Usability Testing of a Technology-Based Bystander Bullying Intervention for Middle School Students in Rural, Low-Income Communities: A Mixed-Methods Study (Preprint)

2021 ◽  
Author(s):  
Diana M Doumas ◽  
Aida Midgett ◽  
Valerie Myers ◽  
Mary Klein Buller
Keyword(s):  
Low Income ◽  
Intervention Development ◽  
Usability Testing ◽  
School Personnel ◽  
Full Scale ◽  
Cutoff Score ◽  
Implementation Barriers ◽  
User Friendliness ◽  
School Students ◽  
High User

BACKGROUND Students who are targets of bullying and who witnessing bullying as bystanders are at high risk for negative mental health outcomes including depression, anxiety, and suicidal ideation. Bystander training is essential to reduce both bullying and the negative associated consequences for targets and bystanders. Resources necessary for program delivery, however, pose significant implementation barriers to schools, particularly those in rural, low-income communities. Technology-based programs can reduce health disparities for student in these communities through a cost-effective, easy to disseminate programming. OBJECTIVE The aim of this study was to conduct usability testing of a prototype of a bystander bullying web app (STAC-T) as an initial step in the development of a the full-scale STAC-T intervention. Objectives included assessing the 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 three middle schools in rural, low-income communities completed usability testing followed by a qualitative interview. Descriptive statistics, independent sample t-tests, and consensual qualitative research (CQR) 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 the app was easy to use, acceptable, and feasible. Both school personnel (M = 89.6, SD = 5.1) and students (M = 91.8, SD = 7.0) rated the app well above the standard cutoff score for above average usability (i.e., 68.0) and both school personnel (M = 5.83, SD = 0.41) and students (M = 6.10, SD = 0.57) gave the app high user-friendliness ratings (0-7 scale, with 7 high user-friendliness). Overall ratings also suggested school personnel and students were satisfied with the program. Among school personnel, 100% said they would recommend the program to others and 16.7%, 66.7%, and 16.7% rated the program as 3, 4, and 5 stars, respectively. Among students, 80% said they would recommend the program to others and 60% and 40% rated the program as 4 stars and 5 stars, respectively. Qualitative data revealed that both school personnel and students found the STAC-T app was useful, user-friendly, and relevant, while providing feedback related to the importance of virtual interaction. 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 development of the full-scale development of the STAC-T app and provides key information for revision to enhance used engagement. CLINICALTRIAL This study was registered with ClinicalTrials.gov (Identifier NCT04681495).

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

2020 ◽  
Vol 1 (1) ◽  
pp. 80-103 ◽  
Author(s):  
Aida Midgett ◽  
Diana M. Doumas ◽  
Claudia Peralta ◽  
Laura Bond ◽  
Brian Flay
Keyword(s):  
Program Evaluation ◽  
Depressive Symptoms ◽  
Suicidal Ideation ◽  
Low Income ◽  
Evaluation Model ◽  
School Personnel ◽  
Control Group ◽  
School Students ◽  
Key Stakeholders ◽  
The Impact

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.

“I Want to Advocate for Our Kids”: How Community-Based Organizations Broker College Enrollment for Underrepresented Students

2021 ◽  
pp. 001312452110045
Author(s):  
Irma Y. Ramirez
Keyword(s):  
High School Students ◽  
Low Income ◽  
Students Of Color ◽  
College Enrollment ◽  
Underrepresented Students ◽  
School Students ◽  
Community Based ◽  
Community Based Organizations ◽  
Student College ◽  
Community Based Organization

This exploratory study examines the role community-based organizations have in bridging low-income students of color to postsecondary institutions. Data came from interviews with organization staff, high school students, and college students associated with three distinct community-based organizations located in a mid-size city. The findings suggest that organization staff are well-positioned in youth, academic, and community social networks. Staff become social brokers across these networks through three steps: cultivating authentic and safe relationships, lessons from students, and becoming advocates. Community-based organization staff strategically advocate for underrepresented student college enrollment and admissions by serving as social brokers between students, schools, and their communities.

Promoting Fruit and Vegetable Attitudes Among Low-Income Hispanic and White Elementary School Students

2011 ◽  
Vol 43 (4) ◽  
pp. S15-S16
Author(s):  
Keiko Goto ◽  
Bianco-Simeral ◽  
Cindy Wolff
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Low Income ◽  
Fruit And Vegetable ◽  
School Students

Fostering Positive Youth Development through Work-Based Learning: The Cristo Rey Model

2014 ◽  
Vol 116 (13) ◽  
pp. 232-252
Author(s):  
Janine Bempechat ◽  
Maureen E. Kenny ◽  
David L. Blustein ◽  
Joanne R. Seltzer
Keyword(s):  
High School Students ◽  
Youth Development ◽  
Low Income ◽  
School Engagement ◽  
Academic Motivation ◽  
School Students ◽  
Study Program ◽  
Adult Role ◽  
Cristo Rey

This chapter presents findings of a three-year longitudinal study of academic motivation and school engagement among low-income high school students enrolled in a corporate work–study program. Our findings demonstrate ways in which the workplace functioned for students as a conduit of emotional resources, offering instrumental support from caring and competent adults, knowledge about the connection between work and school, and an opportunity to occupy the essential adult role of worker.

Analysis of the level of aggression and violence of students and other professional groups who are fans of Düzce sports football

2021 ◽  
Vol 9 (3) ◽  
pp. 704-711
Author(s):  
Emre Turegun ◽  
Keyword(s):  
High School Students ◽  
Low Income ◽  
Quantitative Research ◽  
Violent Behavior ◽  
Sample Selection ◽  
School Students ◽  
Professional Groups ◽  
Study Results ◽  
Significant Difference ◽  
Bonferroni Test

The study aimed to examine the levels of aggression and violence of students and other professional groups who are Düzcespor football fans. For the research model, the survey model, one of the quantitative research types, was chosen. The study's data collection process was carried out during the 2019-2020 season of the Turkey Football Federation, and the population of the study consisted of Düzcespor fans between the ages of 12-68. The sample of the study, on the other hand, consists of 498 people who voluntarily participated in the study using the random sample selection technique. As a result of normality tests (Kolmogorov-Smirnov and Shapiro Wilk), it was determined that the scores obtained from the scales did not show a normal distribution. For this reason, non-parametric tests Mann Whitney-U Test, Kruskal Wallis Test, and Bonferroni Test, one of the Post Hoc tests, were used to determine which group caused the significant difference between the groups as a result of the analysis. Frequency, percentage, minimum, maximum, average, and standard deviation values were also used to analyze the data. The level of significance was determined as p < 0.05. The study's findings showed that Düzcespor supporters had moderate aggression and violent behaviors. There was a significant difference between the variables of gender, age, education level, occupation and income, and aggression and violent behavior. The study results revealed that aggression and tendency to violence are higher in males, younger people, high school students and people with low income.

scholarly journals The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report

2017 ◽  
Vol 3 (2) ◽  
pp. 19-38
Author(s):  
Julie Fraumeni-Mcbride
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
School Performance ◽  
Low Income ◽  
High Income ◽  
Reading Engagement ◽  
Third Grade ◽  
Research Report ◽  
School Students ◽  
Third Grade Students

Poor literacy rates contribute to low school performance for children across America. In particular, low-income schools continue to struggle with declining literacy rates. Issues with literacy are often attributed to lack of reading comprehension. This study tested the effects of choice on reading comprehension in second- and third-grade students at a high-income school and a low-income school. Students were observed while reading silently and aloud to see if either method affected reading comprehension. Data were collected from 32 students before, during, and after reading to determine whether students’ comprehension levels were higher when given opportunities to choose their own books or when they read assigned books. Trials were performed while students read silently and then aloud. Results indicated that students had higher comprehension levels both when they could choose their own books and when they read silently.

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