STAC-T欺凌旁观者应用程序的可接受性,相关性和短期结果:可行性定量研究
Diana M Doumas1,2, Aida Midgett1,2, Robin Hausheer3
1Department of Counselor Education, Boise State University, 1910 University Drive, Boise, ID, 83725, United States, 1 2084261219.
JMIR formative research
|November 18, 2025
概括
基于技术的欺凌旁观者干预,STAC-T被发现是可接受的和相关的中学学生. 节目相关性显著预测了STAC策略的使用,以干预欺凌情况.
科学领域:
- 公共卫生 公共卫生
- 青少年心理学 青少年心理学
- 教育技术的教育技术
背景情况:
- 欺凌影响到25%的中学生,导致负面的心理健康结果,如抑郁和焦虑.
- STAC是一个基于证据的旁观者干预计划,旨在减少欺凌行为,受害和相关的心理健康风险.
- 基于技术的STAC版本STAC-T是为了克服面对面计划的实施障碍而开发的,它具有一个带有培训和提升会话的交互式应用程序.
研究的目的:
- 评估中学学生中STAC-T计划的可接受性和相关性.
- 探索项目可接受性和相关性之间的关系,以及在STAC-T.中教导的特定旁观者干预技能的利用.
主要方法:
- 一项随机对照试验,涉及229名来自农村低收入社区的STAC-T干预组中学学生.
- 参与者完成了为期30天的后续调查,评估了计划的可接受性,相关性,目击训练后的欺凌以及STAC策略的使用.
- 用描述性统计和线性回归分析来分析数据.
主要成果:
- 高比例的学生认为STAC-T是可以接受的 (82.1%-90.0%) 和相关的 (78.6%-83.0%).
- 在经过培训后目睹欺凌的学生中 (54.6%),88.8%使用至少一种STAC策略进行干预.
- 程序相关性是使用STAC策略的重要预测因素 (P=.016),而可接受性不是 (P=.660).
结论:
- STAC-T证明了可接受性和相关性,有效地促进中学生使用旁观者干预策略.
- 课程的相关性是影响学习干预技能的应用的一个关键因素,强调了为特定学生群体量身定制课程的必要性.
- 这种基于技术的干预提供了一种有希望的方法来预防学校的欺凌.
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