PDF(Pubmed)
Abstract：
The purpose of this study was to assess the feasibility of parent training designed as a companion module to a bullying bystander intervention (STAC) for middle school students in rural communities. Parents (N = 23) invited from three rural middle schools viewed a parent training and completed measures to assess limited efficacy through immediate program outcomes (e.g., knowledge, confidence, self-efficacy, attitudes, behavioral intentions) and program feasibility, as well as participated in focus groups to provide feedback about program acceptability, demand, practicality, and online delivery adaptation. Parents reported increases in knowledge and confidence in supporting their adolescents to intervene in bullying situations, confidence and comfort in managing bullying, bullying self-efficacy, communication self-efficacy, responsibility to actively engage in bullying prevention, and anti-bullying attitudes from pre-training to post-training. Parents also reported behavioral intentions to use strategies they learned to support their adolescents to intervene in bullying situations. Further, parents\' responses suggested high levels of program acceptability, as well as interest in an interactive, self-paced online parent training. Themes from focus groups (n = 12) revealed a need for bullying prevention training for both students and parents in rural communities and found the training to be useful, easy to understand, and relevant and appropriate for their community. Parents identified barriers including cost, time, program flexibility, and the importance of parent buy-in. Parents also provided feedback specific to an online training, including a preference for a smartphone application and design elements to increase engagement. Implications for program development for rural communities are discussed.
摘要：
这项研究的目的是评估父母培训的可行性，该培训被设计为农村社区中学生欺凌旁观者干预（STAC）的同伴模块。从三所农村中学邀请的父母（N=23）观看了父母培训并完成了通过即时计划结果评估有限功效的措施（例如，知识,信心,自我效能感,态度，行为意图)和程序可行性，以及参加焦点小组以提供有关计划可接受性的反馈，需求,实用性,和在线交付适应。父母报告说，支持青少年干预欺凌情况的知识和信心有所增加，管理欺凌的信心和安慰，欺凌自我效能感，沟通自我效能感，有责任积极参与预防欺凌，以及从训练前到训练后的反欺凌态度。父母还报告了使用他们学到的策略来支持青少年干预欺凌情况的行为意图。Further,父母的回答表明，计划的可接受性很高，以及对互动的兴趣，自定进度的在线家长培训。焦点小组的主题（n=12）表明需要对农村社区的学生和家长进行欺凌预防培训，并发现培训是有用的，容易理解,和相关和适合他们的社区。父母发现了包括成本在内的障碍，时间,程序的灵活性，以及父母买入的重要性。家长还提供了针对在线培训的反馈，包括对智能手机应用程序和设计元素的偏好，以增加参与度。讨论了对农村社区计划开发的影响。
