Feasibility and Acceptability of a High School Relationship Abuse and Sexual Assault Bystander Prevention Program: School Personnel and Student Perspectives

Abstract

Relationship abuse (RA) and sexual assault (SA) are concerning issues for high school youth that occur at alarmingly high rates. Therefore, school-based prevention programs are often developed to try to mitigate these issues. The attitudinal and behavioral changes stemming from school-based intervention programs are often the primary focus of outcome research, but it is also important to identify program feasibility (e.g., dosage, adherence) and acceptability (e.g., likeability). The current study assessed the feasibility and acceptability of a high school classroom-based RA and SA intervention, Bringing in the Bystander–High School Curriculum (BITB-HSC); the BITB-HSC also includes a workshop and reading materials for school personnel and parents. Data were collected after the BITB-HSC was administered in high schools from students who participated in the program ( N = 970) and school personnel who were exposed to some components of the BITB-HSC and provided feedback ( N = 161). Results indicate that overall students were adherent to the BITB-HSC (e.g., attended sessions) and that the majority of students understood the information presented, thought the program was good, and liked the facilitators. School personnel data indicated that they were generally supportive of the program and found the school personnel workshop and handout helpful. These findings extend current knowledge regarding the implementation of school-based violence prevention programs and highlight the importance of research on program feasibility and acceptability when developing a program for large-scale dissemination.

A Mixed-Method Process Evaluation of an Intervention to Improve Social Reactions to Disclosures of Sexual Assault and Partner Abuse

“…In addition, overall participants liked the interactive components of SSS more than the lecture components. This finding is consistent with findings from other SA-and PA-related programming, such that participants tended to enjoy the interactive activities more than the lectures (Edwards et al, 2021). Future programming should be increasingly creative about providing information interactively and should use multimedia presentations to cater to varied learning styles.…”

Comprehensive Prevention of Campus Sexual Violence: Expanding Who Is Invited to the Table

“…Further work is needed to explore how students can be more active in curriculum building, program creation, educational outreach, event planning, policy-making, and research (Krause et al, 2017). For example, one study of high schools found that school personnel benefited from attending prevention programming that was focused on students (Edwards et al, 2019). Building these interrelationships has rarely been explicated in prevention discussions.…”

“…The general trust that is developed between students and teachers also serves as a protective factor against bullying (Richard et al, 2012), and students perceive staff attitudes about issues like bullying and perceptions that staff do not approve of bullying and believe it should be stopped is associated with more positive student behavior. Staff training is also a key component of the WSA and it seems positively received by teachers (Edwards et al, 2019). Beyond training teachers as effective bystanders, teachers are also interested in effectively teaching about gender-based violence, as well as creating a safe space for students to discuss these issues (Bhana, 2015; Ollis, 2014).…”

A Process Evaluation of a Youth-Led Sexual Violence Prevention Initiative

“…Alternatively, at times participants found that the content was too slow or too “young,” meaning it was not advanced enough for their knowledge and skill level. This is not an uncommon comment from youth participants regarding prevention programming (Edwards, Lee et al, 2019; Edwards, Waterman et al, 2019). However, it is important to note that these comments came from youth who attended optional programming, and who may be a self-selective group based on prior interest and familiarity with SV prevention.…”