school violence-related experiences and behaviors. RESULTS Compared to students not reporting TDV, those experiencing both physical and sexual TDV were more likely to report carrying a weapon at school, missing school because they felt unsafe, being threatened or injured with a weapon on school property, having a physical fight at school, and being bullied on school property. CONCLUSIONS School-based prevention efforts should target multiple forms of violence.

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“…The purpose of this study is to evaluate the effectiveness and efficacy of the Green Dot bystander intervention to reduce dating violence and sexual violence acceptance. Because violence acceptance scores differed by sex at baseline (Cook-Craig et al 2014), analyses were conducted by sex. Analyses of violence acceptance and bystander behaviors were identified in clinicaltrials.gov as secondary or intermediate outcomes.…”

Section: Introductionmentioning

confidence: 99%

Bystander Program Effectiveness to Reduce Violence Acceptance: RCT in High Schools

et al. 2018

Self Cite

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Bystander-based violence prevention interventions have shown efficacy to reduce dating violence and sexual violence acceptance at the individual level yet no large randomized controlled trial (RCT) has evaluated this effect at the high-school level and over time. This rigorous cluster-randomized controlled trial addresses this gap by evaluating intervention effectiveness at both school and individual levels. Kentucky high schools were randomized to intervention or control conditions. In intervention schools educators provided school-wide ‘Green Dot’ presentations and bystander training with student popular opinion leaders. Each spring from 2010 to 2014; 73,044 students completed anonymous surveys with no missing data on relevant outcomes. Dating violence and sexual violence acceptance were the primary outcomes for this analysis. At the school level, slopes from linear mixed models using averaged school-level dating violence acceptance (condition–time, p < 0.001) and sexual violence acceptance (condition–time interaction, p < 0.001) differed indicating a significant reduction in the violence acceptance in the intervention relative to control schools over time and specifically in years 3 and 4 when ‘Green Dot’ was fully implemented. Analyses based on student’s self-reported receipt of ‘Green Dot’ training by condition confirmed the school level finding of significant reductions in both dating violence and sexual violence acceptance in years 3 and 4 for both males and females. In this RCT we find evidence that the bystander-based violence prevention intervention ‘Green Dot’ works, as hypothesized and as implemented, to reduce acceptance of dating violence and sexual violence at the school and individual levels.

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Challenge and Opportunity in Evaluating a Diffusion-Based Active Bystanding Prevention Program

Cited by 107 publications

References 30 publications

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

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

Associations of Teen Dating Violence Victimization With School Violence and Bullying Among US High School Students

Bystander Program Effectiveness to Reduce Violence Acceptance: RCT in High Schools

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