scholarly journals Examining the Bystander Effect and Sexual Violence: Do Middle School Prevention Programs Work? [Russell Sage College]

2019 ◽  
Author(s):  
Gabriela Beatriz Cardona ◽  
Michelle Napierski-Prancl
Keyword(s):  
Middle School ◽  
Sexual Assault ◽  
Sexual Harassment ◽  
Middle Schools ◽  
Prevention Program ◽  
Bystander Effect ◽  
Statistical Significance ◽  
Prevention Programs ◽  
Data Set ◽  
School Prevention Program

Since the horrific murder of Kitty Genovese in 1964, sociologists have been concerned with better understanding and hopefully, reducing incidents of the bystander effect. This study builds upon past work by examining the bystander effect in cases of sexual harassment and victimization with a focus on middle school students.  Given the #metoo movement, Christine Blasey Ford’s testimony against Judge Kavanaugh and the proposed changes to college campus policies on sexual assault proposed by Secretary of Education Betsy Devos, this study on sexual assault and the bystander effect is culturally relevant and timely. Past studies have found that prevention programs influence bystander participation. The research discovered that bystander participation varies depending on the diverse types of sexual assault and harassment. This research will examine the bystander effect in middle school adolescents dealing with sexual harassment, assault, or violence in schools. An analysis of adolescents’ belief on whether they can prevent sexual assault in their schools will be conducted. This research wishes to understand what characteristics contribute to students being active bystanders, someone who acts. The Experimental Evaluation of a Youth Dating Violence Prevention Program in NYC Middle Schools data set is utilized in this study. The sample size is 2,655 students from inner-city middle schools. All statistical analysis is conducted with SPSS. Chi-square, Gamma, and Cramer’s V are used to test statistical significance and strength of relationships. The results are interesting. Out of the seven hypotheses, three were found to be statistically significant. Gender, age, and in some cases attendance at a school prevention program had a significant effect on bystander intervention. In contrast, race and in other cases attendance at a school prevention program were not significant. The varying results towards student’s participation in prevention programs raises future questions on how prevention programs effect bystander effect.

Army Sexual Harassment/Sexual Assault Response & Prevention Program (SHARP) Tiger Team: A Model to Inform Prevention

2019 ◽  
Vol 8 (1) ◽  
pp. 64-73
Author(s):  
Nancy A. Skopp ◽  
Hannah Roggenkamp ◽  
Timothy V. Hoyt ◽  
Heath M. Major ◽  
Tammy J. Williams
Keyword(s):  
Sexual Assault ◽  
Sexual Harassment ◽  
Prevention Program ◽  
Response Prevention

scholarly journals Effects of Dating Matters® on Sexual Violence and Sexual Harassment Outcomes among Middle School Youth: a Cluster-Randomized Controlled Trial

2020 ◽  
Author(s):  
Sarah DeGue ◽  
Phyllis Holditch Niolon ◽  
Lianne Fuino Estefan ◽  
Allison J. Tracy ◽  
Vi D. Le ◽  
...  
Keyword(s):  
Middle School ◽  
Sexual Harassment ◽  
Violence Prevention ◽  
Sexual Violence ◽  
Prevention Program ◽  
Well Being ◽  
Teen Dating Violence ◽  
Equation Modeling ◽  
Evidence Based ◽  
8Th Grade

AbstractSexual violence (SV), including sexual harassment (SH), is a significant public health problem affecting adolescent health and well-being. This study extends prior research by evaluating the effectiveness of a comprehensive teen dating violence prevention model, Dating Matters, on SV and SH perpetration and victimization, inclusive of any victim-perpetrator relationship, among middle school students. Dating Matters includes classroom-delivered programs for youth in 6th, 7th, and 8th grades; community-based programs for parents; a youth communications program; training for educators; and community-level activities. Middle schools in four urban areas in the USA were randomly assigned to receive Dating Matters (DM, N = 22) or a standard-of-care intervention (SC, N = 24) over four consecutive school years (2012–2016). The analytic sample included two cohorts who entered the study in 6th grade and completed 8th grade by the end of the study allowing for full exposure to Dating Matters (DM: N = 1662; SC: N = 1639; 53% female; 50% black, non-Hispanic; 6 waves of data collection for each cohort). Structural equation modeling was employed with multiple imputation to account for missing data. Dating Matters was associated with significant reductions in SV and SH perpetration and victimization scores in most—but not all—sex/cohort groups by the end of 8th grade relative to an evidence-based TDV prevention program. On average, students receiving Dating Matters scored 6% lower on SV perpetration, 3% lower on SV victimization, 4% lower on SH perpetration, and 8% lower on SH victimization by the end of middle school than students receiving an evidence-based violence prevention program. Overall, Dating Matters shows promise for reducing SV and SH, occurring both within and outside dating relationships, through middle school. Clinicaltrials.gov Identifier: NCT01672541

scholarly journals Stepwise Development of BullyDown, a Text Messaging-Based Bullying Prevention Program for Middle School Students (Preprint)

2015 ◽  
Author(s):  
Michele L Ybarra ◽  
Tonya L Prescott ◽  
Dorothy L Espelage
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Focus Groups ◽  
Prevention Program ◽  
Text Messaging ◽  
Prevention Programs ◽  
Bullying Prevention ◽  
Text Messages ◽  
School Students ◽  
Beta Test

BACKGROUND Bullying is a significant public health issue among middle school-aged youth. Current prevention programs have only a moderate impact. Cell phone text messaging technology (mHealth) can potentially overcome existing challenges, particularly those that are structural (e.g., limited time that teachers can devote to non-educational topics). To date, the description of the development of empirically-based mHealth-delivered bullying prevention programs are lacking in the literature. OBJECTIVE To describe the development of BullyDown, a text messaging-based bullying prevention program for middle school students, guided by the Social-Emotional Learning model. METHODS We implemented five activities over a 12-month period: (1) national focus groups (n = 37 youth) to gather acceptability of program components; (2) development of content; (3) a national Content Advisory Team (n = 9 youth) to confirm content tone; and (4) an internal team test of software functionality followed by a beta test (n = 22 youth) to confirm the enrollment protocol and the feasibility and acceptability of the program. RESULTS The focus group recruitment experience suggests that Facebook advertising was less efficient than using a recruitment firm. Sixth grade youth had difficulty engaging in the bulletin board-style focus groups, suggesting that participants may need to be in at least 7th grade to have the writing skills for this research activity. Feedback from the Content Advisory Team suggests a preference for 2-4 brief text messages per day. Beta test findings suggest that BullyDown is both feasible and acceptable: 100% of youth completed the follow-up survey, 86% of whom liked the program. CONCLUSIONS Text messaging appears to be a feasible and acceptable delivery method for bullying prevention programming delivered to middle school students.

Familiarity with Sexual Assault and Its Relationship to the Effectiveness of Acquaintance Rape Prevention Programs

1996 ◽  
Vol 12 (1) ◽  
pp. 28-44 ◽  
Author(s):  
Linda S. Forst ◽  
J. Timothy Lightfoot ◽  
Arthur Burrichter
Keyword(s):  
Sexual Assault ◽  
Prevention Program ◽  
Prevention Programs ◽  
Post Treatment ◽  
Previous Experience ◽  
Rape Prevention ◽  
Control Group ◽  
Improvisational Theater ◽  
Sexual Beliefs ◽  
Attitude Scales

This study examined the effectiveness of two rape prevention programs on rape-supportive beliefs among college students. The effectiveness was examined in terms of whether or not the students knew someone who had been sexually assaulted, knew someone who had committed a sexual assault, or were themselves a victim of sexual assault. The participants were divided into three groups. One group participated in a didactic rape prevention program involving primarily lecture and video instruction. The second group participated in an experiential rape prevention program utilizing improvisational theater. The third group was the control group. The 55 participants completed two attitude scales developed by Burt (1980): Adversarial Sexual Beliefs (ASB) and Rape Myth Acceptance (RMA). They then participated in their workshop and took the attitude scales again as a post-treatment test Two weeks later, the participants took a follow-up post-treatment test using the same attitude scales. Participants who had been victims of sexual assault scored significantly lower than non-victims in the ASB and RMA across all groups. It was also found that participants who had any previous experience with sexual assault, such as familiarity with a victim or an offender, scored significantly lower in rape-supportive beliefs after participating in the didactic program than participants who had no previous experience with sexual assault.

scholarly journals Two Decades of STEM Education Research in Middle School: A Bibliometrics Analysis in Scopus Database (2000–2020)

2021 ◽  
Vol 11 (7) ◽  
pp. 353
Author(s):  
Huong Le Thi Thu ◽  
Trung Tran ◽  
Thao Trinh Thi Phuong ◽  
Trinh Le Thi Tuyet ◽  
Hoang Le Huy ◽  
...  
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
Stem Education ◽  
Research Collaboration ◽  
School Science ◽  
Data Set ◽  
The Usa ◽  
Scopus Database ◽  
Scientific Results ◽  
Science Classes

STEM education has become important in many countries around the world. STEM education can begin while students are very young. However, earlier research has shown that one of the most important factors influencing the decision on scientific research selection is the middle school science classes. In this research, we extract database from Scopus to evaluate the scientific results of publications in the field of STEM education in middle school in the period 2000–2020. A data set of 272 academic papers was indexed to monitor the development of this field by Scopus. The results of the quantitative analysis showed that researches on STEM education in middle schools have boomed in the last 5 years, mainly in the USA. The trend of research collaboration in the field of STEM education in middle schools is not strong. The research topics are quite diverse, focusing on a number of issues: gender, engineering education, curriculum, etc. This study has some limitations, including that only data from the Scopus database were selected and manually filtered, so our analyses totally depended on the quality of the input information imported from the Scopus database.

School Families: Implementation and Evaluation of a Middle School Prevention Program

1997 ◽  
Vol 76 (1) ◽  
pp. 82-89 ◽  
Author(s):  
David M. Lawson ◽  
Andrew L. McClain ◽  
Susan Matlock-Hetzel ◽  
Michael Duffy ◽  
Rose Urbanovski
Keyword(s):  
Middle School ◽  
Prevention Program ◽  
School Prevention Program
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