A Randomized Controlled Trial of a Multi-Dose Bystander Intervention Program Using Peer Education Theater

Autor/inn/en	McMahon, Sarah; Winter, Samantha C.; Palmer, Jane E.; Postmus, Judy L.; Peterson, N. Andrew; Zucker, Sharon; Koenick, RuthAnne
Titel	A Randomized Controlled Trial of a Multi-Dose Bystander Intervention Program Using Peer Education Theater
Quelle	In: Health Education Research, 30 (2015) 4, S.554-568 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyv022
Schlagwörter	Intervention; Peer Teaching; Longitudinal Studies; Theater Arts; Program Evaluation; Violence; Rape; Pretests Posttests; Gender Differences; College Students; Misconceptions; Control Groups; Outcomes of Treatment; Scores + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Theaterwissenschaft; Programme evaluation; Programmevaluation; Gewalt; Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; Geschlechterkonflikt; Collegestudent; Missverständnis
Abstract	This article reports findings from a longitudinal, experimental evaluation of a peer education theater program, Students Challenging Realities and Educating Against Myths (SCREAM) Theater. This study examines the impact of SCREAM Theater on a range of bystander-related outcomes (i.e. bystander intentions, bystander efficacy, perception of friend norms and bystander behaviors) in situations involving sexual violence and whether there was a differential impact of the program by participant sex. First-year college students completed three waves of surveys (pretest, first post-test and second post-test). All participants received one dose of the intervention during summer orientation after the pretest. After the first post-test, participants were randomly assigned to receive two additional doses, or to a control condition, in which they received no additional doses. Students in both one- and three-dose groups reported a number of positive increases. Overall, an intent-to-treat analysis (n = 1390) indicated three doses of the intervention during the first semester of college resulted in better outcomes than the one-time intervention during summer orientation alone. Although both male and female students' scores increased during the study period, female students consistently scored higher than male students on each outcome. The findings suggest that peer education theater holds promise for bystander intervention education on college campuses. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://her.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01