A randomized controlled trial of a multi-dose bystander intervention program using peer education theater
© 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...
| Main Authors: | , , , , , , |
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| Format: | Journal Article |
| Published: |
Oxford University Press
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/61892 |
| _version_ | 1848760748145115136 |
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| author | McMahon, S. Winter, Sam Palmer, J. Postmus, J. Peterson, N. Zucker, S. Koenick, R. |
| author_facet | McMahon, S. Winter, Sam Palmer, J. Postmus, J. Peterson, N. Zucker, S. Koenick, R. |
| author_sort | McMahon, S. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 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. |
| first_indexed | 2025-11-14T10:20:42Z |
| format | Journal Article |
| id | curtin-20.500.11937-61892 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:20:42Z |
| publishDate | 2014 |
| publisher | Oxford University Press |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-618922018-02-01T05:57:06Z A randomized controlled trial of a multi-dose bystander intervention program using peer education theater McMahon, S. Winter, Sam Palmer, J. Postmus, J. Peterson, N. Zucker, S. Koenick, R. © 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. 2014 Journal Article http://hdl.handle.net/20.500.11937/61892 10.1093/her/cyv022 Oxford University Press unknown |
| spellingShingle | McMahon, S. Winter, Sam Palmer, J. Postmus, J. Peterson, N. Zucker, S. Koenick, R. A randomized controlled trial of a multi-dose bystander intervention program using peer education theater |
| title | A randomized controlled trial of a multi-dose bystander intervention program using peer education theater |
| title_full | A randomized controlled trial of a multi-dose bystander intervention program using peer education theater |
| title_fullStr | A randomized controlled trial of a multi-dose bystander intervention program using peer education theater |
| title_full_unstemmed | A randomized controlled trial of a multi-dose bystander intervention program using peer education theater |
| title_short | A randomized controlled trial of a multi-dose bystander intervention program using peer education theater |
| title_sort | randomized controlled trial of a multi-dose bystander intervention program using peer education theater |
| url | http://hdl.handle.net/20.500.11937/61892 |