Longer Term Impact of Bystander Training to Reduce Violence Acceptance and Sexism

Autor/inn/en	Coker, Ann L.; Bush, Heather M.; Brancato, Candace J.; Huang, Zhengyan; Clear, Emily R.; Follingstad, Diane R.
Titel	Longer Term Impact of Bystander Training to Reduce Violence Acceptance and Sexism
Quelle	In: Journal of School Violence, 19 (2020) 4, S.525-538 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2020.1760108
Schlagwörter	Audiences; Violence; Prevention; Gender Bias; High School Students; Program Effectiveness; Training; Intervention; Student Attitudes; High School Seniors; Gender Differences; Sexual Abuse; Sexual Harassment; Rape; Consciousness Raising; Kentucky + Suchen Sie Ihr Suchwort? Spectator; Zuschauer; Gewalt; Prävention; Vorbeugung; Geschlechterstereotyp; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausbildung; Schülerverhalten; Geschlechterkonflikt; Sexueller Missbrauch; Sexuelle Belästigung; Sexuelle Gewalt; Vergewaltigung; Bewusstseinsbildung
Abstract	Many bystander programs to prevent violence have been developed and evaluated in college populations. An exception is the randomized controlled trial of Green Dot, found effective in reducing violence rates and violence acceptance in 26 high-schools (2010-2014). In 'Life's Snapshot', 10,727 seniors were recruited from these same schools with the goal of determining the longer-term efficacy of bystander training. Students in intervention schools could have up to three years of Green Dot exposure. Seniors from intervention versus control schools had significantly lower scores (p <0.01) indicating less violence acceptance or sexism for two of five measures. Seniors' self-reports of bystander training received confirmed these findings. These cross-sectional analyses suggest that some reductions in violence acceptance associated with bystander programming may be maintained into early adulthood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01