JMIR Publications

ABSTRACT

Background:

Nearly 1 in 5 students aged 12-18 report being bullied in the United States. Both targets of bullying and students who witness bullying experience negative mental health outcomes. School-based bullying bystander interventions are effective in decreasing negative outcomes associated with bullying for both targets and bystanders; however, significant implementation barriers associated with in-person prevention programs limit program adoption, fidelity, and sustainability. STAC-T, an evidence-based, interactive bullying bystander app, was developed to reduce implementation barriers associated with in-person programs. Identifying specific implementation strategies (i.e., methods or actions used to address implementation barriers) can further support implementation outcomes and program outcomes. Although researchers have developed a taxonomy of 33 school-specific implementation strategies that are both highly important and feasible (“go-zone” strategies), there is no research examining the importance and feasibility of these strategies specifically for STAC-T.

Objective:

The aim of this study was to identify implementation strategies for STAC-T using “go-zone” methodology. “Go-zone” methodology categorizes implementation strategies into four zones: (1) Zone 1 - high importance, high feasibility; (2) Zone 2 - low importance, high feasibility; (3) Zone 3 - low importance, low feasibility; and (4) Zone – 4 high importance, low feasibility. Study objectives included (1) identifying “go-zone” strategies for STAC-T and (2) identifying Zone 4 strategies for STAC-T and understanding how to increase the feasibility of these strategies.

Methods:

A national sample of school counselors and school social workers (N = 195) completed an online survey. A sub-sample (n = 14) completed qualitative interviews. “Go-zone” methodology was used to identify Zone 1 and Zone 4 strategies. Consensual qualitative research (CQR) was used to extract themes related to increasing the feasibility of Zone 4 strategies.

Results:

Fifteen implementation strategies were classified as “go-zone” strategies. Among these, the three most important strategies were: (a) make implementation easier by removing burdensome documentation tasks, (b) develop a detailed implementation plan or blueprint, and (c) obtain and use student and family feedback. The most feasible strategy was distribute educational materials. Four strategies were classified in Zone 4: (a) develop instruments to monitor and evaluate core components of the innovative/new practice, (b) conduct educational meetings, (c) build partnerships to support implementation, and (d) provide ongoing consultation. Qualitative data revealed that feasibility of Zone 4 strategies can be increased by keeping evaluative assessments short and simple, using various modes of communication for educational meetings, building partnerships with support from school administration, and enhancing consultation through hybrid or virtual meetings and appointing a leader.

Conclusions:

Findings represent a first step in identifying implementation strategies that can be used to inform STAC-T implementation. Directions for future research include testing the efficacy of using these strategies when implementing STAC-T on improving both implementation and program outcomes.