STAC-trained junior high students reported a significantly greater ability to identify bullying at 30-day follow-up than wait-list control students¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i1 A significantly higher percentage of intervention-group students (70%) than control-group students (39%) indicated they had seen bullying in the past month at the 30-day follow-up. → Midgett 2016
Evidence¶
Midgett 2016¶
Midgett, A., Doumas, D., Trull, R., & Johnston, A. (2016). A Randomized Controlled Study Evaluating a Brief, Bystander Bullying Intervention with Junior High School Students. Boise State University. https://eric.ed.gov/?id=EJ1146195
q3 · i1 · causal · r2
Chi-square analysis at 30-day follow-up in the randomized controlled study, using a single Yes/No item ("Have you seen bullying at school in the past month?"). The article reports a printed effect size of φ = .32, which the authors call a medium effect size.
"results of the chi square analysis indicated a significant difference between the intervention and control group in the ability to identify bullying at the 30-day follow-up, χ2(1) = 5.05, p < .05, φ = .32. Examination of the φ coefficient indicates the effect size was medium. A significantly higher percentage of students in the intervention group indicated they had seen bullying in the past month (70%) relative to students in the control group (39%)."
Discussion¶
Related Claims¶
- STAC intervention students showed a trend toward decreased anxiety relative to wait-list control students (p = .06) — related
- No significant difference between STAC intervention and control groups in depression from baseline to 30-day follow-up — related
- Junior high students in both the STAC intervention and wait-list control groups increased knowledge and confidence to intervene in bullying, with no significant group difference, suggesting carry-over effects — related
- No significant differences between STAC intervention and control groups in frequency of using the STAC strategies at 30-day follow-up — related
- Students with disabilities in SS-SSTP schools report greater willingness to intervene in bullying situations than control students after 2 years — related
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