39th Annual Student Research Conference
Impact of Peer Led Engage Sessions on Willingness to Intervene
Isaac R. Danielson* and Roman H. Kaminski
Dr. Roberta Donahue, Faculty Mentor
This study evaluated whether students’ willingness to intervene in high-risk situations increased after participating in peer led Engage sessions, a prevention program developed by Partners in Prevention using a social ecological model and public health approach. Using a cross-sectional pre/post survey design, data was collected during peer led Engage sessions in March and April of 2025. Independent variables included the type of risk situation, their relationship to the person needing help, and the educational content delivered during the Engage session. The dependent variable was students’ self-reported likelihood to intervene, assessed before and after the session. Paired t-tests showed significant increases in willingness to intervene in most scenarios. Situations involving close friends, expectations to intervene, and alcohol- or drug-related contexts did not show statistically significant change. Overall, findings suggest that peer led Engage sessions enhance intentions to intervene, although relational and contextual factors may influence the degree of impact.
Keywords: Intervention, college students, bystander intervention, alcohol, violence prevention abuse
Topic(s):Health Science
Presentation Type: Poster Presentation
Session: -17
Location: Activities Room
Time: 2:30