A High School-Based Evaluation of TakeCARE, a Video Bystander Program to Prevent Adolescent Relationship Violence

Abstract

Although bystander programs to prevent relationship and sexual violence have been evaluated with college students, few evaluations have been conducted with high school students. This study evaluated the effectiveness of TakeCARE, a brief video bystander program designed to promote helpful bystander behavior in situations involving relationship violence among high school students. Students (N = 1,295; 52.5% female; 72.3% Hispanic) reported their bystander behavior at a baseline assessment. Classrooms (N = 66) were randomized to view TakeCARE or to a control condition, and high school counselors administered the video in the classrooms assigned to view TakeCARE. Students again reported their bystander behavior at a follow-up assessment approximately 3 months afterward. Results indicate that students who viewed TakeCARE reported more helpful bystander behavior at the follow-up assessment than students in the control condition. Results of exploratory analyses of the likelihood of encountering and intervening upon specific situations calling for bystander behavior are also reported. TakeCARE is efficacious when implemented in an urban high school by high school counselors.

“Architects of Their Own Brain.” Social Impact of an Intervention Study for the Prevention of Gender-Based Violence in Adolescence

“…Bystander behavior can help create a secure environment where adolescents feel free enough to defend a different discourse that prioritizes and defends healthy relationships. Programs such as Take Care (Sargent et al, 2017) or the intervention carried out by Miller et al (2013) with athletic coaches show their effectiveness by improving bystander behavior in the face of gender violence. Our study makes a complementary contribution that can also contribute to transforming the hostile environments sometimes created by peers in high schools (Fineran and Bennett, 1999).…”

“…Along these lines, research has provided evidence that bystander attitudes from witnesses are essential to stop violent behaviors and set the basis to create environments where healthy relationships are prioritized. TakeCARE is a video bystander program designed to promote bystander behavior in situations where violent relationships and sexual violence happens in high schools (Sargent et al, 2017). The adolescents who watched the video were involved in more bystander behaviors than the students who did not watch it Sargent et al (2017).…”

“…TakeCARE is a video bystander program designed to promote bystander behavior in situations where violent relationships and sexual violence happens in high schools (Sargent et al, 2017). The adolescents who watched the video were involved in more bystander behaviors than the students who did not watch it Sargent et al (2017). This behavior needs to be extended to other contexts in which adolescents develop to achieve even better results.…”

Community interventions related to intimate partner violence among adolescents: scope review

“…The second group was composed of interventions, using innovative strategies close to the active teaching-learning methodology, which considers the construction of knowledge from the social insertion of the adolescent. In this perspective, the use of games, videos, vignettes, storytelling, music analysis, theater, case studies, workshops and visual interventio ns (16)(17)20,22,25,(27)(28)(29)31,(35)(36)(37)(38)43,46) . In some studies, the intervention used one or more strategies, concomitantly.…”

“…Developing ability to maintain healthy relationships Raible et al, 2017 (18) ; Joppa et al, 2016 (19) ; McLeod, Jones, Cramer, 2015 (25) ; Miller et al, 2015 (22) ; Oscós-Sanchez, Lesser, Oscós-Flores, 2013 (31) ; Hamby, Puy, Monnier, 2012 (35) ; Macgowan, 1997 (45) ; Pick et al, 2010 (36) ; Gage, Honoré, Deleon, 2014 (21) ; Peskin et al, 2014 (28) ; Maya, Ortega-Rivera, Jiménez, 2013 (32) ; Levesque et al, 2016 (20) Types of violence perpetrated by intimate partners and how to recognize each form Sosa-Rubi et al, 2017 (17) ; Sargent et al, 2017 (16) ; Joppa et al, 2016 (19) ; Belknap et al, 2013 (29) ; Macgowan, 1997 (45) ; Pick et al, 2010 (36) ; Genovés, Tello, 2009 (38) ; Maya, Ortega-Rivera, Jiménez, 2013 (32) ; Hamby, Puy, Monnier, 2012 (35) ; Peskin et al, 2014 (28) Knowledge of non-violent alternatives for conflict resolution in affective or sexual relationships Avery-leaf et al, 1997 (43) Macgowan, 1997 (45) ; Pick et al, 2010 (36) ; Gage, Honoré, Deleon, 2014 (21) ; Levesque et al, 2016 (20) Knowledge about resources and institutions that can provide help to the adolescent in situations of IPV Avery-leaf et al, 1997 (44) ; Macgowan, 1997 (45) ; Pick et al, 2010 (36) ; Gage, Honoré, Deleon, 2014 (21) ; Raible et al, 2017 (18) ; Sargent et al, 2017 (16) Role of friends as respondents in IPV among adolescents situation…”