Bystander intervention programs are increasingly recognized as crucial tools in preventing violence, particularly among young people. Among these programs, TakeCARE has emerged as a promising approach. This article delves into the TakeCARE program, examining its effectiveness through the lens of several rigorous research studies. We will explore how TakeCARE empowers individuals to become active and helpful bystanders in situations that could lead to relationship or sexual violence. This analysis is based on existing research and aims to provide a comprehensive understanding of the TakeCARE program’s impact, focusing on its application within high school and university settings.
TakeCARE Program Effects on Bystander Behavior: A Virtual Reality Study
Jouriles and colleagues (2019) conducted a randomized controlled trial (RCT) to assess the TakeCARE program’s influence on bystander behavior among high school students. This study innovatively incorporated a multimethod assessment, combining traditional questionnaires with immersive virtual reality (VR) technology. This VR approach placed participants in realistic virtual scenarios, allowing researchers to observe their reactions and bystander actions in a controlled, yet engaging environment.
Methodology
In this study, 165 high school students were randomly assigned to one of two groups: the TakeCARE video group (n=85) or a control group (n=80) that watched a video on study skills. The use of a control video ensured that any observed effects were likely due to the TakeCARE program itself, rather than simply watching any video.
Participants
The participants were recruited from a public high school in a low-income urban area in the southern United States. A significant majority (approximately 65%) of the student body at this school qualified for free or reduced lunch, indicating a socioeconomically diverse population. The sample demographics were as follows: 51.5% female, a median age of 15.7 years, and comprised of freshmen (44.8%), sophomores (28.5%), and juniors (26.7%). Racially, the sample was diverse, with 74.0% identifying as Black (41.1%), white (22.6%), multiracial (16.9%), Asian (3.2%), and other races (19.4%). Additionally, 79 participants identified as Hispanic. Importantly, there were no statistically significant differences between the TakeCARE and control groups in terms of demographic characteristics at the study’s outset, ensuring a fair comparison of outcomes.
Findings
The assessment, conducted one week after the video viewings, involved both questionnaires and virtual reality simulations. In the VR simulations, students experienced scenarios designed to potentially involve relationship or sexual violence while virtually sitting in a parked car with a male driver during a rainstorm at night. To maintain focus on relationship violence and sexual violence, “distractor simulations” related to peer pressure and academic cheating were also included. The core relationship violence simulations were titled “drunk night,” “stormy relationship,” “homecoming dance,” and “the hook-up.” A follow-up assessment at 6 months also used questionnaires and VR simulations to measure longer-term effects.
Furthermore, at baseline, 1-week post-intervention, and the 6-month follow-up, students completed a modified version of the Bystander Efficacy Scale and the Bystander Behaviors Scale. These scales measured students’ confidence in their ability to intervene and their self-reported engagement in bystander behaviors. The Bystander Efficacy Scale used a 0-100 scale to rate confidence, while the Bystander Behaviors Scale asked about past 6-month behavior with yes/no responses to items like, “I saw a friend in a heated argument. I asked if everything was okay,” and “I confronted a friend who made excuses for the abusive behaviors of others.”
Data analysis utilized multilevel models, and a subgroup analysis by gender was performed, acknowledging previous research suggesting gender differences in bystander behavior. This comprehensive study design, incorporating VR technology and longitudinal follow-up, provides robust evidence regarding the TakeCARE program’s impact on bystander behavior in high school students.
Evaluating TakeCARE’s Effectiveness in High School Settings: A Classroom-Based Study
Sargent and colleagues (2017) also employed an RCT to evaluate the TakeCARE program, focusing on its effectiveness within high school classrooms. This study aimed to identify the types of situations in which high school students might need to act as bystanders and to determine if the likelihood of helpful bystander behaviors varied across different scenarios after exposure to the TakeCARE program.
Methodology
This classroom-based study involved 1,295 students from an economically disadvantaged urban public high school. Classrooms (n=66) were the unit of randomization, assigned to either the TakeCARE treatment condition or a control condition. The treatment group viewed the TakeCARE video, while the control group watched a video covering adolescent well-being, bullying, and suicide prevention. Importantly, students in the control classrooms were also shown the TakeCARE video after the data collection phase, ensuring they eventually received the potential benefits of the program. Five school counselors were involved in the evaluations, with classrooms under each counselor being randomized to conditions.
Participants
The high school from which participants were drawn served an economically disadvantaged population, with over 84% of students qualifying for free or reduced lunch. The sample was slightly majority female (52.5%) with an average age of 15.3 years. The grade distribution was: freshmen (34.7%), sophomores (43.7%), juniors (19.2%), and seniors (0.5%). The sample was predominantly Hispanic (72.3%), followed by Black (18.0%), multiracial (1.4%), Asian (1.2%), and other races/ethnicities (0.8%), white (0.5%), American Indian/Alaska Native (0.3%), and Native Hawaiian/Other Pacific Islander (0.08%). A small percentage (5.5%) did not report their race or ethnicity. The final sample for analysis included 921 students with complete data (71%). Similar to the previous study, baseline demographic characteristics were not significantly different between the treatment and control groups.
Findings
Students completed the Friends Protecting Friends Bystander Behavior Scale before watching the videos and again at a follow-up within 3 months. This 18-item scale assessed bystander responses to situations of relationship or sexual violence among friends. It differentiated between situations not encountered and situations encountered where the student did not intervene helpfully. The scale also assessed proactive behavior and information seeking related to sexual and relationship abuse. Helpful bystander behavior was scored as either 0 (no helpful intervention, regardless of encounter) or 1 (helpful behavior if the situation was encountered). Total scores were derived by summing scores across all 18 items.
Researchers used a generalized linear mixed model (GLMM), equivalent to an ANCOVA, to analyze the TakeCARE program’s effects on helpful bystander behavior, controlling for age, sex, and Hispanic ethnicity. A subgroup analysis compared Hispanic and non-Hispanic students’ self-reported bystander behavior. This study design provides valuable insights into the TakeCARE program’s effectiveness in a classroom setting and among a diverse high school population.
TakeCARE Program Efficacy in University Settings: Two Randomized Controlled Trials
Jouriles and colleagues (2016) conducted two RCTs to further investigate the effectiveness of TakeCARE, this time focusing on university students. The two trials used nearly identical procedures. The first trial was conducted across two universities, while the second, which is the focus of this analysis, was carried out at a midsized private university in the southwestern United States.
Methodology
In the second RCT, 211 university students were recruited from a required course. Participants were randomized to view either the TakeCARE video (n=180) or a control video on study skills, titled “How to Get the Most Out of Studying” (n=103). This design mirrored the high school study, using a study skills video as a control to isolate the effects of TakeCARE.
Participants
The university student sample had an almost equal distribution of males and females, with an average age of 18.3 years. The sample was predominantly white (68.2%), with the remaining participants identifying as Asian (15.6%), Hispanic (10.9%), Black (4.3%), bi- or multiracial (9%), and other (2.8%). Again, there were no statistically significant baseline demographic differences between the TakeCARE and control groups.
Findings
Participants completed the Bystander Behavior Scale for Friends and the Bystander Efficacy Scale at baseline and at a 2-month follow-up. The Bystander Behavior Scale assessed four dimensions: risky situations, accessing resources, proactive behavior, and party safety. “Risky situations” referred to identifying and intervening in escalating situations of potential sexual and relationship abuse. “Accessing resources” measured seeking professional help. “Proactive behavior” included planning for risky situations and discussing violence with others. “Party behaviors” assessed safety practices at parties. Participants reported whether they had engaged in these behaviors in the past month, with “yes” responses providing an index of bystander behavior. The Bystander Efficacy Scale measured confidence in performing 14 bystander behaviors at baseline, 1-week post-video, and 2-month follow-up, using a 0-100 confidence scale.
Data analysis included mixed effects models and analysis of covariance (ANCOVA). No subgroup analyses were conducted in this particular study. These findings contribute to the growing body of evidence supporting the TakeCARE program’s effectiveness, now extending to the university student population.
Conclusion: The Value of the TakeCARE Program in Promoting Bystander Intervention
Collectively, these studies provide compelling evidence for the TakeCARE program as an effective tool for promoting bystander intervention in both high school and university settings. The research consistently demonstrates that exposure to the TakeCARE program can enhance bystander efficacy and increase helpful bystander behaviors among students. The use of diverse methodologies, including virtual reality simulations and classroom-based interventions, strengthens the validity and generalizability of these findings.
The TakeCARE program’s focus on empowering individuals to recognize and safely intervene in potential violence situations is particularly relevant in educational environments. By equipping students with the knowledge and skills to become active bystanders, TakeCARE contributes to creating safer and more supportive communities. The program’s demonstrated effectiveness across different age groups and educational settings highlights its potential as a valuable component of broader violence prevention strategies. As research continues to support its positive impact, the TakeCARE program stands out as a significant resource for fostering a culture of bystander intervention and promoting safety and respect within educational institutions.
