Impact of a Brief, Bystander Bullying Prevention Program on Depressive Symptoms and Passive Suicidal Ideation: A Program Evaluation Model for School Personnel

Abstract

The purpose of this article is to present a study that can serve as a model of program evaluation for school personnel that can be used to improve services and demonstrate program efficacy to key stakeholders. The study presented in this article evaluated the impact of a brief, bystander bullying program (“stealing the show,” “turning it over,” “accompanying others,” and “coaching compassion,” [STAC]) on depressive symptoms and passive suicidal ideation among middle school students in a rural, low-income community ( N = 130). This topic was selected as there is limited research examining the efficacy of bystander programs on improving mental health outcomes for students trained to intervene. Results of the study indicated students trained in the STAC program reported reductions in depressive symptoms and passive suicidal ideation at a 6-week follow-up compared with an increase in symptoms reported by students in the control group. We discuss these findings and the use of program evaluation by school personnel to support prevention programming.

The association between witnessing cyberbullying and depressive symptoms and social anxiety among elementary school students

“…Research evaluating school‐wide bullying prevention programs that include bystander intervention has demonstrated that these programs are effective in reducing cyberbullying (Williford et al, 2013), as well as reducing depression and anxiety among students trained in the program (Williford et al, 2012). Similarly, research indicates stand‐alone bystander interventions are also effective in reducing depression and anxiety for students trained to intervene in bullying situations (Doumas et al, 2019; Midgett & Doumas, 2019b; Midgett et al, 2017; Midgett, Doumas, Peralta, et al, 2020). Therefore, implementing school‐based programs that include a bystander component (e.g., KiVA; Salmivalli et al, 2011) or stand‐alone bullying bystander interventions (e.g., STAC, Midgett et al, 2015) may be promising approaches for reducing the mental health risks associated with witnessing cyberbullying.…”

Health and Risk Behaviors of Bystanders: An Integrative Theoretical Model of Bystanders’ Reactions to Mistreatment

“…The plethora of research on the subject [ 2 ], however, has focused mainly on the dyadic interplay between bullies and victims [ 3 , 4 ]. As bullying rarely occurs without others observing it, a comprehensive viewpoint for the study of bullying should include bystanders, who are the largest group impacted by bullying, by either directly observing acts of bullying or by being exposed to bullying mediated by technology [ 5 , 6 , 7 ].…”

“…One approach to the study of bystanders of bullying considers bystanders as victims by proxy. This line of research has focused on how witnessing bullying acts impacts the well-being and psychological health of bystanders [ 7 ]. It has demonstrated a correlation between witnessing an act of bullying and suicide ideation [ 8 ], symptoms of depression among bystanders [ 9 , 10 , 11 ], especially among those who were exposed to bullying [ 12 ], repression of empathy of bystanders [ 13 ], and increased feelings of guilt [ 4 ].…”

“…The underlying assumption of this approach is that bystanders’ behaviors and actions can have pronounced effects on all elements of the bullying process and, more specifically, on the continuation or inhibition of bullying [ 17 ]. These impacts consist of various emotional and behavioral responses of the bystander, some of which are constructive (either active or passive), driven by the bystander’s willingness to help the victim because of a sense of responsibility [ 7 , 17 ].…”

“…Other reactions are destructive [ 7 , 18 ]. Although active-destructive behaviors are driven by a belief that the victim deserves to be mistreated and thus bystanders actively become part of the perpetration, passive-destructive behaviors are avoidance reactions that enhance the offender’s sense of control, power, and position.…”