Youth Strategies for Positive Bystander Action in Situations of Dating and Sexual Violence: Implications for Measurement and Programming
Research on bystander behavior in situations of dating violence (DV) and sexual violence (SV) in youth populations is growing; yet, there is a distinct lack of qualitative studies to identify nuances in specifically how and when youth are taking action to help to inform theory, measurement, and prog...
| Autores principales: | ; ; ; ; |
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| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Inglés |
| Publicado: |
2021
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| En: |
Journal of interpersonal violence
Año: 2021, Volumen: 36, Número: 13/14, Páginas: NP7653-NP7674 |
| Acceso en línea: |
Volltext (lizenzpflichtig) |
| Journals Online & Print: | Gargar...
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| Verificar disponibilidad: | HBZ Gateway |
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| 245 | 1 | 0 | |a Youth Strategies for Positive Bystander Action in Situations of Dating and Sexual Violence: Implications for Measurement and Programming |
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| 520 | |a Research on bystander behavior in situations of dating violence (DV) and sexual violence (SV) in youth populations is growing; yet, there is a distinct lack of qualitative studies to identify nuances in specifically how and when youth are taking action to help to inform theory, measurement, and programming. The current study examined bystander action plans of high school youth after their participation in a classroom-based, bystander-focused prevention program, to inform bystander behavior measurement and programming within the context of DV and SV research and practice. High school youth (N = 889) from schools across New England completed a bystander-focused violence prevention curriculum and subsequently wrote a bystander plan of action addressing a situation of DV or SV that they had seen before or were likely to see again in the future. The responses were qualitatively coded for type of situation and bystander action, while noting situational aspects (e.g., location, relationship to those involved, engagement of others). Students reported a variety of strategies (ranging from directly telling the perpetrator to stop to creating a distraction) and ways of thinking about situations of DV and SV, and related behaviors (e.g., bullying). Many students listed unique situations and bystander behaviors that were not addressed as part of the curriculum. Bystander action plans also varied as a function of situational variables (e.g., relationship to those involved). These results indicate that measures of bystander behavior for high school students need to look different from established measures for older age groups. Furthermore, bystander programming may be more effective if more thoughtful attention is given to how youth see helping in situations of DV and SV as connected to other problematic behaviors. | ||
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| 650 | 4 | |a Sexual Violence | |
| 650 | 4 | |a dating violence | |
| 650 | 4 | |a bystander action | |
| 700 | 1 | |a Edwards, Katie M. |e VerfasserIn |4 aut | |
| 700 | 1 | |a Banyard, Victoria L. |e VerfasserIn |4 aut | |
| 700 | 1 | |a Eckstein, Robert P. |e VerfasserIn |4 aut | |
| 700 | 1 | |a Sessarego, Stephanie N. |e VerfasserIn |4 aut | |
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