Heavy Drinking among High School Student Athletes and Non-Athletes: Do Differences Emerge as Early as the Ninth Grade?

High school athletes have been identified as a high-risk group for heavy drinking. Little is known, however, about the timing of when student athlete heavy drinking begins to diverge from that of non-athletes. Objectives: The aim of the current study is to examine differences in changes in heavy drinking among ninth grade student athletes and non-athletes across the academic year. We hypothesized that student athletes would report greater increases in heavy drinking compared to non-athletes from fall to spring semester.Ninth grade students (N = 217) aged 13 to 15 completed questionnaires on heavy drinking indices, quantity of peak drinking, frequency of binge drinking, and estimated blood alcohol concentration (eBAC) during the fall and spring semesters.Consistent with our hypothesis, student athletes reported significantly greater increases in heavy drinking compared to non-athletes from fall to spring semester. Additionally, there was a significant increase in all three indices of heavy drinking for student athletes, whereas there were no significant changes for non-athletes.Results demonstrate divergence in the quantity and frequency of heavy drinking between student athletes and non-athletes during the ninth grade. These findings indicate the optimal timing of preventive intervention programs may be different for student athletes and non-athletes. Results also suggest that preventive intervention program targeting heavy drinking should be implemented for high school student athletes as early as the fall semester of the ninth grade when students are transitioning to high school.

Sensation Seeking and Adolescent Drinking: Do Protective Behavioral Strategies Lower Risk?

Using a cross-sectional design, we examined protective behavioral strategies (PBS) as a moderator of the relationship between sensation seeking and hazardous drinking and alcohol-related consequences among high school seniors (N = 212). Hierarchical regression analyses indicated sensation seeking was a significant predictor of binge drinking (ß = .65, p < .001), pre-partying (ß = .71, p < .001), gaming (ß = .75, p < .001), and alcohol-related consequences (ß = .69, p < .001). Further, PBS moderated these relationships such that among high sensation seeking adolescents, PBS use was associated with better outcomes, including lower levels of binge drinking (ß = -.37, p < .01), pre-partying (ß = -.44, p < .01), gaming (ß = -.31, p < .05), and alcohol-related consequences (ß = -.53, p < .001). We discuss counseling implications, including assessment and harm reduction strategies focusing on PBS to reduce hazardous drinking among high sensation seeking adolescents.

A Randomized Controlled Trial of the eCHECKUP to GO for High School Seniors across the Academic Year.

BACKGROUND: Among high school students, seniors report the highest levels of alcohol use and hazardous drinking. Technology-based interventions are a promising approach for reducing alcohol use among this age group. Objectives: This randomized controlled trial investigated the efficacy of the eCHECKUP TO GO, an online personalized feedback intervention, on reducing alcohol use among high school seniors across the academic year (ClinicalTrials.gov Identifier NCT03613818). Drinker risk status, with students classified as high- or low-risk drinkers based on baseline reports binge drinking, was examined as a moderator of intervention effects. Method: Participants (N = 311) were recruited from two high schools. Class periods were randomized to the intervention condition or an assessment-only control condition. Participants completed online surveys at baseline, 30-day, and 6-month assessments. Results: Intervention effects were moderated by drinker risk status. Among high-risk drinkers, those in the intervention condition reported a significant reduction in weekly drinking quantity and estimated blood alcohol concentration (eBAC) at the 30-day follow-up relative to students in the control condition. By 6 months, reductions in alcohol outcomes among high-risk students in the intervention condition were sustained, but high-risk students in the control condition also reported reductions in weekly drinking. In contrast, for eBAC, intervention effects were significantly greater among students in the intervention condition relative to the control condition at 6 months. Conclusions: Results support the efficacy of the eCHECKUP TO GO for decreasing short-term alcohol use among seniors who are high-risk drinkers and provide preliminary evidence that reductions are sustained across the academic year.

Age of Drinking Initiation as a Mediator of the Relationship between Sensation Seeking and Heavy Drinking among High School Seniors.

Sensation seeking has been identified as a significant risk factor for adolescent alcohol use. Little is known, however, about the process by which sensation seeking impacts heavy alcohol use. The current study used structural equation modeling (SEM) to examine the relationships among sensation seeking, age of drinking initiation, and heavy alcohol use in a sample of high school seniors (N = 221). Results supporting age of drinking initiation as a mediator of the relationship between sensation seeking and heavy alcohol use. Implications include providing personality-targeted prevention to adolescents who display sensation seeking traits to delay drinking initiation among these students.

Impact of Brief Intervention Workshops on Addiction Provider Knowledge, Skills, Negative Attitudes, and Interest in Implementing Evidence-Based Practices.

This study evaluated the impact of Motivational Interviewing (MI) and Screening, Brief Intervention, and Referral to Treatment (SBIRT) workshops on posttraining knowledge, skills, negative attitudes, and interest in implementing evidence-based practices (EBPs). Participants ( N = 70) were primarily mental health counselor (41.4%), social workers (20.0%), substance abuse counselors (15.7%), school counselors (5.7%), and nursing professionals (4.3%) who selected the 1- or 2-day workshop for continuing education credit. Participants attended either a Basic MI training workshop (1 day) or a Basic MI training plus an advanced MI/SBIRT training workshop (2 days) to assess if exposure to two EBPs would improve training outcomes. Participants in both the 1-day and 2-day workshops reported posttraining increased perceived knowledge and skills, decreased negative attitudes toward EBPs, and increased interest in implementing EBPs from pretraining to posttraining. There were no differences between participants in the Basic MI or MI plus advanced MI/SBIRT training conditions. Implications for reducing the research-practice gap in EBPs are discussed.

Sense of School Belonging as a Mediator of the Relationship between Witnessing Bullying and Internalizing Symptoms.

Bullying is a significant public health concern associated with mental health risks. Negative bullying outcomes extend beyond targets, with students who witness bullying reporting negative associated mental health consequences. Because bullying often occurs within the school setting, understanding the relationship between witnessing bullying and internalizing symptoms within the school environment can help shape school-based bullying prevention. The purpose of this study was to examine sense of school belonging as a mediator of the relationship between witnessing bullying and internalizing symptoms. We conducted two studies with middle school students (N = 130; N = 147) in which we used structural equation modeling (SEM) to test the mediational model. Results from Study 1 and Study 2 supported the mediational model, indicating that one explanation for the relationship between witnessing bullying and internalizing symptoms is that witnessing bullying negatively impacts students' sense of school belonging, which in turn increases internalizing symptoms. Results from this study provide support for the importance of students' perceptions of school climate in the development of internalizing symptoms related to witnessing bullying. Implications for school-based bullying prevention programs are discussed.

Witnessing cyberbullying and suicidal ideation among middle school students.

Suicide is a significant public health concern school-aged youth. Although a growing body of literature has documented the association between cyberbullying and suicidal ideation, and the mediating effect of internalizing symptoms, there is no research to date examining the impact of witnessing cyberbullying and suicidal ideation. To address this gap, we conducted a cross-sectional study with middle school students (N = 130). Students completed questionnaires assessing witnessing cyberbullying, witnessing school bullying, depression, anxiety, and suicidal ideation. We used structural equation modeling to test a mediational model in which we hypothesized internalizing symptoms would mediate the unique relationship between witnessing cyberbullying and suicidal ideation (i.e., controlling for witnessing school bullying). Results supported the mediational model, indicating the frequency of witnessing cyberbullying was positively related to internalizing symptoms, which in turn were related to higher levels of suicidal ideation. Findings suggest the importance of providing programs to support middle school students who witness cyberbullying to reduce the mental health risks (i.e., internalizing symptoms and suicidal ideation) associated with being a cyberbullying bystander.

The Association between Internalizing Symptoms and Witnessing School Bullying and Defending Behavior: An Analysis of Gender Differences among Elementary and Middle School Students.

Bullying is a significant public health concern that begins as early as elementary school and peaks in middle school. Although researchers have demonstrated the relationship between internalizing symptoms and being a target of bullying, there is limited research examining the association between internalizing symptoms and witnessing school bullying and defending targets or gender differences in these relationships. In this cross-sectional study, we examined gender as a moderator of the relationships between internalizing symptoms (e.g., depressive symptoms and social anxiety) and witnessing school bullying and defending behavior in a sample of elementary and middle school students (N = 126; 51.6% female; 3rd-8th grade). Results demonstrated that witnessing school bullying was a significant predictor of depressive symptoms. For social anxiety, the gender x witnessing school bullying interaction was significant for social avoidance and distress (SAD), such that among female students, SAD was positively related to witnessing school bullying. In contrast, the gender x defending behavior interaction was significant for fear of negative evaluation (FNE), such that among male students, FNE was positively related to defending behavior. Findings suggest bullying prevention should incorporate bystander training programs that include a focus on gender differences in social anxiety associated with being a bullying bystander.

Feasibility of a Bullying Bystander Intervention (STAC) Parent Module for Rural Schools.

The purpose of this study was to assess the feasibility of parent training designed as a companion module to a bullying bystander intervention (STAC) for middle school students in rural communities. Parents (N = 23) invited from three rural middle schools viewed a parent training and completed measures to assess limited efficacy through immediate program outcomes (e.g., knowledge, confidence, self-efficacy, attitudes, behavioral intentions) and program feasibility, as well as participated in focus groups to provide feedback about program acceptability, demand, practicality, and online delivery adaptation. Parents reported increases in knowledge and confidence in supporting their adolescents to intervene in bullying situations, confidence and comfort in managing bullying, bullying self-efficacy, communication self-efficacy, responsibility to actively engage in bullying prevention, and anti-bullying attitudes from pre-training to post-training. Parents also reported behavioral intentions to use strategies they learned to support their adolescents to intervene in bullying situations. Further, parents' responses suggested high levels of program acceptability, as well as interest in an interactive, self-paced online parent training. Themes from focus groups (n = 12) revealed a need for bullying prevention training for both students and parents in rural communities and found the training to be useful, easy to understand, and relevant and appropriate for their community. Parents identified barriers including cost, time, program flexibility, and the importance of parent buy-in. Parents also provided feedback specific to an online training, including a preference for a smartphone application and design elements to increase engagement. Implications for program development for rural communities are discussed.

Posttraining Outcomes, Acceptability, and Technology-Based Delivery of the STAC Bystander Bullying Intervention Teacher Module: Mixed Methods Study.

BACKGROUND: Bullying is a significant problem for youth associated with wide-ranging negative consequences. Providing students who witness bullying with intervention strategies to act as defenders can reduce bullying and negative associated outcomes for both targets and bystanders. Educating teachers about bullying and training them to support students to intervene as defenders may increase the efficacy of bystander programs as teachers' attitudes and responses to bullying relate to bystander behavior. This is particularly important in middle school, when bullying peaks and rates of reporting bullying to teachers begin to decline. Reducing implementation barriers, including limited time and resources, must also be considered, particularly for schools in low-income and rural areas. Technology-based programs can increase access and scalability but require participant buy-in for adoption. OBJECTIVE: We used a mixed methods design to inform the development of the STAC teacher module, a companion training to a brief bullying bystander intervention. STAC stands for the four bystander intervention strategies: Stealing the Show, Turning it Over, Accompanying Others, and Coaching Compassion. Objectives included examining the effectiveness of the STAC teacher module and informing the translation of the training into a technology-based format that can be used as a companion to the technology-based STAC. METHODS: A sample of 17 teachers recruited from 1 middle school in a rural, low-income community completed pre- and posttraining surveys assessing immediate outcomes (ie, knowledge, confidence, comfort, and self-efficacy), intention to use program strategies, and program acceptability and relevance, followed by a qualitative focus group obtaining feedback regarding program appropriateness, feasibility, content, perception of need, and desire for web-based training. Descriptive statistics, 2-tailed independent-sample t tests, and thematic analyses were used to analyze the data. RESULTS: Assessment of pre- and posttraining surveys indicated that teachers reported an increase in knowledge and confidence to support defenders, confidence and comfort in managing bullying, and bullying self-efficacy. Furthermore, most participants reported that they were likely or very likely to use STAC strategies to support students who intervene in bullying. Quantitative and qualitative data revealed that participants found the training easy to use, useful, relevant, and appropriate. Qualitative data provided feedback on ways of improving the program, including revising role-plays and guidance on understanding student behavior. Participants shared positive perceptions regarding program feasibility and need for bullying-specific prevention, the most significant barriers being cost and parent buy-in, suggesting the importance of including parents in the prevention process. Finally, participants shared the strengths of a web-based program, including ease of implementation and time efficiency, while indicating the importance of participant engagement and administration buy-in. CONCLUSIONS: This study demonstrates the effectiveness of the STAC teacher module in increasing knowledge and bullying self-efficacy and provides support for developing the module, including key information regarding considerations for web-based translation.

Reducing Alcohol Use among High School Athletes: A Randomized Controlled Trial of a Brief, Web-Based Personalized Normative Feedback Intervention.

High school athletes are at risk for heavy alcohol use, which is associated with consequences that may negatively impact performance and eligibility to participate in sports. This study evaluated the efficacy of a web-based personalized normative feedback (PNF) intervention on reducing alcohol use among high school athletes in their senior year. Class periods were randomized to the intervention or an assessment-only control group. Athletes completed surveys at baseline and a 6-week follow-up. Athletes were classified as high-risk or low-risk drinkers based on baseline reports of binge drinking. Results indicated for athletes classified as high-risk drinkers, those in the intervention group reported significantly greater reductions in quantity of weekly drinking and peak drinking quantity compared to those in the assessment-only control group. There were no significant intervention effects for frequency of alcohol use. Findings provide support the efficacy of web-based PNF intervention for reducing alcohol use among high school senior athletes.

Usability of a Technology-Based Bystander Bullying Intervention for Middle School Students in Rural, Low-Income Communities: Mixed Methods Study.

BACKGROUND: Students who are targets of bullying and who witness bullying are at high risk for negative mental health outcomes. Bystander training is essential to reduce bullying and the negative associated consequences for targets and bystanders. Resources necessary for program delivery, however, pose significant barriers for schools, particularly those in rural, low-income communities. Technology-based programs can reduce health disparities for students in these communities through cost-effective, easy-to-disseminate programming. OBJECTIVE: The aim of this study is to conduct usability testing of a bystander bullying web app prototype, STAC-T (technology-based STAC, which stands for the 4 bystander strategies Stealing the Show, Turning it Over, Accompanying Others, and Coaching Compassion) as an initial step in the development of a full-scale STAC-T intervention. Objectives include assessing usability and acceptability of the STAC-T prototype, understanding school needs and barriers to program implementation, and assessing differences in usability between school personnel and students. METHODS: A sample of 16 participants, including school personnel and students recruited from 3 middle schools in rural, low-income communities, completed usability testing followed by a qualitative interview. Descriptive statistics, 2-tailed independent sample t tests, and consensual qualitative research were used to assess usability and program satisfaction and to extract themes related to acceptability, feasibility, needs, barriers, and feedback for intervention development. RESULTS: Usability testing indicated that the app was easy to use, acceptable, and feasible. Both school personnel (mean rating 89.6, SD 5.1) and students (mean rating 91.8, SD 7.0) rated the app well above the standard cutoff score for above-average usability (ie, 68), and both school personnel (mean rating 5.83, SD 0.41) and students (mean rating 6.10, SD 0.57) gave the app high user-friendliness ratings (0-7 scale, with 7 as high user-friendliness). The overall ratings also suggested that school personnel and students were satisfied with the program. Of the 6 school personnel who said they would recommend the program, 1 (17%), 4 (66%), and 1 (17%) rated the program as 3, 4, and 5 stars, respectively; 80% (8/10) of students said they would recommend the program; and 60% (6/10) and 40% (4/10) rated the program as 4 stars and 5 stars, respectively. Qualitative data revealed that school personnel and students found the STAC-T app to be useful, user-friendly, and relevant, while providing feedback related to the importance of digital learning activities that engage the user. Data from school personnel also indicated positive perceptions regarding program feasibility and probability of program adoption, with the most significant barrier being cost, suggesting the importance of considering the financial resources available to schools in rural, low-income communities when setting the price point for the full-scale STAC-T intervention. CONCLUSIONS: This study provides support for the full-scale development of the STAC-T app and provides key information for revision to enhance used engagement. TRIAL REGISTRATION: ClinicalTrials.gov NCT04681495; https://clinicaltrials.gov/ct2/show/NCT04681495.

Technology-Based Bullying Intervention for Rural Schools: Perspectives on Needs, Challenges, and Design.

Bullying is a significant problem in the United States, with 26.7% of middle school students reporting bullying victimization. The majority of bullying programs are comprehensive, school-wide interventions that require significant resources for implementation, creating barriers and challenges for schools in rural and low-income communities. To increase access for these schools, we propose to translate a brief, bystander bullying intervention (STAC) into a technology-based format. Using consensual qualitative research (CQR), we aimed to understand the needs of school personnel and perceived challenges to program implementation to provide information on how to best serve middle schools in rural and low-income communities. We conducted interviews and focus groups with key school personnel at three middle schools in rural, low-income communities (N = 15). Participants indicated a strong interest in a technology-based bullying intervention and reported positive conditions for implementation including administrative support and technology-readiness. Participants identified program efficacy, flexibility of delivery, and parental involvement as important components of bullying prevention and identified implementation challenges, which included time, financial resources, and teacher buy-in. Perceived strengths of the STAC intervention included providing a clear definition of bullying, skills training and practice, and a certificate of completion. Feedback related to translating the intervention to a technology-based format included the use of virtual interaction and a hybrid virtual/in-person program, particularly for booster-sessions. Findings from this study support the need for the proposed technology-based STAC intervention and provide feedback on both the needs and challenges that need to be addressed for successful implementation in middle schools in rural and low-income communities.

Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students.

Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th-8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.

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

The purpose of this study was to adapt a brief, bystander bullying intervention to be culturally appropriate for ethnically-blended schools in low-income communities and to assess the social validity of the adapted intervention. A mixed-methods design with sequential sampling was used to collect qualitative data from focus groups and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and chi square analyses and independent sample t-tests to analyzed qualitative data. Students (N = 40) from an ethnically-blended school (i.e., predominantly White and Hispanic students) in a low-income community were trained in the bystander bullying program. The 90-minute training includes a didactic and experiential component. The didactic component includes information about bullying and strategies students can use to intervene when they witness bullying. The experiential component includes small group activities and role-plays in which students practice utilizing the strategies. We used a phased research approach to meet the study aims. In Phase 1, students participated in focus groups after receiving the bystander training. Qualitative themes that emerged from the focus groups included students' experiences with bullying, including types of bullying and reasons why students bully, negative emotions associated with bullying, fears related to reporting bullying to adults, and positive reactions to the intervention. In Phase 2, we adapted the intervention based on information from a literature search and feedback from participants in Phase 1. In Phase 3, we trained a new group of students (N = 69) in the adapted intervention to evaluate the intervention's social validity. Results indicated students perceived the adapted intervention as appropriate and relevant for their school, with no differences between White and Hispanic students. This study serves as a first step in developing a culturally appropriate intervention designed to address bullying-related health disparities for students attending an ethnically-blended school in a low-income community.

Efficacy of the eCHECKUP TO GO for High School Seniors: Sex Differences in Risk Factors, Protective Behavioral Strategies, and Alcohol Use.

OBJECTIVE: The purpose of this randomized controlled study was to examine sex as a moderator of the efficacy of a brief, web-based personalized feedback intervention (eCHECKUP TO GO) on decreasing cognitive risk factors for alcohol use, increasing protective behavioral strategies, and reducing alcohol use among high school seniors. METHOD: Participants (n = 311) were high school seniors randomized by class period to the eCHECKUP TO GO intervention or assessment-only control group. Participants completed online surveys at baseline and 30-day follow-up (91.0%; n = 283). RESULTS: Students in the intervention group reported a significant reduction in normative perceptions of peer drinking, positive alcohol expectancies, and alcohol use relative to those in the control group. Intervention effects for perceptions of frequency of peer drunkenness and frequency of alcohol use were moderated by sex, with results favoring females. In contrast, we did not find evidence for sex as a moderator of intervention effects for normative perceptions of peer drinking frequency, sex-specific perceptions of peer heavy episodic drinking, positive alcohol expectancies, or peak drinking quantity. Further, we did not find significant intervention or moderator effects for protective behavioral strategies. CONCLUSIONS: Results of this study extend the literature by demonstrating the efficacy of the eCHECKUP TO GO for both males and females on reducing cognitive risk factors and alcohol use, although results were significant for a broader range of variables for females. Results also indicate that program content regarding normative feedback and protective behavioral strategies may need modification to be more effective for this age group.

Sex differences in the acceptability and short-term outcomes of a web-based personalized feedback alcohol intervention for high school seniors.

Despite the escalation of alcohol use through high school, the majority of research on school-based alcohol interventions has been conducted with junior high students or first and second year high school students. Preliminary research indicates a brief, web-based personalized feedback intervention developed for college students (eCHECKUP TO GO) may be a promising program for high school seniors. Although these studies demonstrate positive intervention effects, there is some evidence for greater program efficacy for females in this age group. The current study investigates sex differences in program acceptability of the eCHECKUP TO GO and its relationship to short-term alcohol outcomes among high school seniors (N = 135). Overall, the majority of students reported they found the program to be acceptable (i.e., user-friendly and useful). However, contrary to our hypothesis, results indicated that male students reported significantly higher perceptions of program acceptability than females. Although, we did not find sex differences in alcohol outcomes, program user-friendliness was related to reductions in alcohol use for males. Results of this study add to the literature supporting the eCHECKUP TO GO for high school seniors and highlight the importance of program user-friendliness for males. Implications for implementing the program as a school-based intervention are discussed.

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

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.

Witnessing Bullying at School: The Association between Being a Bystander and Anxiety and Depressive Symptoms.

It is well documented that bullying victimization and perpetration are associated with mental health problems, including anxiety and depressive symptoms. Although the majority of students report witnessing bullying as bystanders, very few studies have investigated if negative consequences associated with bullying extend beyond targets and perpetrators to students who are bystanders. The present study examined the association between witnessing bullying and anxiety and depressive symptoms among middle school students. Middle school students (N = 130; grades 6th through 8th) completed questionnaires assessing experiences as a bystander, target, and perpetrator of bullying, as well as anxiety and depressive symptoms. Hierarchical regression analyses were conducted to determine if bystander status was associated with anxiety and depressive symptoms over and above the effects of victimization and perpetration and to examine bullying victimization and perpetration as moderators of these relationships. Analyses indicated being a bystander was associated with higher levels of anxiety (ß = .40, p < .001) and depressive symptoms (ß = .37, p < .001) even after controlling for frequency of being a target or perpetrator of bullying. Bystanders who were also targets of bullying reported the highest level of depressive symptoms; however, being a target of bullying did not moderate the relationship between being a bystander and anxiety. Furthermore, bullying perpetration did not moderate the relationship between being a bystander and anxiety or depressive symptoms. Findings indicate witnessing bullying uniquely contributes to anxiety and depressive symptoms for middle school students. For student bystanders who are also targets of bullying, depressive symptoms may be particularly high due to co-victimization or re-victimization experienced when witnessing bullying.

A Mixed Method Evaluation of a Culturally Adapted, Brief, Bullying Bystander Intervention for Middle School Students.

The purpose of this mixed method study was to examine the appropriateness of a brief, bullying bystander intervention (STAC) adapted for a middle school in a low-income, rural community with a predominantly White and Hispanic student body. We were also interested in understanding the experiences of the students who participated in the intervention. Quantitative analysis suggested that students gained knowledge about bullying, increased their confidence to intervene in bullying situations, and used the STAC strategies to intervene in bullying behavior. Analyzing the qualitative data using Consensual Qualitative Research methodology ([CQR] Hill, 2005) revealed four domains in which students a) reported using the STAC strategies across multiple contexts and settings, b) spoke about fears related to intervening in bullying, yet intervened despite those fears, c) described emotional benefits experienced after participating in the intervention and while using the STAC strategies, and d) reported stronger interpersonal relationship after participating in the STAC intervention. This study extends the literature by providing preliminary support for a brief, bystander intervention adapted to address the need for culturally relevant bullying interventions for low-income, rural, ethnically-blended schools.