Becoming an Active Bystander

2021 ◽  
pp. 176-190
Author(s):  
Gordon Braxton
Keyword(s):  
Sexual Violence ◽  
Intervention Strategies ◽  
Bystander Intervention ◽  
Locker Room

If most men are nonviolent, why do they not stop violence around them from occurring? Chapter 8 introduces readers to the vibrant field of bystander intervention. Readers will learn the key tenets of bystander intervention strategies as well as their strengths and weaknesses. Most importantly, readers will gain an appreciation for the barriers that prevent boys from interrupting violence that they observe and strategize about how to overcome those barriers. The chapter also discusses whether jokes and “locker room talk” are worthy of interruption. Chapter 8 closes by identifying how boys can help survivors of sexual violence who disclose to them.

Cognitive/Affective Empathy, Pro-Bullying Beliefs, and Willingness to Intervene on Behalf of a Bullied Peer

2019 ◽  
pp. 0044118X1985856
Author(s):  
Glenn D. Walters ◽  
Dorothy L. Espelage
Keyword(s):  
Sexual Violence ◽  
Early Adolescents ◽  
Cognitive Empathy ◽  
Intervention Strategies ◽  
Bystander Intervention ◽  
Affective Empathy ◽  
Willingness To Intervene ◽  
Bullying Behavior

The purpose of this study was to determine whether pro-bullying attitudes mediate the relation between affective and cognitive empathy and a student’s willingness to intervene in support of a bullied peer. Participants were 764 early adolescents (372 boys, 392 girls) from the Illinois Study of Bullying and Sexual Violence (ISBSV). As predicted, pro-bullying attitudes successfully mediated the prospective relation between affective empathy and bystander intervention but failed to mediate the relation between cognitive empathy and bystander intervention. These results indicate that affective empathy may promote bystander willingness to intervene on behalf of a bullied peer by inhibiting pro-bullying attitudes. Intervention strategies designed to enhance affective empathy and challenge pro-bullying attitudes in bystanders may be of assistance in reducing bullying behavior.

scholarly journals An online bystander intervention program for the prevention of sexual violence.

2015 ◽  
Vol 5 (3) ◽  
pp. 227-235 ◽  
Author(s):  
Anne Kleinsasser ◽  
Ernest N. Jouriles ◽  
Renee McDonald ◽  
David Rosenfield
Keyword(s):  
Sexual Violence ◽  
Intervention Program ◽  
Bystander Intervention

“Yeah, We Serve Alcohol, but . . . We Are Here to Help”: A Qualitative Analysis of Bar Staff’s Perceptions of Sexual Violence

2016 ◽  
Vol 31 (4) ◽  
pp. 692-707 ◽  
Author(s):  
Ráchael A. Powers ◽  
Jennifer Leili
Keyword(s):  
Focus Group ◽  
Sexual Harassment ◽  
Qualitative Analysis ◽  
Sexual Violence ◽  
Service Provider ◽  
Bystander Intervention ◽  
Exploratory Analysis ◽  
Focus Group Interviews ◽  
Community Based ◽  
Group Interviews

This study is an exploratory analysis of how bar staff perceive their role in preventing sexual harassment and assault. In particular, through qualitative focus group interviews, this study explores bar staff’s attitudes surrounding sexual harassment/assault, how they currently handle these situations, and their opinions regarding programs and policies that currently mandate responsibility. Six major themes emerged including their hesitation to discuss sexual violence, their unique position as a service provider, their lack of knowledge (but eagerness to learn), and their reliance on stereotypical scenarios of sexual violence and interventions. These findings are situated in a framework for understanding barriers to bystander intervention and implications for community-based bystander programs are discussed.

Revising existing instruments for measuring bystander intervention opportunity and frequency of prosocial response for the prevention of sexual violence

2017 ◽  
Vol 25 (3) ◽  
pp. 180-183
Author(s):  
Jill C Hoxmeier
Keyword(s):  
Sexual Violence ◽  
Undergraduate Students ◽  
Bystander Intervention ◽  
Measurement Tool ◽  
Institutions Of Higher Education ◽  
Online Surveys ◽  
Instrument Measuring ◽  
Bystander Response ◽  
Training Programmes ◽  
University Undergraduate Students

Institutions of higher education increasingly offer training programmes to engage students’ as pro-social bystanders who can intervene in situations related to sexual violence. The purpose of this study was to assess the usage of a bystander behaviour measurement tool that captures both students’ intervention opportunities and frequency of prosocial response. University undergraduate students in the Northwestern USA (n=474) completed online surveys in the Fall of 2016. Results show that students have opportunities to intervene in a variety of situations at the three levels of prevention for campus sexual violence and they do not always intervene. The frequency of students’ prosocial bystander response ranged, for those with the opportunity, from ‘never’ to ‘always’; students reported varying degrees of intervention frequency depending on the situation. A bystander intervention behaviour instrument measuring opportunity and frequency of response can be a valuable tool for assessing the effectiveness of bystander training programmes.

scholarly journals “Culture-Bearer, Culture-Sharer, Culture-Changer”

2020 ◽  
Vol 20 (1) ◽  
pp. 45-60
Author(s):  
Sarah R. Robinson ◽  
Nada Elias-Lambert ◽  
Abdel Casiano ◽  
Lauren Ward
Keyword(s):  
Focus Groups ◽  
Sexual Violence ◽  
Faculty Members ◽  
Bystander Intervention ◽  
Intervention Programs ◽  
Cultural Norms ◽  
University Campuses ◽  
Social Work Faculty ◽  
Integral Role ◽  
The University

Sexual violence is a prevalent issue on university campuses today. Bystander intervention programs, which frame violence as a community problem, are a possible solution to address the issue of sexual violence on campus. As members of the university community, faculty can play an integral role in preventing sexual violence on campus. However, little research has assessed faculty members’ perceptions of their role on campus in the prevention of sexual violence. In this study, three focus groups were conducted with ten faculty members who had participated in a faculty-focused bystander intervention workshop. Researchers coded the narrative data from the focus groups and three themes emerged about faculty members’ perceptions of their role on campus: 1) modeling bystander behavior, 2) ally to students, and 3) changing cultural norms. The study findings reveal that faculty see themselves as having varied roles in the prevention of sexual violence on campus. Social work faculty can use their unique skillset to raise awareness among their faculty colleagues about the need for bystander intervention training for all faculty. The findings also reveal important implications about including faculty in bystander intervention programs in order to change cultural norms around sexual violence on university campuses.

BEGINNING BYSTANDER INTERVENTION STRATEGIES

2019 ◽  
Author(s):  
Mary Anne Holmes ◽  
◽  
Blair Benson Schneider
Keyword(s):  
Intervention Strategies ◽  
Bystander Intervention
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