TY - JOUR
T1 - Development and Psychometrics of Instruments to Assess School Personnel’s Bystander Action in Situations of Teen Relationship Abuse and Sexual Assault
AU - Edwards, Katie M.
AU - Sessarego, Stephanie N.
AU - Stanley, Linda R.
AU - Mitchell, Kimberly J.
AU - Eckstein, Robert P.
AU - Rodenhizer, Kara Anne E.
AU - Leyva, P. Caroline
AU - Banyard, Victoria L.
N1 - Funding Information:
We owe a great deal of gratitude to our school and community partners and the 50+ research assistants and program facilitators. Without these agencies and individuals, this project would not have been possible. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding for this study was provided by the Centers for Disease Control and Prevention (CDC), Grant R01-CEO02524.
Publisher Copyright:
© The Author(s) 2017.
PY - 2021/2
Y1 - 2021/2
N2 - This article describes recently developed instruments that assess school personnel’s bystander barriers and intentions in situations of teen relationship abuse, sexual assault, and sexual harassment, as well as perceptions of school readiness specific to relationship abuse, sexual assault, and sexual harassment prevention and response. Participants were 1,150 high school personnel from 25 schools in New Hampshire, Massachusetts, and Maine. Specific instruments focused on bystander intentions, bystander action, barriers to bystander action, and perceptions of school readiness. Participants were randomly divided into two groups for analysis—the exploratory sample (ES; n = 575) and the confirmatory sample (CS; n = 575). Overall, the measures demonstrated acceptable fit indices. Results suggested that most measures and subscales had adequate reliability, but a few subscales had less than ideal internal consistency, which can likely be attributed to the small number of items. More work is needed, but these measures act as a starting point by which the role of school personnel in prevention initiatives and bystander intervention can be evaluated.
AB - This article describes recently developed instruments that assess school personnel’s bystander barriers and intentions in situations of teen relationship abuse, sexual assault, and sexual harassment, as well as perceptions of school readiness specific to relationship abuse, sexual assault, and sexual harassment prevention and response. Participants were 1,150 high school personnel from 25 schools in New Hampshire, Massachusetts, and Maine. Specific instruments focused on bystander intentions, bystander action, barriers to bystander action, and perceptions of school readiness. Participants were randomly divided into two groups for analysis—the exploratory sample (ES; n = 575) and the confirmatory sample (CS; n = 575). Overall, the measures demonstrated acceptable fit indices. Results suggested that most measures and subscales had adequate reliability, but a few subscales had less than ideal internal consistency, which can likely be attributed to the small number of items. More work is needed, but these measures act as a starting point by which the role of school personnel in prevention initiatives and bystander intervention can be evaluated.
KW - bystander
KW - relationship abuse
KW - school climate
KW - school personnel
KW - sexual assault
KW - sexual harassment
UR - http://www.scopus.com/inward/record.url?scp=85042621928&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85042621928&partnerID=8YFLogxK
U2 - 10.1177/0886260517746946
DO - 10.1177/0886260517746946
M3 - Article
C2 - 29295034
AN - SCOPUS:85042621928
SN - 0886-2605
VL - 36
SP - NP1586-1606NP
JO - Journal of Interpersonal Violence
JF - Journal of Interpersonal Violence
IS - 3-4
ER -