Document Type
Article
Publication Date
2018
Abstract
This mixed methods study assessed the appropriateness of an “aged-up,” brief bullying bystander intervention (STAC) and explored the lived experiences of high school students trained in the program. Quantitative results included an increase in knowledge and confidence to intervene in bullying situations, awareness of bullying, and use of the STAC strategies. Utilizing the consensual qualitative research methodology, we found students spoke about (a) increased awareness of bullying situations, leading to a heightened sense of responsibility to act; (b) a sense of empowerment to take action, resulting in positive feelings; (c) fears related to intervening in bullying situations; and (d) the natural fit of the intervention strategies. Implications for counselors include the role of the school counselor in program implementation and training school staff to support student “defenders,” as well as how counselors in other settings can work with clients to learn the STAC strategies through psychoeducation and skills practice.
Copyright Statement
This document was originally published in The Professional Counselor by National Board for Certified Counselors, Inc. Copyright restrictions may apply. doi: 10.15241/adj.8.1.73
Publication Information
Johnston, April D.; Midgett, Aida; Doumas, Diana M.; and Moody, Steve. (2018). "A Mixed Methods Evaluation of the “Aged-Up” STAC Bullying Bystander Intervention for High School Students". The Professional Counselor, 8(1), 73-87. https://doi.org/10.15241/adj.8.1.73