TakeCARE, a video bystander program to help prevent sexual violence on college campuses: Results of two randomized, controlled trials.

Abstract

Objective The present research reports on two randomized controlled trials evaluating TakeCARE, a video bystander program designed to help prevent sexual violence on college campuses. Method In Study 1, students were recruited from psychology courses at two universities. In Study 2, first-year students were recruited from a required course at one university. In both studies, students were randomly assigned to view one of two videos: TakeCARE or a control video on study skills. Just before viewing the videos, students completed measures of bystander behavior toward friends and ratings of self-efficacy for performing such behaviors. The efficacy measure was administered again after the video, and both the bystander behavior measure and the efficacy measure were administered at either one (Study 1) or two (Study 2) months later. Results In both studies, students who viewed TakeCARE, compared to students who viewed the control video, reported engaging in more bystander behavior toward friends and greater feelings of efficacy for performing such behavior. In Study 1, feelings of efficacy mediated effects of TakeCARE on bystander behavior; this result did not emerge in Study 2. Conclusions This research demonstrates that TakeCARE, a video bystander program, can positively influence bystander behavior toward friends. Given its potential to be easily distributed to an entire campus community, TakeCARE might be an effective addition to campus efforts to prevent sexual violence.

A High School-Based Evaluation of TakeCARE, a Video Bystander Program to Prevent Adolescent Relationship Violence

“…Coefficient alpha was .85 and .89 at baseline and follow-up, respectively. Consistent with theory and research on determinants of bystander behavior (Banyard et al, 2007; Jouriles et al, 2016), helpful bystander behavior and bystander self-efficacy (using a 5-item measure of bystander self-efficacy adapted from Banyard, Plante, & Moynihan, 2005) were correlated positively at baseline, r = .17, p < .001.…”

“…One to two months later, all students completed follow-up questionnaires on helpful bystander behavior. Results of each trial indicated that those who viewed TakeCARE reported engaging in more helpful bystander behavior during the follow-up period than those in the control condition (Kleinsasser et al, 2015; Jouriles et al, 2016). These three trials included students from two different universities and at different time points during their college careers, although all three samples were predominantly White; students also viewed TakeCARE under highly controlled conditions.…”

“…For example, there is some evidence that the determinants of bystander behavior differ for high school and college students, although self-efficacy appears to be important for both (Jouriles et al, 2016). Additionally, high-school aged adolescents tend to engage in more risky decision-making in the presence of peers than do college-aged young adults (Gardner & Steinberg, 2005), and decision-making style potentially influences whether or not an individual engages in helpful bystander behavior.…”

The mediating role of shame in the relationship between childhood bullying victimization and adult psychosocial adjustment

“…Bullying is a group phenomenon and we know from previous research that bystanders play a crucial role in maintaining or limiting the level of bullying in school (Salmivalli, Poskiparta, Strohmeier, & Noam, 2012). Bystander intervention has also been useful for other areas of violence (Coker et al, 2014; Jouriles et al, 2015)…”

But were you drunk? Intoxication during sexual assault in Norway

“…Prevention of sexual assault is important, and preventive programmes have received some empirical support (Jouriles et al, 2016). This study implies that strategies should include targeted efforts against intoxicated assault.…”