TakeCARE, a Video to Promote Bystander Behavior on College Campuses: Replication and Extension

• Published in: Journal of interpersonal violence Vol. 35; no. 23-24; pp. 5652 - 5675
• Main Authors: Jouriles, Ernest N., Sargent, Kelli S., Salis, Katie Lee, Caiozzo, Christina, Rosenfield, David, Cascardi, Michele, Grych, John H., O’Leary, K. Daniel, McDonald, Renee
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.11.2020; SAGE PUBLICATIONS, INC
• Subjects: Action; Behavior; College campuses; College students; Control Groups; Domestic violence; Humans; Perceptions; Sex crimes; Sex Offenses; Sexual Behavior; Students; Study Skills; Universities; Video Technology; Violence; sexual violence; bystander behavior; college students; prevention; randomized controlled trial
• ISSN: 0886-2605; 1552-6518
• DOI: 10.1177/0886260517718189

Previous research has demonstrated that college students who view TakeCARE, a video bystander program designed to encourage students to take action to prevent sexual and relationship violence (i.e., bystander behavior), display more bystander behavior relative to students who view a control video. The current study aimed to replicate and extend these findings by testing two different methods of administering TakeCARE and examining moderators of TakeCARE’s effects on bystander behavior. Students at four universities (n = 557) were randomly assigned to one of three conditions: (a) view TakeCARE in a monitored computer lab, (b) view TakeCARE at their own convenience after receiving an email link to the video, or (c) view a video about study skills (control group). Participants completed measures of bystander behavior at baseline and at a 1-month follow-up. Participants in both TakeCARE conditions reported more bystander behavior at follow-up assessments, compared with participants in the control condition. The beneficial effect of TakeCARE did not differ significantly across administration methods. However, the effects of TakeCARE on bystander behavior were moderated by students’ perceptions of campus responsiveness to sexual violence, with more potent effects when students perceived their institution as responsive to reports of sexual violence.