Study Notes: Brief Bystander Bullying Intervention (STAC) Efficacy Study

Full Title: A Pilot Study Testing the Efficacy of a Brief, Bystander Bullying Intervention: Reducing Bullying Victimization Among High School Students.
Authors: Diana M. Doumas, Aida Midgett, and Robin Hausheer.
Publication Info: Professional School Counseling, 2021, Vol. 25, No. 1.
Core Objective: The study examines the effectiveness of the STAC (Stealing the Show, Turning It Over, Accompanying Others, Coaching Compassion) intervention in reducing bullying victimization among high schoolers using a randomized controlled trial (RCT) design.

CDC Definition (2020): Bullying is defined as "unwanted aggressive behavior(s) by another youth or group of youths, who are not siblings or current dating partners, that involves an observed or perceived power imbalance, and is repeated multiple times or is highly likely to be repeated."
Statistics (NCES, 2019):
- $20.7\%$ of students aged 12–18 report being bullied at school.
- Bullying peaks in middle school at $26.7\%$ but remains significant in high school at $16.8\%$ .
High School Specific Consequences: Although rates are lower in high school, the negative effects on schoolwork, physical health, relationships, and self-esteem are reported at the highest prevalence in this age group. Specifically linked to:
- Poor academic performance.
- Depression and suicidal ideation.
- Suicide attempts and risky sexual behavior.
- Substance use.

Age-Appropriateness: Many comprehensive programs like the Olweus Bullying Prevention Program (OBPP) and KiVA show strong effects in younger students but fail or even show iatrogenic (harmful) effects by the 10th grade.
The "Aging Up" Problem: Simply changing images or examples in programs meant for younger children is insufficient for high schoolers.
Developmental Shifts:
- In younger children, bullying often stems from low social competence.
- In high school, bullying is used to gain social status.
- High schoolers report higher rates of cyberbullying and texting-based bullying compared to physical incidents.
Autonomy: High schoolers respond better to programs emphasizing personal choice and autonomy rather than direct instruction from teachers.

Acronym Meaning:
- Stealing the Show: Using humor or distraction to redirect attention away from the bullying incident.
- Turning It Over: Reporting the incident to a trusted adult, especially for physical safety or cyberbullying documentation.
- Accompanying Others: Reaching out to the victim afterward to show support and convey they are not alone.
- Coaching Compassion: Addressing the perpetrator (if safe and a relationship exists) to encourage empathy.
Theoretical Basis: Based on Social Learning Theory (Bandura, 1970). It utilizes peer group leaders because youth model the behavior of high-status peers.
High School Adaptation: The original middle-school program was adapted for high school by including:
- Cyberbullying and social media content.
- Romantic/dating relationship dynamics.
- Language changes (e.g., using "breaks" instead of "recess").
- High school locations (e.g., parking lots).

Design: Randomized Controlled Trial (RCT) within one urban high school in the Northwest.
Sample: $n = 65$ students (31 intervention, 34 control), ages 15–18. Participant leaders were selected via purposeful sampling based on perceived leadership and caring.
Measures: Used the Revised Olweus Bully/Victim Questionnaire, specifically the global victimization item: "How often have you been bullied at school in the past 30 days?"
Power Analysis: Conducted using G*Power 3.1.3; a sample of 42 was required for power of $0.80$ to detect a medium effect size of $0.20$ .
Intervention Structure: A 90-minute training session followed by two 15-minute booster sessions.

30-Day Follow-Up: The intervention group showed significantly greater reductions in bullying victimization compared to the control ( $p = .01$ , $\eta^2_p = .10$ ).
3-Month Follow-Up:
- The intervention group sustained their initial reductions.
- The control group caught up, reporting significant reductions between 30 days and 3 months ( $p = .03$ , $\eta^2_p = .08$ ).
Full Model Interaction: A significant Time × Group interaction across the three time points was observed with a medium-to-large effect size (p < .05, $\eta^2_p = .10$ ).
Prevalence: Baseline data showed that even among these "student leaders," $24.6\%$ reported being targets of bullying in the past 30 days.

Feasibility: STAC is brief, cost-effective, and easy to implement within two classroom periods, making it sustainable for schools with limited resources.
Counselor Role: Aligns with the ASCA National Model by positioning counselors as leaders who promote systemic change and emotional safety.
Social/Emotional Needs: Promotes student leaders' use of critical thinking, empathy, and advocacy to change the school climate.
Screening: Counselors should screen even high-status student leaders for victimization, as they may be overlooked as potential targets.

Demographics: The sample was primarily White ( $76.9\%$ ), suggesting a need for cultural adaptation for more diverse populations.
Self-Report Bias: Data relied on a single-item self-report measure, which carries the risk of response bias.
Researcher Bias: The second author is the developer of the STAC intervention, which may introduce bias.
Future Scope: Longer follow-ups (6–12 months) and larger samples are needed to examine the moderation effects of gender and ethnicity.