Midgett Aida, Doumas Diana M, Peralta Claudia, Bond Laura, Flay Brian
Boise State University, ID, USA.
J Prev Health Promot. 2020 Jul;1(1):80-103. doi: 10.1177/2632077020942959. Epub 2020 Jul 26.
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.
本文的目的是呈现一项研究，该研究可作为学校工作人员项目评估的典范，用于改善服务并向关键利益相关者证明项目的有效性。本文所呈现的研究评估了一个简短的旁观者欺凌干预项目（“抢风头”“移交它”“陪伴他人”和“培养同情心”，[STAC]）对一个农村低收入社区130名中学生抑郁症状和被动自杀意念的影响。选择这个主题是因为研究旁观者干预项目对接受干预培训的学生心理健康改善效果的研究有限。研究结果表明，与对照组学生报告的症状增加相比，接受STAC项目培训的学生在6周随访时报告抑郁症状和被动自杀意念有所减少。我们讨论了这些发现以及学校工作人员如何利用项目评估来支持预防项目。
