Impact

The quantitative evaluation showed that TAB reduced harm-doing by 20%

Quabbin Mediation conducts an 18-hour training wherein teen trainers work side by side their adult counterparts. Adults volunteers are chosen from various community agencies, groups and organizations to ensure full community participation in shifting the attitudes towards harm-doing and  the promotion on active bystandership.  The teens are selected by school personel and peers and those with enough social capital to improve school climate through education and role modeling.  Pairs of trained teen and adults teach the 6-lesson curriculum to full grades of students in variety of configurations.  As these teens and community adults work together a relationship is created.  Many of these adults go on to be personal references fro youth on job and college applications.  The shift towards a caring community begins in the formation of possitive relationships between the trainers.  These relationships become models of the evolution of a communty towards caring more for one another.

Findings

  • Harmdoing, as reported by targets, went down in the TAB schools compared to the control schools, a 20% difference.
  • Witnesses reported a statistically significant decline in harmdoing in the TAB schools compared to the control schools.
  • Students who receive the TAB curriculum demonstrate an ability to use new terminology and identify actions they can take as an active bystander.
  • TAB supports anti-harassment policies, district improvement plans, and civic and social goals of schools' mission statements.
  • Youth trainers exhibit behavior shifts, demonstrating active bystandership or utilizing TAB language and techniques in peer and family contexts.
  • TAB impacts active bystandership among adult stakeholders involved in TAB.
  • Students perceived, at baseline, that slightly over sixty percent of harmdoing occurred where adults could see it. 

Recommendations

  • Replicating TAB may reduce harmdoing in other schools.
  • Continuing TAB in schools in which it is already implemented may further decrease levels of harmdoing. 
  • Emphasize that youth leadership development is a key element of TAB.
  • Continue to incorporate opportunities for student reflection on program content  through ongoing journal writing, encouraging students to make meaning of TAB content in their lives
  • Consider a program model of the full training in middle school and refresher (or advanced) training in high school, towards manageability combined with school-wide integration.
  • Provide schools with professional development to complement the TAB program and illuminates links to curriculum frameworks and district policies.

Consider program expansion for parents and the community.