Context Matters: Reactive and Proactive Bystander Action to Prevent Sexual and Dating Violence in High Schools

Autor/inn/en	Banyard, Victoria; Mitchell, Kimberly J.; Waterman, Emily A.; Rizzo, Andrew J.; Edwards, Katie M.
Titel	Context Matters: Reactive and Proactive Bystander Action to Prevent Sexual and Dating Violence in High Schools
Quelle	In: Journal of School Violence, 19 (2020) 4, S.499-511 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banyard, Victoria) ORCID (Rizzo, Andrew J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2020.1752221
Schlagwörter	Prevention; Dating (Social); Sexual Abuse; High School Students; Adolescents; Helping Relationship; Predictor Variables; Individual Characteristics; Females; LGBTQ People; Victims; Peer Relationship; Behavior Standards; Empathy; Context Effect; National Surveys; Risk; Depression (Psychology); Maine; Massachusetts; New Hampshire; Youth Risk Behavior Survey + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Sexueller Missbrauch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Helfende Beziehung; Prädiktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Weibliches Geschlecht; Victim; Opfer; Peer-Beziehungen; Empathie; Risiko; Master-Studiengang
Abstract	Given high rates of relationship violence among adolescents, there is a need to understand variables that influence adolescents' helping behaviors to reduce risk for dating and sexual violence (reactive) and promote prevention before violence happens or risk factors are evident (proactive). The current paper examined individual and school variables related to greater actionism in a large sample of high school students. Baseline, cross-sectional data used in the current analyses were gathered before intervention as part of a prevention program evaluation across 25 high schools in New England from students in grades 9-12 (N= 3,404). Students who self-reported a greater number of proactive actions taken were students who identified as sexual minorities, had a history of victimization, and were in schools with supportive peer norms. The current findings suggest a model for prevention that might include training individuals and attending to school level variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01