The Impact of a Brief Bullying Bystander Intervention on Depressive Symptoms

Abstract

The authors evaluated the impact of a brief bullying bystander intervention (STAC) on depressive symptoms among high school students using a randomized controlled design. Results of path analyses provided support for a mediational model in which the intervention was associated with an increase in sense of school belonging, which in turn was associated with a reduction in depressive symptoms. The authors discuss implications for high school counselors and counselors in other settings working with adolescents.

Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

“…Researchers have demonstrated the efficacy of the STAC intervention in reducing bullying perpetration [30,31]and victimization [31]. Students trained in the STAC program also report improved emotional outcomes including decreases in anxiety [32] and depression [33], and increases in self-esteem [34].…”

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

“…Research indicates the STAC program is effective in reducing bullying perpetration (Midgett, Doumas, Trull, & Johnson, 2017, Midgett et al, 2018 and victimization (Midgett et al, 2018) when delivered as a school-wide prevention program. Results from a series of randomized controlled trials also support the efficacy of the STAC program in reducing internalizing symptoms (Doumas et al, 2019) and depression (Midgett & Doumas, 2019b), as well as increasing self-esteem and sense of school belonging (Midgett & Doumas, 2019b) among student leaders trained to intervene as "defenders." Although these findings provide support for the STAC program, STAC was developed and evaluated in schools in urban, affluent communities, and results may not generalize to students in schools in rural, low-income communities.…”

“…In addition, students who intervene in bullying situations may use maladaptive defending behaviors (e.g., physical or verbal aggression; Lambe et al, 2017), which may further involve the bystander in the bullying situation. In contrast, when students are taught appropriate defending behaviors, they experience increases in self-esteem and reductions in depression (Midgett & Doumas, 2019b) and internalizing symptoms (Doumas et al, 2019). These studies point to the importance of not only encouraging students to intervene when they witness bullying but also providing students with "defending" skills so that they may intervene in an appropriate manner.…”

Hypotheses for Possible Iatrogenic Impacts of School Bullying Prevention Programs

“…Similarly, intergroup help is a marker of higher status (Nadler & Chernyak‐Hai, 2014). A recent RCT corroborated this: Peers trained to intervene in bullying experienced higher levels of school belonging and lower levels of depression over time than peers who did not receive this training; outcomes for the victims remain unknown (Midgett & Doumas, 2019).…”

“…A recent randomized controlled trial (RCT) evaluated a brief stand‐alone program called STAC that trains student helpers to intervene directly in bullying. (STAC is an acronym for “stealing the show,” “turning it over,” “accompanying others,” and “coaching compassion.”) Helpers reported improved outcomes, but the study did not report victims’ outcomes (Midgett & Doumas, 2019). Furthermore, a substantial body of research has investigated how to increase the number of bystander interventions.…”