Technology-Based Bullying Intervention for Rural Schools: Perspectives on Needs, Challenges, and Design.
Technology-Based Bullying Intervention for Rural Schools: Perspectives on Needs, Challenges, and Design.
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DOI：
10.1037/rmh0000151
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发表时间：
2021-01
期刊：
影响因子：
--
通讯作者：
Doud A
中科院分区：
文献类型：
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作者：
Midgett A;Doumas DM;Myers VH;Moody S;Doud A
在美国，欺凌是一个严重的问题，26.7%的中学生报告欺凌受害者。大多数欺凌项目都是全面的、全校范围的干预措施，需要大量资源来实施，这给农村和低收入社区的学校带来了障碍和挑战。为了增加这些学校的入学机会，我们建议将简短的旁观者欺凌干预（STAC）转化为基于技术的格式。使用共识定性研究（CQR），我们的目的是了解学校工作人员的需求和感知的挑战，以计划实施提供有关如何最好地服务于农村和低收入社区的中学信息。我们进行了访谈和焦点小组在农村，低收入社区（N = 15）的三所中学的主要学校人员。与会者表示，在基于技术的欺凌干预的强烈兴趣，并报告了积极的实施条件，包括行政支持和技术准备。参与者确定了计划的有效性，交付的灵活性，家长参与的重要组成部分，欺凌预防和确定实施的挑战，其中包括时间，财政资源和教师买进。STAC干预措施的优势包括提供欺凌的明确定义，技能培训和实践，以及完成证书。将干预措施转化为基于技术的形式的相关反馈包括使用虚拟互动和混合虚拟/面对面程序，特别是对于助推器会话。这项研究的结果支持需要拟议的技术为基础的STAC干预，并提供反馈的需求和挑战，需要解决在农村和低收入社区的中学成功实施。
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.