Midgett Aida, Doumas Diana M
Boise State University.
J Educ Psychol Res (Overl Park). 2020;2(2):52-60. doi: 10.33140/jepr.02.02.01. Epub 2020 Apr 8.
The purpose of this study was to adapt a brief, bystander bullying intervention to be culturally appropriate for ethnically-blended schools in low-income communities and to assess the social validity of the adapted intervention. A mixed-methods design with sequential sampling was used to collect qualitative data from focus groups and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and chi square analyses and independent sample -tests to analyzed qualitative data. Students (N = 40) from an ethnically-blended school (i.e., predominantly White and Hispanic students) in a low-income community were trained in the bystander bullying program. The 90-minute training includes a didactic and experiential component. The didactic component includes information about bullying and strategies students can use to intervene when they witness bullying. The experiential component includes small group activities and role-plays in which students practice utilizing the strategies. We used a phased research approach to meet the study aims. In Phase 1, students participated in focus groups after receiving the bystander training. Qualitative themes that emerged from the focus groups included students' experiences with bullying, including types of bullying and reasons why students bully, negative emotions associated with bullying, fears related to reporting bullying to adults, and positive reactions to the intervention. In Phase 2, we adapted the intervention based on information from a literature search and feedback from participants in Phase 1. In Phase 3, we trained a new group of students ( = 69) in the adapted intervention to evaluate the intervention's social validity. Results indicated students perceived the adapted intervention as appropriate and relevant for their school, with no differences between White and Hispanic students. This study serves as a first step in developing a culturally appropriate intervention designed to address bullying-related health disparities for students attending an ethnically-blended school in a low-income community.
本研究的目的是调整一种简短的旁观者欺凌干预措施，使其在文化上适合低收入社区的种族融合学校，并评估调整后干预措施的社会效度。采用顺序抽样的混合方法设计来收集焦点小组的定性数据和定量调查数据。研究人员使用共识定性研究来分析定性数据，并使用卡方分析和独立样本检验来分析定量数据。来自低收入社区一所种族融合学校（即主要是白人和西班牙裔学生）的40名学生接受了旁观者欺凌项目的培训。90分钟的培训包括一个讲授部分和一个体验部分。讲授部分包括关于欺凌的信息以及学生在目睹欺凌时可以用来干预的策略。体验部分包括小组活动和角色扮演，学生在其中练习运用这些策略。我们采用分阶段研究方法来实现研究目标。在第一阶段，学生在接受旁观者培训后参加焦点小组。焦点小组中出现的定性主题包括学生的欺凌经历，包括欺凌类型和学生欺凌的原因、与欺凌相关的负面情绪、与向成年人报告欺凌相关的恐惧，以及对干预的积极反应。在第二阶段，我们根据文献检索的信息和第一阶段参与者的反馈对干预措施进行了调整。在第三阶段，我们对一组新的学生（n = 69）进行了调整后的干预培训，以评估该干预措施的社会效度。结果表明，学生们认为调整后的干预措施适合他们的学校且与之相关，白人和西班牙裔学生之间没有差异。本研究是开发一种文化上合适的干预措施的第一步，该干预措施旨在解决低收入社区种族融合学校学生中与欺凌相关的健康差异问题。
