Predictors of Uptake and Retention in an Intervention to Improve Social Reactions to Disclosures of Sexual Assault and Partner Abuse
Publication details: 2022-01.Subject(s): Genre/Form: Online resources: Summary: OBJECTIVE. Examine uptake (e.g., initial session participation) and retention (e.g., booster session participation) in an intervention about responding to sexual assault and partner abuse disclosures. PARTICIPANTS. Participants were 836 students (primarily White; upper-middle class) at a medium-sized university. METHOD. Participants completed baseline surveys, were invited to a two-session intervention, and responded to a follow-up survey. RESULTS. Initial session attendance was 36.2% (n = 303); of those, 83.1% (n = 252) attended the booster. Women, sexual minority students, and students with fewer prior negative reactions, and higher initial session satisfaction were more likely to attend than other students. Participants' reported reasons for not attending included scheduling problems and topic discomfort. Participants reported that remote attendance and higher cash incentives would have made attendance more likely. CONCLUSION. Findings indicate the draw of cash incentives, a need to reach high-risk students and integrate into existing organizations, and the potential for individualized prevention./pmc/articles/PMC7529735/
/pubmed/32240060
OBJECTIVE. Examine uptake (e.g., initial session participation) and retention (e.g., booster session participation) in an intervention about responding to sexual assault and partner abuse disclosures. PARTICIPANTS. Participants were 836 students (primarily White; upper-middle class) at a medium-sized university. METHOD. Participants completed baseline surveys, were invited to a two-session intervention, and responded to a follow-up survey. RESULTS. Initial session attendance was 36.2% (n = 303); of those, 83.1% (n = 252) attended the booster. Women, sexual minority students, and students with fewer prior negative reactions, and higher initial session satisfaction were more likely to attend than other students. Participants' reported reasons for not attending included scheduling problems and topic discomfort. Participants reported that remote attendance and higher cash incentives would have made attendance more likely. CONCLUSION. Findings indicate the draw of cash incentives, a need to reach high-risk students and integrate into existing organizations, and the potential for individualized prevention.
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