Moran Molly, Midgett Aida, Doumas Diana M, Moody Steve, Porchia Sherise
Boise State University.
Idaho State University.
J Child Adolesc Couns. 2019;5(3):221-238. doi: 10.1080/23727810.2019.1669372. Epub 2020 Jan 8.
The purpose of this mixed method study was to examine the appropriateness of a brief, bullying bystander intervention (STAC) adapted for a middle school in a low-income, rural community with a predominantly White and Hispanic student body. We were also interested in understanding the experiences of the students who participated in the intervention. Quantitative analysis suggested that students gained knowledge about bullying, increased their confidence to intervene in bullying situations, and used the STAC strategies to intervene in bullying behavior. Analyzing the qualitative data using Consensual Qualitative Research methodology ([CQR] Hill, 2005) revealed four domains in which students a) reported using the STAC strategies across multiple contexts and settings, b) spoke about fears related to intervening in bullying, yet intervened despite those fears, c) described emotional benefits experienced after participating in the intervention and while using the STAC strategies, and d) reported stronger interpersonal relationship after participating in the STAC intervention. This study extends the literature by providing preliminary support for a brief, bystander intervention adapted to address the need for culturally relevant bullying interventions for low-income, rural, ethnically-blended schools.
这项混合方法研究的目的是检验一种简短的旁观者欺凌干预措施（STAC）对于一所位于低收入农村社区、以白人和西班牙裔学生为主的中学的适用性。我们还希望了解参与该干预措施的学生的经历。定量分析表明，学生们获得了关于欺凌的知识，增强了在欺凌情况下进行干预的信心，并运用STAC策略对欺凌行为进行干预。使用共识定性研究方法（[CQR]希尔，2005年）对定性数据进行分析后发现，学生在四个方面有如下表现：a）报告在多种情境和场合使用STAC策略；b）谈到在干预欺凌行为时存在恐惧，但尽管有这些恐惧仍进行了干预；c）描述了参与干预以及使用STAC策略后所体验到的情感益处；d）报告称参与STAC干预后人际关系更融洽。本研究通过为一种简短的旁观者干预措施提供初步支持，扩展了相关文献，该干预措施旨在满足低收入农村多民族融合学校对具有文化相关性的欺凌干预措施的需求。
