Clinical Trials Logo

Clinical Trial Details — Status: Completed

Administrative data

NCT number NCT02083302
Other study ID # 07-412M
Secondary ID 1R01CE001855-01
Status Completed
Phase N/A
First received March 3, 2014
Last updated March 7, 2014
Start date June 2010
Est. completion date February 2012

Study information

Verified date March 2014
Source Rutgers, The State University of New Jersey
Contact n/a
Is FDA regulated No
Health authority United States: Institutional Review Board
Study type Interventional

Clinical Trial Summary

The purpose of this study was to examine the impact of a bystander intervention education program on college students' attitudes and behaviors associated with bystander intervention and sexual violence.


Description:

This study used a randomized control trial, longitudinal design to determine the impact of a peer education theater intervention on undergraduate student attitudes and behaviors related to sexual violence and bystander intervention. Students were assigned to either an experimental group (receiving 3-4 doses of the intervention ) or a comparison group (receiving 1 dose only) and were surveyed six times over an 18 month period.


Recruitment information / eligibility

Status Completed
Enrollment 4385
Est. completion date February 2012
Est. primary completion date February 2012
Accepts healthy volunteers Accepts Healthy Volunteers
Gender Both
Age group 18 Years to 21 Years
Eligibility Inclusion Criteria:

- Incoming first year students in the fall semester of 2010

- Age 18 - 21

- Attended Summer Orientation session

Exclusion Criteria:

- Incoming transfer students

- Younger than 18 or older than 21

Study Design

Allocation: Randomized, Intervention Model: Parallel Assignment, Masking: Open Label, Primary Purpose: Prevention


Intervention

Behavioral:
SCREAM Theater Dose 1
Intervention 1: A three part program: a skit acted out by peer educators that depicts a sexual assault; an in-character question and answer session; and an out-of-character information session.
SCREAM Theater Doses 2 & SCREAM Theater Dose 3
Dose 2: Scenes from the skit from Session 1 are re-created with small groups of students, but stop at certain points to allow audience members to explore different bystander intervention possibilities. Dose 3: The six scenes outlined in Session 2 are presented individually to small groups of student participants; specifically outlining potential points of bystander intervention.
SCREAM Theater Dose 4
Booster Session

Locations

Country Name City State
United States Rutgers, the State University of New Jersey New Brunswick New Jersey

Sponsors (2)

Lead Sponsor Collaborator
Rutgers, The State University of New Jersey Centers for Disease Control and Prevention

Country where clinical trial is conducted

United States, 

References & Publications (2)

McMahon S, Allen CT, Postmus JL, McMahon SM, Peterson NA, Lowe Hoffman M. Measuring bystander attitudes and behavior to prevent sexual violence. J Am Coll Health. 2014;62(1):58-66. doi: 10.1080/07448481.2013.849258. — View Citation

McMahon, S., Hoffman, M., McMahon, S.M., Zucker, S. & Koenick, R.A. (2013). What Would You Do? Strategies for Bystander Intervention to Prevent Sexual Violence by College Students. Journal of College and Character, 14(2), p.141-152.

Outcome

Type Measure Description Time frame Safety issue
Primary Bystander Intentions To measure intentions to be a bystander, we used the Bystander Attitude Scale, Revised (BAS-R) which is a modified version of Banyard's Bystander scale (Banyard, Plante, & Moynihan, 2005; see McMahon et al., in press, for scale development information). Participants were asked to indicate how likely they were to engage in the behavior in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely." Students' bystander intentions were assessed via (1) a paper survey in June, July or August 2010 (baseline) and (2) a follow-up web-based survey in early September, 2010. All study participants received one dose of the intervention in June, July or August. Change from baseline in bystander intentions to up to three months No
Primary Bystander Intentions To measure intentions to be a bystander, we used the Bystander Attitude Scale, Revised (BAS-R) which is a modified version of Banyard's Bystander scale (Banyard, Plante, & Moynihan, 2005; see McMahon et al., in press, for scale development information). Participants were asked to indicate how likely they were to engage in the behavior in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely." Students' bystander intentions were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; and (3) a follow-up web-based survey in early December 2010. After the September, 2010 follow-up survey, participants were randomized to either receive two additional doses in October, 2010 and November, 2010 (experimental group) or no additional doses (control group). Change from baseline in bystander intentions to up to six months No
Primary Bystander Intentions To measure intentions to be a bystander, we used the Bystander Attitude Scale, Revised (BAS-R) which is a modified version of Banyard's Bystander scale (Banyard, Plante, & Moynihan, 2005; see McMahon et al., in press, for scale development information). Participants were asked to indicate how likely they were to engage in the behavior in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely." Students' bystander intentions were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; and (4) a follow-up web-based survey in February, 2011. Change from baseline in bystander intentions to up to eight months No
Primary Bystander Intentions To measure intentions to be a bystander, we used the Bystander Attitude Scale, Revised (BAS-R) which is a modified version of Banyard's Bystander scale (Banyard, Plante, & Moynihan, 2005; see McMahon et al., in press, for scale development information). Participants were asked to indicate how likely they were to engage in the behavior in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely." Students' bystander intentions were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; and (5) a follow-up web-based survey in September, 2011. After the September, 2011 survey, experimental group participants were randomized to receive one additional dose (a booster session) or no additional doses. Change from baseline in bystander intentions to up to fifteen months No
Primary Bystander Intentions To measure intentions to be a bystander, we used the Bystander Attitude Scale, Revised (BAS-R) which is a modified version of Banyard's Bystander scale (Banyard, Plante, & Moynihan, 2005; see McMahon et al., in press, for scale development information). Participants were asked to indicate how likely they were to engage in the behavior in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely." Students' bystander intentions were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; (5) a follow-up web-based survey in September, 2011 and (6) a final follow-up web-based survey in February 2012. Change from baseline in bystander intentions to up to twenty months No
Secondary Bystander Friend Norms To measure friends' norms about being a bystander, we used the Bystander Attitude Scale, Revised (BAS-R). In this portion of the survey, participants were asked to indicate how likely they think their friends would be to engage in the items on the BAS-R in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely."Students' bystander friend norms were assessed via (1) a paper survey in June, July or August 2010 (baseline) and (2) a follow-up web-based survey in early September, 2010. All study participants received one dose of the intervention in June, July or August. Change from baseline in bystander friend norms to up to three months No
Secondary Bystander Friend Norms To measure friends' norms about being a bystander, we used the Bystander Attitude Scale, Revised (BAS-R). In this portion of the survey, participants were asked to indicate how likely they think their friends would be to engage in the items on the BAS-R in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely." Students' bystander friend norms were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; and (3) a follow-up web-based survey in early December 2010. After the September, 2010 follow-up survey, participants were randomized to either receive two additional doses in October, 2010 and November, 2010 (experimental group) or no additional doses (control group). Change from baseline in bystander friend norms to up to six months No
Secondary Bystander Friend Norms To measure friends' norms about being a bystander, we used the Bystander Attitude Scale, Revised (BAS-R). In this portion of the survey, participants were asked to indicate how likely they think their friends would be to engage in the items on the BAS-R in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely." Students' bystander friend norms were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; and (4) a follow-up web-based survey in February, 2011. Change from baseline in bystander friend norms to up to eight months No
Secondary Bystander Friend Norms To measure friends' norms about being a bystander, we used the Bystander Attitude Scale, Revised (BAS-R). In this portion of the survey, participants were asked to indicate how likely they think their friends would be to engage in the items on the BAS-R in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely." Students' bystander friend norms were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; and (5) a follow-up web-based survey in September, 2011. After the September, 2011 survey, experimental group participants were randomized to receive one additional dose (a booster session) or no additional doses. Change from baseline in bystander friend norms to up to fifteen months No
Secondary Bystander Friend Norms To measure friends' norms about being a bystander, we used the Bystander Attitude Scale, Revised (BAS-R). In this portion of the survey, participants were asked to indicate how likely they think their friends would be to engage in the items on the BAS-R in the future on a Likert scale from 1 - 5, "Unlikely" to "Very likely." Students' bystander friend norms were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; (5) a follow-up web-based survey in September, 2011 and (6) a final follow-up web-based survey in February 2012. Change from baseline in bystander friend norms to up to twenty months No
Secondary Bystander Efficacy To assess level of confidence in one's ability to intervene, the Bystander Efficacy Scale was used (Banyard et al., 2007). Respondents were asked to rate their level of confidence that they would perform certain bystander behaviors on a scale of 0 ("can't do") to 100 ("very certain can do"). Students' bystander efficacy was assessed via (1) a paper survey in June, July or August 2010 (baseline) and (2) a follow-up web-based survey in early September, 2010. All study participants received one dose of the intervention in June, July or August. Change from baseline in bystander efficacy to up to three months No
Secondary Bystander Efficacy To assess level of confidence in one's ability to intervene, the Bystander Efficacy Scale was used (Banyard et al., 2007). Respondents were asked to rate their level of confidence that they would perform certain bystander behaviors on a scale of 0 ("can't do") to 100 ("very certain can do").Students' bystander efficacy was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; and (3) a follow-up web-based survey in early December 2010. After the September, 2010 follow-up survey, participants were randomized to either receive two additional doses in October, 2010 and November, 2010 (experimental group) or no additional doses (control group). Change from baseline in bystander efficacy to up to six months No
Secondary Bystander Efficacy To assess level of confidence in one's ability to intervene, the Bystander Efficacy Scale was used (Banyard et al., 2007). Respondents were asked to rate their level of confidence that they would perform certain bystander behaviors on a scale of 0 ("can't do") to 100 ("very certain can do"). Students' bystander efficacy was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; and (4) a follow-up web-based survey in February, 2011. Change from baseline in bystander efficacy to up to eight months No
Secondary Bystander Efficacy To assess level of confidence in one's ability to intervene, the Bystander Efficacy Scale was used (Banyard et al., 2007). Respondents were asked to rate their level of confidence that they would perform certain bystander behaviors on a scale of 0 ("can't do") to 100 ("very certain can do"). Students' bystander efficacy was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; and (5) a follow-up web-based survey in September, 2011. After the September, 2011 survey, experimental group participants were randomized to receive one additional dose (a booster session) or no additional doses. Change from baseline in bystander efficacy to up to fifteen months No
Secondary Bystander Efficacy To assess level of confidence in one's ability to intervene, the Bystander Efficacy Scale was used (Banyard et al., 2007). Respondents were asked to rate their level of confidence that they would perform certain bystander behaviors on a scale of 0 ("can't do") to 100 ("very certain can do"). Students' bystander intentions were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; (5) a follow-up web-based survey in September, 2011 and (6) a final follow-up web-based survey in February 2012. Change from baseline in bystander efficacy to up to twenty months No
Secondary Bystander Behavior To measure actual bystander behavior, we used the Bystander Attitude Scale, Revised (BAS-R), which contains 18 items, each stating a different bystander behavior. For this portion of the survey, participants were asked whether they actually participated in the behavior in the previous month. Respondents can indicate "Yes", "No", or "Wasn't in the Situation".Students' bystander behavior was assessed via (1) a paper survey in June, July or August 2010 (baseline) and (2) a follow-up web-based survey in early September, 2010. All study participants received one dose of the intervention in June, July or August. Change from baseline in bystander behavior to up to three months No
Secondary Bystander Behavior To measure actual bystander behavior, we used the Bystander Attitude Scale, Revised (BAS-R), which contains 18 items, each stating a different bystander behavior. For this portion of the survey, participants were asked whether they actually participated in the behavior in the previous month. Respondents can indicate "Yes", "No", or "Wasn't in the Situation".Students' bystander behavior was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; and (3) a follow-up web-based survey in early December 2010. After the September, 2010 follow-up survey, participants were randomized to either receive two additional doses in October, 2010 and November, 2010 (experimental group) or no additional doses (control group). Change from baseline in bystander behavior to up to six months No
Secondary Bystander Behavior To measure actual bystander behavior, we used the Bystander Attitude Scale, Revised (BAS-R), which contains 18 items, each stating a different bystander behavior. For this portion of the survey, participants were asked whether they actually participated in the behavior in the previous month. Respondents can indicate "Yes", "No", or "Wasn't in the Situation". Students' bystander behavior was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; and (4) a follow-up web-based survey in February, 2011. Change from baseline in bystander behavior to up to eight months No
Secondary Bystander Behavior To measure actual bystander behavior, we used the Bystander Attitude Scale, Revised (BAS-R), which contains 18 items, each stating a different bystander behavior. For this portion of the survey, participants were asked whether they actually participated in the behavior in the previous month. Respondents can indicate "Yes", "No", or "Wasn't in the Situation".Students' bystander behavior was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; and (5) a follow-up web-based survey in September, 2011. After the September, 2011 survey, experimental group participants were randomized to receive one additional dose (a booster session) or no additional doses. Change from baseline in bystander behavior to up to fifteen months No
Secondary Bystander Behavior To measure actual bystander behavior, we used the Bystander Attitude Scale, Revised (BAS-R), which contains 18 items, each stating a different bystander behavior. For this portion of the survey, participants were asked whether they actually participated in the behavior in the previous month. Respondents can indicate "Yes", "No", or "Wasn't in the Situation". Students' bystander behavior was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; (5) a follow-up web-based survey in September, 2011 and (6) a final follow-up web-based survey in February 2012. Change from baseline in bystander behavior to up to twenty months No
Secondary Rape Myth Acceptance A revised version of the Illinois Rape Myth Acceptance Scale (Payne, Lonsway, & Fitzgerald, 1999) was used. The revised version (McMahon & Farmer, 2011) was selected because the scale includes updated language for college students as well as having a specific focus on accountability for rape and victim blaming (for information on scale development, see McMahon & Farmer, 2011). Students' rape myth acceptance was assessed via (1) a paper survey in June, July or August 2010 (baseline) and (2) a follow-up web-based survey in early September, 2010. All study participants received one dose of the intervention in June, July or August. Change from baseline in rape myth acceptance to up to three months No
Secondary Rape Myth Acceptance A revised version of the Illinois Rape Myth Acceptance Scale (Payne, Lonsway, & Fitzgerald, 1999) was used. The revised version (McMahon & Farmer, 2011) was selected because the scale includes updated language for college students as well as having a specific focus on accountability for rape and victim blaming (for information on scale development, see McMahon & Farmer, 2011).Students' rape myth acceptance was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; and (3) a follow-up web-based survey in early December 2010. After the September, 2010 follow-up survey, participants were randomized to either receive two additional doses in October, 2010 and November, 2010 (experimental group) or no additional doses (control group). Change from baseline in rape myth acceptance to up to six months No
Secondary Rape Myth Acceptance A revised version of the Illinois Rape Myth Acceptance Scale (Payne, Lonsway, & Fitzgerald, 1999) was used. The revised version (McMahon & Farmer, 2011) was selected because the scale includes updated language for college students as well as having a specific focus on accountability for rape and victim blaming (for information on scale development, see McMahon & Farmer, 2011). Students' rape myth acceptance was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011. Change from baseline in rape myth acceptance to up to eight months No
Secondary Rape Myth Acceptance A revised version of the Illinois Rape Myth Acceptance Scale (Payne, Lonsway, & Fitzgerald, 1999) was used. The revised version (McMahon & Farmer, 2011) was selected because the scale includes updated language for college students as well as having a specific focus on accountability for rape and victim blaming (for information on scale development, see McMahon & Farmer, 2011).Students' rape myth acceptance was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; and (5) a follow-up web-based survey in September, 2011. After the September, 2011 survey, experimental group participants were randomized to receive one additional dose (a booster session) or no additional doses. Change from baseline in rape myth acceptance to up to fifteen months No
Secondary Rape Myth Acceptance A revised version of the Illinois Rape Myth Acceptance Scale (Payne, Lonsway, & Fitzgerald, 1999) was used. The revised version (McMahon & Farmer, 2011) was selected because the scale includes updated language for college students as well as having a specific focus on accountability for rape and victim blaming (for information on scale development, see McMahon & Farmer, 2011).Students' rape myth acceptance assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; (5) a follow-up web-based survey in September, 2011 and (6) a final follow-up web-based survey in February 2012. Change from baseline in rape myth acceptance to up to twenty months No
Secondary Proclivity to Perpetrate Sexual Violence For proclivity to perpetrate, we used an item from Malamuth's (1989) Attraction to Sexual Aggression Scale and we created a question that combined items from Malamuth's scale and Lisak's Perpetrator History (PH) Scale (2000). These measures were assessed via (1) a paper survey in June, July or August 2010 (baseline) and (2) a follow-up web-based survey in early September, 2010. All study participants received one dose of the intervention in June, July or August. Change from baseline in proclivity to perpetrate sexual violence to up to three months No
Secondary Proclivity to Perpetrate Sexual Violence For proclivity to perpetrate, we used an item from Malamuth's (1989) Attraction to Sexual Aggression Scale and we created a question that combined items from Malamuth's scale and Lisak's Perpetrator History (PH) Scale (2000). These measures were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; and (3) a follow-up web-based survey in early December 2010. After the September, 2010 follow-up survey, participants were randomized to either receive two additional doses in October, 2010 and November, 2010 (experimental group) or no additional doses (control group). Change from baseline in proclivity to perpetrate sexual violence to up to six months No
Secondary Proclivity to Perpetrate Sexual Violence For proclivity to perpetrate, we used an item from Malamuth's (1989) Attraction to Sexual Aggression Scale and we created a question that combined items from Malamuth's scale and Lisak's Perpetrator History (PH) Scale (2000). These measures were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; and (4) a follow-up web-based survey in February, 2011. Change from baseline in proclivity to perpetrate sexual violence to up to eight months No
Secondary Proclivity to Perpetrate Sexual Violence For proclivity to perpetrate, we used an item from Malamuth's (1989) Attraction to Sexual Aggression Scale and we created a question that combined items from Malamuth's scale and Lisak's Perpetrator History (PH) Scale (2000). These measures were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; and (5) a follow-up web-based survey in September, 2011. After the September, 2011 survey, experimental group participants were randomized to receive one additional dose (a booster session) or no additional doses. Change from baseline in proclivity to perpetrate sexual violence up to fifteen months No
Secondary Proclivity to Perpetrate Sexual Violence For proclivity to perpetrate, we used an item from Malamuth's (1989) Attraction to Sexual Aggression Scale and we created a question that combined items from Malamuth's scale and Lisak's Perpetrator History (PH) Scale (2000). These measures were assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; (5) a follow-up web-based survey in September, 2011 and (6) a final follow-up web-based survey in February 2012. Change from baseline in proclivity to perpetrate sexual violence to up to twenty months No
Secondary Sexual Violence Perpetration Two questions from Lisak's Perpetrator History (PH) Scale (Lisak, Conklin, Hopper, Miller, Altschuler & Smith, 2000) were used to assess actual perpetration. Students' past perpetration was assessed via (1) a paper survey in June, July or August 2010 (baseline) and (2) a follow-up web-based survey in early September, 2010. All study participants received one dose of the intervention in June, July or August. Change from baseline in sexual violence perpetration to up to three months No
Secondary Sexual Violence Perpetration Two questions from Lisak's Perpetrator History (PH) Scale (Lisak, Conklin, Hopper, Miller, Altschuler & Smith, 2000) were used to assess actual perpetration. Students' past perpetration was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; and (3) a follow-up web-based survey in early December 2010. After the September, 2010 follow-up survey, participants were randomized to either receive two additional doses in October, 2010 and November, 2010 (experimental group) or no additional doses (control group). Change from baseline in sexual violence perpetration to up to six months No
Secondary Sexual Violence Perpetration Two questions from Lisak's Perpetrator History (PH) Scale (Lisak, Conklin, Hopper, Miller, Altschuler & Smith, 2000) were used to assess actual perpetration. Students' past perpetration was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; and (4) a follow-up web-based survey in February, 2011. Change from baseline in sexual violence perpetration to up to eight months No
Secondary Sexual Violence Perpetration Two questions from Lisak's Perpetrator History (PH) Scale (Lisak, Conklin, Hopper, Miller, Altschuler & Smith, 2000) were used to assess actual perpetration. Students' past perpetration was assessed via(1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; and (5) a follow-up web-based survey in September, 2011. After the September, 2011 survey, experimental group participants were randomized to receive one additional dose (a booster session) or no additional doses. Change from baseline in sexual violence perpetration to up to fifteen months No
Secondary Sexual Violence Perpetration Two questions from Lisak's Perpetrator History (PH) Scale (Lisak, Conklin, Hopper, Miller, Altschuler & Smith, 2000) were used to assess actual perpetration. Students' past perpetration was assessed via (1) a paper survey in June, July or August 2010 (baseline); (2) a follow-up web-based survey in early September, 2010; (3) a follow-up web-based survey in early December 2010; (4) a follow-up web-based survey in February, 2011; (5) a follow-up web-based survey in September, 2011 and (6) a final follow-up web-based survey in February 2012. Change from baseline in sexual violence perpetration to up to twenty months No
See also
  Status Clinical Trial Phase
Completed NCT00729391 - Women-Focused HIV Prevention in the Western Cape Phase 2/Phase 3
Recruiting NCT06062732 - Face It Evaluation N/A
Withdrawn NCT03762356 - Questionnaire About Individual's Insight/Awareness of Risk of Violence
Completed NCT02506088 - Preventing Sexual Aggression Among High School Boys N/A
Completed NCT02458365 - A Stage-Based Expert System for Teen Dating Violence Prevention Phase 2
Completed NCT00251212 - Tailored Teen Alcohol and Violence Prevention in the Emergency Room (ER) N/A
Completed NCT00527358 - Evaluation of SAFER Latinos' Program to Prevent Youth Violence Phase 2/Phase 3
Completed NCT01025674 - Randomized Trial of the Positive Action Program in Chicago Schools and Extension to Grade 8 N/A
Completed NCT00164541 - An Arts-Based Initiative for the Prevention of Violence Against Women and Girls Phase 1
Recruiting NCT05706376 - An Evidence-based Family Support Program for Parents and Children in Palestine: A Theory-based Intervention N/A
Recruiting NCT06001554 - Preventing Physical and Emotional Violence by Teachers in Public Schools in Pakistan N/A
Recruiting NCT05585918 - The R-CITY Project: A Collaborative Intervention With Teachers and Youth N/A
Recruiting NCT06099262 - GenPMTO Evaluation
Recruiting NCT05595759 - Violence Against Women in Patients With Alcohol Substance Addiction Training N/A
Completed NCT05207319 - Effects of Integrated Moral Reasoning Development Intervention for Management of Violence in Schizophrenia N/A
Completed NCT03473067 - Community Level Primary Prevention of Dating and Sexual Violence in Middle Schools N/A
Completed NCT06056661 - Within My Reach (WMR) Adaptation N/A
Not yet recruiting NCT04520399 - Prediction of Violent Behavior in Patients With Schizophrenia by Multimodal Machine Learning
Not yet recruiting NCT02257944 - Assessing and Reducing Risk of Violent Re-Injury Among Victims of Urban Violence N/A
Completed NCT01770873 - A Multi-Center Randomized Controlled Trial of Mentoring to Prevent Youth Violence N/A