Volume_5_Issue_4_Digest

9 TPC Digest 9 TPC Digest To accomplish this goal, we created a new program, STAC (“stealing the show,” “turning it over,” “accompanying others,” and “coaching compassion”). STAC is a modification of the CARES bystander component of Bully-Proofing, which is a comprehensive, school-wide intervention program. The STAC training is comprised of a didactic and experiential component Read full article and references: Midgett, A., Doumas, D., Sears, D., Lundquist, A., & Hausheer, R. (2015). A bystander bullying psychoeducation program with middle school students: A preliminary report. The Professional Counselor , 5 , 486–500. doi: 10.15241/am.5.4.486 and does not rely on teachers to deliver instruction. The authors evaluated whether the STAC program (a) increased student ability to identify what different types of bullying looked like, (b) increased student knowledge of specific strategies that can be used to intervene appropriately, and (c) increased student confidence in their ability to intervene. Overall, results supported the STAC program as a promising method for equipping bystanders to be advocates in addressing bullying at school. More specifically, after completing the training, students reported a significant increase in their ability to identify what different types of bullying look like, knowledge of the STAC strategies, and general confidence intervening in bullying situations. This was true for identification of different types of bullying (i.e., verbal, social/emotional, and cyberbullying), knowledge of the STAC strategies (i.e., stealing the show, turning it over, accompanying others, coaching compassion), and confidence in intervening (i.e., confidence in doing something helpful, comfort in being an advocate, and belief in ability to reduce bullying). There was, however, no significant increase for identification of physical bullying, which 98% of students indicated they could identify at baseline. In addition to equipping bystanders to intervene, unlike comprehensive, school-wide programs, the STAC training can be brief and cost effective, allowing schools to have access to program implementation on a broader scale. Also, the STAC program establishes school counselors as leaders in implementation. This study is a first step in assessing the effectiveness of the STAC program, providing a foundation for future research examining the impact of STAC training on reducing bullying behaviors in the school setting. Aida Midgett is an Associate Professor at Boise State University. Diana Doumas is a Professor at Boise State University. Dara Sears, NCC, is a school counselor at Pathways Middle School in Meridian, ID. Amanda Lundquist is a counselor at the Center for Behavioral Health in Meridian, ID. Robin Hausheer is an Assistant Professor at Plymouth University. Correspondence can be addressed to Aida Midgett, 1910 University Drive, Boise, ID 83725, aidamidgett@boisestate.edu .