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Development and Psychometrics of Instruments to Assess School Personnel’s Bystander Action in Situations of Teen Relationship Abuse and Sexual Assault

机译：青少年关系虐待和性侵犯情况下评估学校人员旁观者行为的工具的开发和心理计量

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摘要

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.
机译：本文介绍了最近开发的工具，用于评估学校工作人员在青少年恋爱关系，性侵犯和性骚扰情况下的旁观者障碍和意图，以及对特定于恋爱关系性虐待，性攻击以及性骚扰预防和反应的入学准备的看法。参与者来自马萨诸塞州新罕布什尔州和缅因州的25所学校的1,150名高中人员。具体工具侧重于旁观者的意图，旁观者的行动，阻碍旁观者行动的障碍以及对入学准备的看法。参与者被随机分为两组进行分析：探索性样本（ES； n = 575）和确认性样本（CS； n = 575）。总体而言，这些措施显示出可接受的拟合指数。结果表明，大多数量度和分量表都具有足够的可靠性，但是少数分量表的内部一致性不理想，这很可能是由于项目数量少所致。需要做更多的工作，但是这些措施是评估学校人员在预防计划和旁观者干预中的作用的起点。

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