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    A randomized controlled trial of a multi-dose bystander intervention program using peer education theater

    Access Status
    Open access via publisher
    Authors
    McMahon, S.
    Winter, Sam
    Palmer, J.
    Postmus, J.
    Peterson, N.
    Zucker, S.
    Koenick, R.
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    McMahon, S. and Winter, S. and Palmer, J. and Postmus, J. and Peterson, N. and Zucker, S. and Koenick, R. 2014. A randomized controlled trial of a multi-dose bystander intervention program using peer education theater. Health Education Research. 30 (4): pp. 554-568.
    Source Title
    Health Education Research
    DOI
    10.1093/her/cyv022
    ISSN
    0268-1153
    School
    School of Public Health
    URI
    http://hdl.handle.net/20.500.11937/61892
    Collection
    • Curtin Research Publications
    Abstract

    © The Author 2015. Published by Oxford University Press. All rights reserved. This article reports findings from a longitudinal, experimental evaluation of a peer education theater program, Students Challenging Realities and Educating Against Myths (SCREAM) Theater. This study examines the impact of SCREAM Theater on a range of bystander-related outcomes (i.e. bystander intentions, bystander efficacy, perception of friend norms and bystander behaviors) in situations involving sexual violence and whether there was a differential impact of the program by participant sex. First-year college students completed three waves of surveys (pretest, first post-test and second post-test). All participants received one dose of the intervention during summer orientation after the pretest. After the first post-test, participants were randomly assigned to receive two additional doses, or to a control condition, in which they received no additional doses. Students in both one- and three-dose groups reported a number of positive increases. Overall, an intent-to-treat analysis (n = 1390) indicated three doses of the intervention during the first semester of college resulted in better outcomes than the one-time intervention during summer orientation alone. Although both male and female students' scores increased during the study period, female students consistently scored higher than male students on each outcome. The findings suggest that peer education theater holds promise for bystander intervention education on college campuses.

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