No significant differences between STAC intervention and control groups in frequency of using the STAC strategies at 30-day follow-up¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Chi-square analyses found no significant intervention-control differences for any of the four STAC strategies (stealing the show, turning it over, accompanying others, coaching compassion). → Midgett 2016 q3 i? Coaching compassion was used least frequently by both groups, which the authors attribute to its greater risk-taking demands. → 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 · i? · causal · r2

Dichotomized 2 x 2 chi-square analyses at 30-day follow-up in the randomized controlled study. For example, "76% in the intervention group reported using stealing the show, relative to 89% in the control group, χ2(1) = 0.63, p = .43, φ = .11"; no equivalence testing was reported.

"Contrary to our hypothesis, results of the chi square analyses did not indicate significant differences between the intervention and control groups for frequency of using the STAC strategies at the 30-day follow-up."

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
• STAC-trained junior high students reported a significantly greater ability to identify bullying at 30-day follow-up than wait-list control students — 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
• Progression to more adaptive involvement profiles was more likely in the intervention group and digression more likely in the control group — related