Raising a Red Flag on Dating Violence: Evaluation of a Low-Resource, College-Based Bystander Behavior Intervention Program
Raising a Red Flag on Dating Violence: Evaluation of a Low-Resource, College-Based Bystander Behavior Intervention Program
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DOI：
10.1177/0886260516635322
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发表时间：
2018-11-01
影响因子：
2.5
通讯作者：
Rimal, Rajiv
中科院分区：
文献类型：
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作者：
Borsky, Amanda E.;McDonnell, Karen;Rimal, Rajiv
鼓励旁观者在可能升级为暴力的情况下安全有效地进行干预，这被称为旁观者行为计划，是一种不断发展但基本上未经测试的预防约会暴力的策略。使用准实验设计，我们评估了一个低资源，低强度的干预，旨在防止约会暴力的大学生。综合行为模型（IBM）被用来指导评估。我们还评估了哪些IBM变量与旁观者行为最密切相关。参与者来自弗吉尼亚州的两所大学，主要培养女性在健康专业科学。干预组（n = 329）参加了一个大学范围内的旁观者行为干预，包括30分钟的介绍，在新生入学指导和为期一周的红旗社会营销活动，以提高对约会暴力的认识。控制比较大学的变化，结果显示旁观者行为增加，例如鼓励可能处于虐待关系中的朋友寻求帮助，在干预和调整潜在混杂因素后（增加1.41旁观者行为，p = 0.04）。然而，从干预前到干预后，旁观者意图、自我效能、社会规范或对约会暴力的态度没有显著变化。自我效能感与旁观者行为有直接关系。结果表明，低资源干预措施对增加旁观者行为有一定的影响。然而，更高的资源干预可能需要更大的影响，特别是在已经表现出强烈的基线意图干预和防止约会暴力的学生中。
Encouraging bystanders to intervene safely and effectively in situations that could escalate to violenceknown as bystander behavior programsis a growing yet largely untested strategy to prevent dating violence. Using a quasi-experimental design, we evaluate a low-resource, low-intensity intervention aimed at preventing dating violence among college students. The integrated behavioral model (IBM) was used to guide the evaluation. We also assess which IBM variables were most strongly associated with bystander behaviors. Participants were drawn from two Virginia colleges that predominantly train females in the health profession sciences. The intervention group (n = 329) participated in a university-wide bystander behavior intervention consisting of a 30-min presentation on dating violence at new-student orientation and a week-long red flag social marketing campaign on campus to raise awareness of dating violence. Controlling for changes at the comparison university, results showed an increase in bystander behaviors, such as encouraging a friend who may be in an abusive relationship to get help, after the intervention and adjusting for potential confounders (increase of 1.41 bystander behaviors, p = .04). However, no significant changes were found for bystander intentions, self-efficacy, social norms, or attitudes related to dating violence from pre- to post-intervention. Self-efficacy had a direct relationship with bystander behaviors. Results suggest that low-resource interventions have a modest effect on increasing bystander behaviors. However, higher resource interventions likely are needed for a larger impact, especially among students who already demonstrate strong baseline intentions to intervene and prevent dating violence.