Impact of a Brief, Bystander Bullying Prevention Program on Depressive Symptoms and Passive Suicidal Ideation: A Program Evaluation Model for School Personnel
The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying pr...
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Published in | Journal of prevention and health promotion (Online) Vol. 1; no. 1; pp. 80 - 103 |
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Main Authors | , , , , |
Format | Journal Article |
Language | English |
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Los Angeles, CA
SAGE Publications
01.07.2020
SAGE PUBLICATIONS, INC |
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Abstract | The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program (“stealing the show,” “turning it over,” “accompanying others,” and “coaching compassion,” [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community (N = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming. |
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AbstractList | The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program (“stealing the show,” “turning it over,” “accompanying others,” and “coaching compassion,” [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community ( N = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming. The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program ("stealing the show," "turning it over," "accompanying others," and "coaching compassion," [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community (N = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming.The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program ("stealing the show," "turning it over," "accompanying others," and "coaching compassion," [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community (N = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming. The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program (“stealing the show,” “turning it over,” “accompanying others,” and “coaching compassion,” [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community ( N = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming. The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program ("stealing the show," "turning it over," "accompanying others," and "coaching compassion," [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community ( = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming. |
Author | Flay, Brian Doumas, Diana M. Midgett, Aida Bond, Laura Peralta, Claudia |
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References | Bradshaw, Sawyer, O’Brennan 2007; 36 bibr40-2632077020942959 bibr15-2632077020942959 Cohen J. (bibr8-2632077020942959) 1969 bibr32-2632077020942959 bibr24-2632077020942959 bibr16-2632077020942959 bibr30-2632077020942959 bibr33-2632077020942959 bibr3-2632077020942959 bibr25-2632077020942959 bibr34-2632077020942959 bibr39-2632077020942959 bibr21-2632077020942959 bibr18-2632077020942959 Moran M. (bibr36-2632077020942959) bibr47-2632077020942959 Derogatis L. R. (bibr10-2632077020942959) 1994 Reynolds C. R. (bibr42-2632077020942959) 2015 bibr13-2632077020942959 bibr26-2632077020942959 bibr41-2632077020942959 bibr31-2632077020942959 bibr49-2632077020942959 bibr44-2632077020942959 bibr23-2632077020942959 bibr5-2632077020942959 Cook T. D. (bibr9-2632077020942959) 1979 bibr45-2632077020942959 bibr37-2632077020942959 bibr54-2632077020942959 bibr28-2632077020942959 bibr6-2632077020942959 bibr52-2632077020942959 bibr11-2632077020942959 bibr46-2632077020942959 American School Counselor Association (bibr2-2632077020942959) 2019 bibr20-2632077020942959 bibr12-2632077020942959 bibr7-2632077020942959 bibr29-2632077020942959 bibr38-2632077020942959 bibr51-2632077020942959 bibr55-2632077020942959 bibr4-2632077020942959 bibr50-2632077020942959 bibr17-2632077020942959 bibr27-2632077020942959 bibr14-2632077020942959 bibr22-2632077020942959 bibr19-2632077020942959 bibr35-2632077020942959 Reynolds W. M. (bibr43-2632077020942959) 1988 bibr48-2632077020942959 bibr1-2632077020942959 bibr53-2632077020942959 |
References_xml | – volume: 36 start-page: 361 year: 2007 end-page: 382 article-title: Bullying and peer victimization at school: Perceptual differences between students and school staff publication-title: School Psychology Review contributor: fullname: O’Brennan – ident: bibr28-2632077020942959 doi: 10.1007/s12310-019-09312-6 – ident: bibr39-2632077020942959 doi: 10.1192/bjp.124.5.460 – ident: bibr19-2632077020942959 doi: 10.1001/jamapediatrics.2014.3561 – ident: bibr23-2632077020942959 doi: 10.1007/978-3-319-64735-7_15 – ident: bibr37-2632077020942959 doi: 10.1001/jama.285.16.2094 – ident: bibr38-2632077020942959 doi: 10.1177/0272431615590230 – volume-title: Behavior Assessment System for Children—Third edition (BASC-3) year: 2015 ident: bibr42-2632077020942959 contributor: fullname: Reynolds C. R. – volume-title: Suicidal Ideation Questionnaire year: 1988 ident: bibr43-2632077020942959 contributor: fullname: Reynolds W. M. – ident: bibr49-2632077020942959 doi: 10.1080/15374416.2011.597090 – ident: bibr51-2632077020942959 doi: 10.1016/j.jpsychires.2008.01.011 – ident: bibr3-2632077020942959 doi: 10.1037//0033-295X.84.2.191 – ident: bibr14-2632077020942959 doi: 10.1177/1356389013482610 – ident: bibr26-2632077020942959 doi: 10.1177/1362168808095522 – ident: bibr41-2632077020942959 doi: 10.1037/a0022714 – ident: bibr30-2632077020942959 doi: 10.1177/2156759X18778781 – ident: bibr32-2632077020942959 doi: 10.15241/am.5.4.486 – volume-title: Statistical power analysis for the behavioral sciences year: 1969 ident: bibr8-2632077020942959 contributor: fullname: Cohen J. – ident: bibr18-2632077020942959 doi: 10.1016/j.childyouth.2014.06.021 – volume-title: Quasi-experimentation: Design and analysis issues for field settings year: 1979 ident: bibr9-2632077020942959 contributor: fullname: Cook T. D. – ident: bibr47-2632077020942959 doi: 10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1>3.0.CO;2-T – ident: bibr22-2632077020942959 doi: 10.1002/j.1556-6678.2009.tb00113.x – ident: bibr24-2632077020942959 doi: 10.1016/j.chiabu.2017.01.012 – volume-title: The Brief Symptom Inventory (BSI): Administration, scoring, and procedure manual year: 1994 ident: bibr10-2632077020942959 contributor: fullname: Derogatis L. R. – ident: bibr46-2632077020942959 doi: 10.1037/a0018164 – ident: bibr29-2632077020942959 doi: 10.1002/jcad.12267 – ident: bibr34-2632077020942959 doi: 10.1080/23727810.2016.1277116 – ident: bibr50-2632077020942959 doi: 10.1155/2013/137583 – ident: bibr35-2632077020942959 doi: 10.1080/23727810.2019.1669372 – ident: bibr13-2632077020942959 doi: 10.1002/pits.22249 – ident: bibr6-2632077020942959 doi: 10.1080/02796015.2007.12087929 – ident: bibr11-2632077020942959 doi: 10.5330/PSC.n.2010-12.395 – ident: bibr54-2632077020942959 doi: 10.1521/suli.2009.39.6.599 – ident: bibr55-2632077020942959 doi: 10.1186/s12889-016-3721-6 – ident: bibr12-2632077020942959 doi: 10.1177/2150137810361306 – ident: bibr15-2632077020942959 doi: 10.1080/15434610490281093 – ident: bibr25-2632077020942959 – ident: bibr21-2632077020942959 doi: 10.1080/02667363.2012.727785 – ident: bibr20-2632077020942959 doi: 10.1016/j.avb.2018.07.001 – ident: bibr44-2632077020942959 doi: 10.1016/j.edurev.2010.12.001 – volume-title: Professional School Counseling ident: bibr36-2632077020942959 contributor: fullname: Moran M. – ident: bibr53-2632077020942959 – volume-title: The ASCA national model: A framework for school counseling programs year: 2019 ident: bibr2-2632077020942959 contributor: fullname: American School Counselor Association – ident: bibr17-2632077020942959 doi: 10.1177/0272431611423017 – ident: bibr48-2632077020942959 doi: 10.1080/01650250344000488 – ident: bibr33-2632077020942959 doi: 10.5330/1096-2409-20.1.172 – ident: bibr52-2632077020942959 doi: 10.1007/s11292-010-9109-1 – ident: bibr31-2632077020942959 doi: 10.33140/JEPR.02.02.01 – ident: bibr4-2632077020942959 doi: 10.1177/0149206311410606 – ident: bibr16-2632077020942959 doi: 10.1016/j.jsp.2010.07.001 – ident: bibr45-2632077020942959 doi: 10.1016/j.jadohealth.2012.10.279 – ident: bibr1-2632077020942959 doi: 10.1016/S0895-4356(99)00041-4 – ident: bibr7-2632077020942959 doi: 10.1016/j.avb.2015.04.004 – ident: bibr40-2632077020942959 doi: 10.1111/j.1751-9020.2012.00459.x – ident: bibr5-2632077020942959 doi: 10.1037//0022-006X.47.2.343 – ident: bibr27-2632077020942959 doi: 10.1080/15388220.2013.840641 |
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SubjectTerms | Bullying Child & adolescent mental health Mental depression Prevention programs School employees Students Suicidal behavior Suicidal ideation Teachers |
Title | Impact of a Brief, Bystander Bullying Prevention Program on Depressive Symptoms and Passive Suicidal Ideation: A Program Evaluation Model for School Personnel |
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