Although school‐based programs are effective at decreasing bullying, the majority of studies have been conducted with elementary and middle school students. We conducted a pilot study using a randomized controlled design investigating the social validity of a brief, bullying bystander program adapted to be age‐appropriate for high school students (N = 65). Results indicated that high school students in the intervention group perceived the program to be acceptable and relevant and reported greater increases in knowledge ( η p 2 = 0.27) and confidence to intervene ( η p 2 = 0.27) in bullying situations compared to students in the control group. Despite being trained in the use of four intervention strategies, students reported using two of the strategies infrequently. Additionally, we found a significant difference between the intervention and control group for only one strategy (Φ = −0.44). This study provides partial support for the social validity of the adapted program. Implications for implementing the program at the high school level are discussed.

The purpose of this study was to evaluate the efficacy of a brief, bystander bullying intervention on reducing internalizing symptoms among students ( N = 65). Although witnessing bullying is associated with mental health risks, the majority of research on bystander interventions focuses on the impact of these programs on school-wide bullying reduction rather than improved emotional outcomes for those trained to intervene. Results indicated high school students trained in a brief, bystander bullying intervention reported greater decreases in internalizing symptoms from baseline to a three-month follow-up compared to students in a control group. Further, gender moderated intervention effects such that differences in decreases in internalizing symptoms were significant for females only. Implications for school-based anti-bullying programs for high school students are discussed.

The authors examined the efficacy of a brief bystander bullying intervention on reducing alcohol use among high school students (N = 61). As hypothesized, high‐risk drinkers in the intervention group reported reduced drinking compared with control students at a 30‐day follow‐up.

This work is dedicated with love and gratitude to two women who have permanently shaped my life path. My two grandmothers, Leola Doyen and Mildred Watts, are no longer physically here but I feel them with me regularly. Grandma Doyen supported my undergraduate and graduate education unconditionally, the same way she loved all of us, evidence of her devotion to what matters most in life. On the other side of my family, Grandma Watts used to confidently proclaim that I would become the first "Dr. Watts" in the family; I dismissed her comments at the time, but now I realize that she was right all along, and believed in me long before I even considered this possibility. The fact is, I would not have had the opportunity and privilege to continue my education to this level without the love from and legacy of my remarkable grandmothers. v ACKNOWLEDGEMENTS This dissertation and my doctoral studies would not be possible without Dr. Diana Doumas, who has been a guiding light in my development as a researcher and scholar. Her presence and expertise have taken my work to a level I never imagined. In addition, Dr. Aida Midgett welcomed me into her research and allowed me to build upon what she had started; I am very grateful for her research, from which I have benefited immensely. Susan Furness, my supervisor and mentor, took me under her wing when I was a fledgling counselor. She has remained an inspiration to me since. My colleague, Raelynn Grant, has supported me in too many ways to mention, but her friendship and listening ear have made this journey much more bearable. My husband, Patrick Johnston, has sacrificed so much. He has, as always, provided unwavering support. Patrick embraced my doctoral studies the same way he approaches any of my ideas, big or small: He immediately and confidently said we would make it work and that I should go for it. I could not have asked for a better life partner. My parents, Keith and Nancy Watts, gave me strong roots and wings from which I have grown into the person, counselor, and researcher I am today. I thank them for always believing in me, loving me, and showing me how to live a life I am proud of. My strong, intelligent, and thoughtful friends have also been instrumental in this accomplishment. Thank you for providing solace and accompanying me during rock climbing, hiking, and many more self-care activities so that this undertaking remained sustainable. Lastly, the counseling students I have had the honor to work with along this vi doctoral journey have motivated me to keep going. You all are my reason why, and I am inspired by you daily. vii AUTOBIOGRAPHICAL SKETCH OF AUTHOR April Denise Watts is a doctoral candidate at Boise State University in the Counselor Education and Supervision cognate of the Curriculum and Instruction program. Ms. Watts is a Licensed Professional Counselor in the State of Idaho with extensive experience working with adolescents and adults in public school settings and in her private practice. At Boise State, Ms. Watts has acted as a doctoral research assis...