Title of Submission
A Mixed Method Evaluation of a Culturally Adapted, Brief, Bullying Bystander Intervention for Middle School Students
Counselor Education, EdD
Major Advisor Name
Type of Submission
The purpose of this mixed method study was to examine the appropriateness of a brief, bullying bystander intervention (STAC) adapted for a middle school in a low-income, rural community with a predominantly White and Latino/a student body. We were also interested in understanding the experiences of the students who participated in the intervention. Quantitative analysis suggested that students gained knowledge about bullying, increased their confidence to intervene in bullying situations, and used the STAC strategies to intervene in bullying behavior. Analyzing the qualitative data using Consensual Qualitative Research methodology ([CQR] Hill, 2005) revealed four domains in which students a) reported using the STAC strategies across multiple contexts and settings, b) spoke about fears related to intervening in bullying and intervening despite those fears, c) described emotional benefits experienced after participating in the intervention and while using the STAC strategies, and d) reported stronger interpersonal relationship after participating in the STAC intervention.