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Background: Relationship abuse (RA) and sexual assault (SA) are major problems among high school students, and school personnel are an important part of preventing RA and SA among youth. Therefore, we examined the rates and correlates of bystander intentions among school personnel in situations of RA and SA. Methods: School personnel (N = 1150) from 25 high schools in New England completed surveys that assessed their RA and SA knowledge, perceptions of school climate specific to RA and SA, and RA and SA bystander efficacy and bystander intentions. Results: Across each type of bystander behavior measured, the vast majority of school personnel reported intentions to intervene. In the multilevel regression analyses, both proactive and reactive bystander intentions were related to higher levels of RA and SA bystander efficacy and perceptions of a more positive school climate and lower levels of RA and SA barriers to intervene. Conclusions: These data support the utility of school-based interventions that seek to improve school climate and teach school personnel skills that enhance bystander efficacy and reduce bystander barriers in student situations of RA and SA. Although they would need to be evaluated, such interventions could promote positive bystander action among school personnel and untimely contribute to reductions in RA and SA among high school youth.

Research has identified interpersonal violence (a broad term that includes stalking, harassment, sexual assault, and physical dating violence) as a major problem among adolescents. Research suggests that there are different patterns, or classes, of interpersonal violence victimization and perpetration, but little of this work has focused on adolescents. In the current study, we conducted latent class analysis using a sample of 2,921 adolescent girls and boys in high school from northern New England to assess varying patterns of interpersonal violence victimization and perpetration over the past 2 months, specifically stalking, harassment, sexual assault, and dating violence. Four classes of violence victimization and perpetration were identified: (a) No Victimization or Perpetration class (n = 1,898, 65.0%), (b) Low Victimization and Perpetration class (n = 343, 11.7%), (c) Harassment Victimization Only class (n = 560, 19.2%), and (d) High Victimization and Low Perpetration class (n = 120, 4.1%). Several differences in classes emerged as a function of demographic and behavioral health variables. For example, the High Victimization and Low Perpetration class had the highest proportion of girls and youth with sexual minority status. Furthermore, youth in the High Victimization and Low Perpetration class also had a significantly higher proportion of class members endorsing depressed mood and engagement in binge drinking than the youth in other classes. These findings demonstrate the heterogeneity in patterns of interpersonal violence, which future research should seek to better understand in terms of etiology, outcomes, and best practices for prevention and intervention. [ABSTRACT FROM AUTHOR]

Research on bystander behavior in situations of dating violence (DV) and sexual violence (SV) in youth populations is growing; yet, there is a distinct lack of qualitative studies to identify nuances in specifically how and when youth are taking action to help to inform theory, measurement, and programming. The current study examined bystander action plans of high school youth after their participation in a classroom-based, bystander-focused prevention program, to inform bystander behavior measurement and programming within the context of DV and SV research and practice. High school youth (N = 889) from schools across New England completed a bystander-focused violence prevention curriculum and subsequently wrote a bystander plan of action addressing a situation of DV or SV that they had seen before or were likely to see again in the future. The responses were qualitatively coded for type of situation and bystander action, while noting situational aspects (e.g., location, relationship to those involved, engagement of others). Students reported a variety of strategies (ranging from directly telling the perpetrator to stop to creating a distraction) and ways of thinking about situations of DV and SV, and related behaviors (e.g., bullying). Many students listed unique situations and bystander behaviors that were not addressed as part of the curriculum. Bystander action plans also varied as a function of situational variables (e.g., relationship to those involved). These results indicate that measures of bystander behavior for high school students need to look different from established measures for older age groups. Furthermore, bystander programming may be more effective if more thoughtful attention is given to how youth see helping in situations of DV and SV as connected to other problematic behaviors. [ABSTRACT FROM AUTHOR]

Research repeatedly concludes that lesbian, gay, and bisexual individuals (i.e., sexual minorities) are at increased risk of experiencing abuse in a romantic or sexual relationship. For service providers, a vital but largely unanswered question is how common it is for victims of sexual minority intimate partner violence (SM-IPV) to also have perpetrated IPV, particularly in regard to adolescent relationships. To our knowledge, the present article is only the second in the literature to examine adolescent SM-IPV directionality, and it is the first to compare adolescent SM-IPV directionality and heterosexual IPV (H-IPV) directionality within the same sample. In 25 high schools across three northern New England states, sexual minority (n = 398) and heterosexual (n = 2,687) high school-aged adolescents aged 13 years to 19 years (where sexual orientation is defined indirectly via sexual attraction) completed a questionnaire as part of a broader evaluation study of a bystander-focused violence prevention curriculum (we utilized baseline data in this article). Chi-square tests revealed that experiencing victimization was significantly associated with engaging in perpetration for all forms of IPV assessed for both sexual minority and heterosexual youths. The sole exception was threatening IPV, for which a significant association was found among heterosexual but not sexual minority individuals. Bidirectional IPV rates did not differ substantially by sexual attraction: Verbal abuse was most likely to be bidirectional for both sexual attraction groups and all other assessed IPV forms occurring overwhelmingly in unidirectional patterns. Although replication is needed, study results suggest that adolescent IPV is not generally bidirectional. Directions for future research are discussed, including the need for sampling plans that enable further disaggregation by age and sexual orientations. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]