Midgett Aida, Doumas Diana M, Myers Valerie H, Moody Steve, Doud Anna
Boise State University.
Klein Buendel, Inc.
Rural Ment Health. 2021 Jan;45(1):14-30. doi: 10.1037/rmh0000151.
Bullying is a significant problem in the United States, with 26.7% of middle school students reporting bullying victimization. The majority of bullying programs are comprehensive, school-wide interventions that require significant resources for implementation, creating barriers and challenges for schools in rural and low-income communities. To increase access for these schools, we propose to translate a brief, bystander bullying intervention (STAC) into a technology-based format. Using consensual qualitative research (CQR), we aimed to understand the needs of school personnel and perceived challenges to program implementation to provide information on how to best serve middle schools in rural and low-income communities. We conducted interviews and focus groups with key school personnel at three middle schools in rural, low-income communities ( = 15). Participants indicated a strong interest in a technology-based bullying intervention and reported positive conditions for implementation including administrative support and technology-readiness. Participants identified program efficacy, flexibility of delivery, and parental involvement as important components of bullying prevention and identified implementation challenges, which included time, financial resources, and teacher buy-in. Perceived strengths of the STAC intervention included providing a clear definition of bullying, skills training and practice, and a certificate of completion. Feedback related to translating the intervention to a technology-based format included the use of virtual interaction and a hybrid virtual/in-person program, particularly for booster-sessions. Findings from this study support the need for the proposed technology-based STAC intervention and provide feedback on both the needs and challenges that need to be addressed for successful implementation in middle schools in rural and low-income communities.
在美国，欺凌是一个严重的问题，有26.7%的中学生报告曾遭受欺凌。大多数反欺凌项目都是全面的、全校范围的干预措施，实施这些措施需要大量资源，这给农村和低收入社区的学校带来了障碍和挑战。为了让这些学校更容易获得相关服务，我们提议将一个简短的旁观者反欺凌干预项目（STAC）转化为基于技术的形式。我们采用了共识定性研究（CQR）方法，旨在了解学校工作人员的需求以及项目实施中察觉到的挑战，以便为如何更好地服务农村和低收入社区的中学提供信息。我们对农村低收入社区的三所中学的关键学校工作人员进行了访谈和焦点小组讨论（n = 15）。参与者表示对基于技术的欺凌干预措施有浓厚兴趣，并报告了实施的有利条件，包括行政支持和技术准备情况。参与者认为项目效果、交付的灵活性和家长参与是预防欺凌的重要组成部分，并指出了实施方面的挑战，包括时间、财政资源和教师的认同。STAC干预措施的优势包括对欺凌给出明确的定义、技能培训与实践以及结业证书。与将干预措施转化为基于技术的形式相关的反馈包括使用虚拟互动以及虚拟/面对面混合项目，特别是用于强化课程。本研究的结果支持了拟议的基于技术的STAC干预措施的必要性，并就农村和低收入社区中学成功实施该措施所需解决的需求和挑战提供了反馈。
