Bystander Efficacy Research Articles

Assessing the feasibility, acceptability, and initial efficacy of a multiple behavior change intervention addressing alcohol use, sexual risk taking, and bystander intervention.

Prevention programs that address the intersecting health problems of risky alcohol use, unsafe sexual behaviors, and sexual violence are needed. This pilot project assessed the feasibility, acceptability, and preliminary efficacy of a two-session group-based intervention, Sex Positive Lifestyles: Addressing Alcohol & Sexual Health (SPLASH), targeting these highly interconnected risks for college students across genders. A total of 217 participants (51.6% male, ages 18-24) took part in the SPLASH intervention or a nutrition/exercise control condition. SPLASH included three approaches aimed at reducing the incidence of alcohol problems, unsafe sex, and sexual victimization: normative feedback to modify misperceptions around peers' drinking, sexual behaviors, and support of bystander intervention; drinking and sexual-related protective behavioral strategy training to enhance safer drinking and sex-risk behaviors; and bystander intervention skills training to promote bystander efficacy and engagement. Participants completed baseline and follow-up (1-month and 6-month) online assessments. SPLASH demonstrated high acceptability and feasibility, as well as preliminary efficacy. SPLASH participants reported strong acceptability of the intervention, particularly its integrated content and interactive, in-person group format. Successful enrollment (70% randomized) and retainment point to the feasibility of recruiting students to this two-session in-person intervention. Results showed sustained trends toward more accurate perceived sex-related norms and indications of increasing bystander norms among intervention but not control participants. Results demonstrate the potential for SPLASH to effectively address the interrelated health risks of risky alcohol use, unsafe sex, and sexual violence on college campuses and point to the need for larger-scale studies.

Delivery of a BET protein degrader via a CEACAM6-targeted antibody–drug conjugate inhibits tumour growth in pancreatic cancer models

Pancreatic ductal adenocarcinoma (PDAC) has the worst prognosis of all cancers. To improve PDAC therapy, we establish screening systems based on organoid and co-culture technologies and find a payload of antibody–drug conjugate (ADC), a bromodomain and extra-terminal (BET) protein degrader named EBET. We select CEACAM6/CD66c as an ADC target and developed an antibody, #84.7, with minimal reactivity to CEACAM6-expressing normal cells. EBET-conjugated #84.7 (84-EBET) has lethal effects on various PDAC organoids and bystander efficacy on CEACAM6-negative PDAC cells and cancer-associated fibroblasts. In mouse studies, a single injection of 84-EBET induces marked tumor regression in various PDAC-patient-derived xenografts, with a decrease in the inflammatory phenotype of stromal cells and without significant body weight loss. Combination with standard chemotherapy or PD-1 antibody induces more profound and sustained regression without toxicity enhancement. Our preclinical evidence demonstrates potential efficacy by delivering BET protein degrader to PDAC and its microenvironment via CEACAM6-targeted ADC.

Associations Between Sexual Objectification and Bystander Efficacy: The Mediating Role of Barriers to Bystander Intervention

This study examined whether sexual objectification (i.e., reducing someone to a sex object via a disproportionate focus on appearance and sexual characteristics) was associated with decreased confidence in future bystander intervention to reduce the risk for sexual violence (i.e., bystander efficacy) through several barriers to intervention: failing to notice the event, failing to identify the situation as risky, and failing to take responsibility Participants were 1,021 undergraduates (n = 309 men; n = 712 women) who completed self-report measures. Because men frequently perpetrate objectification, whereas women often experience objectification, complementary models were tested with objectification perpetration in men and objectification experiences in women. As expected, for men, each barrier mediated negative associations between objectification perpetration and bystander efficacy. Unexpectedly, for women, each barrier mediated positive associations between objectification experiences and bystander efficacy. Findings underscore important gender differences in associations between sexual objectification and bystander efficacy, as well as potential benefits of helping bystanders recognize the risk for sexual violence and assume responsibility for intervening.

Fostering college students’ responsibility as prosocial bystanders to sexual violence prevention: A meta-analysis of the Bringing in the Bystander program

Objective: To synthesize research examining the effectiveness of the sexual violence bystander program Bringing in the Bystander (BitB). Participants: The analytic sample included 2083 youth in the treatment group and 969 in the comparison group. Method: A search strategy that included a total of 45 search terms was applied to 28 electronic databases. Results: The systematic search yielded a final analytic sample of 14 evaluations, with 38 independent effect sizes calculated across four outcome measures: rape myth attitudes (n = 11), bystander efficacy (n = 11), bystander intentions (n = 11), and bystander behavior (n = 5). The BitB program produced significant, positive pooled effects on measures of rape-supportive attitudes, bystander efficacy, and bystander intentions. Conclusions: The overall results are promising and suggest that the BitB education program may be an effective tool for targeting sexual violence on campuses.

국군간호사관학교 생도 대상 모바일 기반 군 위드유(With You) 프로그램 효과

Purpose: The purpose of this study was to assess the effects of the mobile-based military WithYou program on the sexual violence myth, empathy, bystander efficacy, and intent to help friends or strangers among Korea Armed Forces Nursing Academy (KAFNA) cadets. Methods: The study was a non-equivalent control group pretest-posttest design. The participants were 113 (control group: 56; experimental group: 57). The WithYou program was provided in mobile-based education. This study was conducted in KAFNA from 18 March to 8 April 2021. Data were analyzed by the chi-square test, Fisher''s exact test, independent t-test, Mann-Whitney U test and Analysis of Covariance (ANCOVA) using the SPSS program. Results: The results revealed that there was a statistically significant difference in empathy (F=5.23, p=.024), bystander efficacy (F=17.36, p<.001), intent to help friend (F=22.64, p<.001) and intent to help stranger (F=22.13, p<.001) scores between the control and experimental groups. Conclusion: The mobile-based military WithYou program may improve empathy, bystander efficacy and intent to help, which are necessary to behave as bystanders and intend to help friends and strangers. We suggest to develop systematic and expanded WithYou program in various ways.

20대 미혼 남녀의 데이트 폭력과 관련된 주변인 행동의 요인과 영향

The aim of this study was to identify factors influencing bystander behavior related to dating violence among unmarried men and women in their 20s. The participants of this study were 196 unmarried men and women. Data were collected through a structured self-administered survey from February 24, 2022 to February 27, 2022. The questionnaires included dating violence perception, bystander efficacy, collective efficacy, social desirability and bystander behavior directed at friends and strangers. According to the results, bystander efficacy was significant factors influencing bystander behavior directed at both friends and strangers, and collective efficacy and number of couple relationships were the only significant factors influencing bystander behavior directed at strangers. Therefore, it is necessary to develop education and programs to increase bystander efficacy and collective efficacy for bystander behavior related to dating violence.

Frequency of Visiting Alcohol-Serving Establishments, Bystander Efficacy, and Barriers to Sexual Aggression Bystander Intervention Among College Students.

Bystanders can play an important role in sexual aggression (SA) prevention, particularly those often present at bars and clubs where SA commonly occurs. Yet, more frequent patrons of bars and clubs may experience more barriers to intervening due to social norms that encourage aggression in these environments. Having greater confidence to intervene in SA may mitigate this relationship. This study examined these associations among 290 undergraduate students (Mage = 20.03; SDage = 20.03; 50% women) who completed measures of past semester bar and club attendance, bystander efficacy (i.e., confidence), and barriers to intervention. Moderation analyses using PROCESS indicated (1) a conditional main effect of bystander efficacy being associated with less failure to take intervention responsibility; (2) bar and club attendance was associated with less audience inhibition (i.e., failure to intervene due to concerns of looking foolish) among those higher (b = -0.30, p = 0.005), but not lower (b = 0.16, p = 0.183), in bystander efficacy. Bystander training programs should consider specifically targeting college students who attend bars and clubs more frequently, as they likely have more intervention opportunities, and provide them with skills to confidently intervene in SA while socializing in those settings.

Mixed-methods findings from the Ngutulu Kagwero (agents of change) participatory comic pilot study on post-rape clinical care and sexual violence prevention with refugee youth in a humanitarian setting in Uganda

ABSTRACT There is a dearth of evidence-based post-rape clinical care interventions tailored for refugee adolescents and youth in low-income humanitarian settings. Comics, a low-cost, low-literacy and youth-friendly method, integrate visual images with text to spark emotion and share health-promoting information. We evaluated a participatory comic intervention to increase post-exposure prophylaxis (PEP) knowledge and acceptance, and prevent sexual and gender-based violence, in Bidi Bidi refugee settlement, Uganda. Following a formative qualitative phase, we conducted a pre-test post-test pilot study with refugee youth (aged 16–24 years) (n = 120). Surveys were conducted before (t0), after (t1), and two-months following (t2) workshops. Among participants (mean age: 19.7 years, standard deviation: 2.4; n = 60 men, n = 60 women), we found significant increases from t0 to t1, and from t0 to t2 in: (a) PEP knowledge and acceptance, (b) bystander efficacy, and (c) resilient coping. We also found significant decreases from t0 to t1, and from t0 to t2 in sexual violence stigma and depression. Qualitative feedback revealed knowledge and skills acquisition to engage with post-rape care and violence prevention, and increased empathy to support survivors. Survivor-informed participatory comic books are a promising approach to advance HIV prevention through increased PEP acceptance and reduced sexual violence stigma with refugee youth. Trial registration: ClinicalTrials.gov identifier: NCT04656522.

Does Bystander Intervention Training Work? When Employee Intentions and Organisational Barriers Collide.

Scholars have recently begun to consider the role of bystander intervention training in countering workplace incivility and bullying. Given the scarce empirical evidence of bystander training outcomes in occupational settings, this study set out to evaluate the effectiveness of a bystander intervention training in a large healthcare organisation, by assessing changes to levels of psychological safety, bystander efficacy, intent and behaviours over time. One hundred and forty employees in a large healthcare organisation in New Zealand attended the training and were asked to complete three surveys, one conducted at baseline, one carried out 2weeks following the training and the last survey conducted 2months later. The qualitative and qualitative findings of this study show that the bystander intervention training resulted in significant improvements to bystander attitudes and beliefs, which were ascribed to the quality of training materials, the facilitator and opportunities to role-play bystander intervention strategies. However, the positive bystander beliefs, attitudes and intent to intervene declined in the months following the training. The qualitative findings shed a light on these results and suggest that the participants required support for training transfer in the form of updated and accessible information about negative acts and bystander intervention strategies, leadership support and role modelling of bystander behaviours and civility, and the implementation of accountability systems that ensure the ongoing development of a civility culture.

Sexual Violence Prevention Among Intercollegiate Athletes, Recreational Athletes, and Non-Athletes: Environmental Considerations for Program Interventions

Previous research has suggested that individual, social, and environmental factors all play a role in developing individual attitudes regarding sexual violence. On college campuses, both intercollegiate and recreational athletics provide opportunities for students to engage in group settings that can impact these attitudes. The primary purpose of this study was to examine how attitudes towards sexual violence compared across intercollegiate athlete, recreational athlete, and non-athlete populations, while accounting for other individual and school factors. Analysis of a large national dataset found very small but statistically significant differences among these groups in their personal social norms, campus social norms, and bystander efficacy regarding sexual violence. Intercollegiate athletes were slightly lower than non-athletes in their personal social norms and bystander efficacy and slightly higher in their perceived campus social norms, while recreational athletes were higher in bystander efficacy, but lower in personal and campus social norms. Other personal demographic factors, including gender identity and sexual orientation, were also significant, while most campus factors were non-significant. These findings suggest the identification of college sport as an at-risk community for sexual violence may be an oversimplification, with implications for program intervention design.

Bystander training for faculty: A promising approach to tackling microaggressions in the academy

Microaggressions present significant barriers to entry and advancement for faculty from traditionally marginalized groups, yet workplace interventions to stymy them remain undocumented in the literature. The purpose of this study was to evaluate the impact of bystander training to deal with subtle expressions of bias in the academic workplace. We developed a 2-h interactive bystander training workshop that specifically addressed intervening in microaggressions university faculty experience; approximately 21% of the full-time faculty participated in the training. Results indicate that post workshop, participants endorsed higher levels of likelihood of bystander intervention and higher levels of bystander efficacy to deal with microaggressive events (compared to pre-test 4 days before the workshop); scores on these measures remained significantly greater than pre-test at both 6-week and 12-week follow-up. Furthermore, preliminary evidence suggests that both likelihood of bystander intervention and bystander efficacy scores predicted self-reported bystander behavior at both 6 and 12 week follow up. These findings suggest that bystander training may be a promising approach to tackling microaggressions faculty experience in higher education.

Pro-social bystander sexual violence prevention workshops for first year university students: perspectives of students and staff of residential colleges

ABSTRACT Bring in The Bystander is a workshop programme that was developed to tackle the problem of sexual violence on university campuses by taking a community values approach. In this paper, we present quantitative and qualitative findings from a process of piloting the programme at a university in Aotearoa/New Zealand. The study was designed as a parallel QUAN-qual approach, utilising a survey and focus group discussions as data collecting methods. The analyses revealed an increase in bystander efficacy among students who attended the workshop and a decrease in the control group, but no significant changes were detected in application of bystanding behaviour. Qualitative analysis of the focus group transcripts with the workshop participants indicated an increase in the BITB participants’ knowledge and understanding related to sexual violence; it also provided insight on factors that can influence participants’ bystanding behaviour, suggesting possible explanations for how to improve the connection of bystanding information with bystanding behaviour. The change in the student knowledge and attitudes was also noticed and highlighted by the residential college staff members.

Teaching to Impact Sexual Violence? The Evaluation of a Curricular Intervention for First-Year College Students.

To evaluate whether a semester-long course for first-year undergraduates influenced knowledge, attitudes, and behavioral intentions about gender, sexuality, and sexual violence. Quasi-experimental survey design. A private university in the Southeastern US. Undergraduates enrolled in an intervention (n = 49) or comparison (n = 60) course in Fall 2018. Sociosexual Orientation Inventory, Sexual Conservatism, Heteronormative Attitudes and Beliefs, Illinois Rape Myth Acceptance Scale, Bystander Efficacy Scale, Consent Myths, Sexual Misconduct Apathy, Campus Resource Awareness Index. A 2-way mixed-factorial ANOVA. Relative to the comparison group, students in the intervention course had significantly greater rates of change in reducing heteronormative views, decreasing sexual misconduct apathy, and increasing awareness of campus resources for sexual violence. A semester-long course targeting first-year undergraduates can potentially influence knowledge, attitudes, and behavioral intentions regarding sexual violence and create a more positive campus climate.

Evaluation of RISE: A Sexual Violence Prevention Program for Female College Students in India.

RISE, a sexual violence prevention program for female college students in India, covers topics on gender, healthy relationships, sexual violence, and bystander education, and focuses on the teaching of knowledge, the promotion of positive attitudes as well as the support of effective behaviors to prevent sexual violence against women in India. However, it is yet unclear what impact this program has in preventing sexual violence. In this evaluation study, a total of N = 245 female college students based in New Delhi and aged 17 to 22 years were assigned to a training (N = 128) or a waitlist control group (N = 117). The prevention program was conducted by two Indian professionals of a non-governmental organization (NGO) in New Delhi within five sessions. Results indicated that students in the training group showed significant increases in awareness of gender stereotypes, the importance of communication in relationships, bystander efficacy as well as intentions to intervene as a bystander in situations of violence when compared to students in the control group right after the program (posttest) and six months later (follow-up). Additionally, the training group displayed a significant increase of knowledge in all four program areas (gender, healthy relationships, sexual violence, and bystander education). Our findings implicate that future sexual violence prevention programs in India need to address women as well as men to effectively tackle sexual violence. In this context, bystander education seems to be one of the most promising approaches by targeting whole communities and creating new social norms regarding helping behavior and the prevention of sexual violence.

Fear of Heterosexism Among Sexuality and Gender Diverse Staff and Students.

Fear of heterosexism-as distinct from actual experiences of heterosexism-plays a significant role in staff and students lives on campus. Ambient workplace heterosexism provides a context for staff and students about what to expect from their peers and colleagues, and shapes the daily activities of those who perceive heterosexism as a regulating force. In this article, we consider the psychometrics of the Fear of Heterosexism Scale (FoHS), which was integrated into a campus climate survey of Western Sydney University staff and students (N = 3,106; n = 412). This scale was considered in relation to a range of associated factors, including perceived safety on campus, bystander efficacy, responsibility to intervene, and awareness of lesbian, gay, bisexual, transgender, intersex, queer/questioning, asexual, and many other terms such as nonbinary and pansexual (LGBTIQA+) issues. In turn, the results of the FoHS are considered across a range of demographic factors such as gender, sexuality, role, dis/ability, and membership of campus-based support organizations. Supporting the findings from the initial operationalization of the FoHS by Fox and Asquith in 2018, this research identifies the consequences of fear of heterosexism on daily activities and engagement with study/work. Understanding the factors associated with fear of heterosexism is critical in creating more inclusive and respectful university environments.

From campus to communities: evaluation of the first UK-based bystander programme for the prevention of domestic violence and abuse in general communities

BackgroundViolence against women and girls is a public health epidemic. Campus-based research has found bystander programmes show promise as effective primary prevention of sexual violence. However, evidence regarding domestic violence and abuse bystander prevention specifically, and in community settings generally, is still in development. Further, research has predominantly emanated from the US. Examining proof of concept in differing cultural contexts is required. This study evaluates the feasibility and potential for effectiveness of a domestic violence and abuse bystander intervention within UK general communities—Active Bystander Communities.MethodsParticipants recruited opportunistically attended a three-session programme facilitated by experts in the field. Programme feasibility was measured using participant attendance and feedback across nine learning objectives. Myth acceptance, bystander efficacy, behavioural intent and bystander behaviours were assessed using validated scales at baseline, post-intervention, and four-month follow-up. Results were examined for potential backlash. Analyses used a paired sample t-test and effect size was quantified with Cohen’s d.Results58/70 participants attended all programme sessions. Participant feedback consistently rated the programme highly and significant change (p ≤ 0·001) was observed in the desired direction across behavioural intent, bystander efficacy, and myth acceptance scores at post and follow-up. Effect size was generally large and, with the exception of Perception of Peer Myth Acceptance, improved at follow-up. Backlash was minimal.ConclusionsTo our knowledge this is the first UK-based study to examine the potential of bystander intervention as a community-level intervention for domestic violence and abuse. Findings are promising and indicate the translatability of the bystander approach to domestic violence and abuse prevention as well as community contexts. This is likely to be of great interest to policymakers and may help shape future community-based interventions. Further research is now needed using experimental designs engaging diverse community audiences.

The Opportunity – VAWA 2013 Reauthorization Provides a Natural Experiment for Bystander Efficacy Evaluation

This methods paper describes the fractional factorial design within the context of an evaluation of campus bystander programming. Prior evaluations include relative program comparisons, but do not reflect campus implementation of specific aspects of prevention programming. Campuses use combinations of programs, delivered across modalities, audiences, intensity, and degrees of requirement. Bystander program evaluation, in a natural experiment, must consider combinations of these components. This evaluation offers a novel application of the fractional factorial framework, considering combinations of program components, as implemented, within a multi-campus quasi-experimental design. Leveraging qualitative data, cluster analysis provides an initial identification of bystander program component combinations, mapped to experimental conditions. SAS v9.4 PROC FACTEX constructs possible fractional factorial designs to estimate main effects. From key informant interviews, primary program components are determined: delivery method, level of skill-building, degree of requirement, and intended audience. A total of seven combinations are identified. Using presence or absence of program components, a partial factorial structure is identified, where component clusters comprised seven of the 24 = 16 possible combinations. The smallest number of experimental conditions necessary for estimating these effects is determined with PROC FACTEX. Resulting designs indicate the necessary experimental conditions for determining bystander program component effectiveness available within this study. Our fractional factorial approach offers a novel strategy for planning an evaluation of several bystander program component combinations. This paper provides foundational elements needed to implement a bystander evaluation design, with the requisite emphasis on program components and relevant combinations, while optimizing number of participating campuses.

Mentoring Multi-College Bystander Efficacy Evaluation \u2013 an Approach to Growing the Next Generation of Gender-Based Interpersonal Violence Intervention and Prevention (VIP) Researchers

The Centers for Disease Control and Prevention provided funding (U01 CE002668) to evaluate bystander program efficacy to reduce gender-based violence on college campuses (Aim 1) and to create a mentoring network (Aim 2) for young campus-based researchers interested in violence intervention or prevention (VIP). While an evaluation of this mentoring program is ongoing, our purpose here was to document the strategies used to create, implement, and begin evaluation of this national multi-college mentoring network. As each public college was recruited into this evaluation named multi-college Bystander Efficacy Evaluation (mcBEE), each college was invited to nominate a researcher interested in receiving mentorship as a mcBEE fellow. Senior faculty with active VIP research careers were recruited as mentors. Mentorship occurred through annual meetings over time (2015–2019), weekly to bimonthly calls or video conferencing with 2–3 other fellows, and a mentor forming a group with 3–4 mentees, termed a hive. The initial focus of hive meetings was 1) creating and maintaining an active daily writing practice and 2) developing productivity plans, to include research, personal, and professional goals. Manuscript and grant writing feedback was provided throughout the network electronically or ‘live’ workshops. Annual surveys were implemented to investigate program efficacy. Our mcBEE team was able to successfully assemble a national network of VIP fellows and provide small group and individualized mentoring. Our ultimate goal was that of supporting our fellows’ own trajectories in gender-based VIP research, teaching, administration, or service. Evaluation of our fellow and mentor cohort is ongoing (2015–2019).

Using a Multiphase Mixed Methods Triangulation Design to Measure Bystander Intervention Components and Dose of Violence Prevention Programs on College Campuses

As mandated by the 2013 Campus Sexual Violence Elimination Act, bystander programs to reduce sexual and intimate partner violence are being adopted in college communities throughout the United States. However, little is currently known about how bystander programs are selected, implemented and experienced by staff and students. In the Multi-College Bystander Efficacy Evaluation (mcBEE) project, we seek to evaluate the relative efficacy of bystander programs at multiple college campuses. In this paper, we describe our mixed methods strategies as a critical first step in achieving our overall goal. We are employing a multi-phase mixed methods triangulation design to gather qualitative and quantitative data on bystander programming and intervention components at 24 college campuses. Specific methods include website reviews of campus programming and staff (Phase 1), web-based key informant surveys (Phase 2), and key informant interviews (Phase 3) over the four-year study period. To date, Phase 1 of data collection is complete and Phases 2 and 3 are ongoing. Survey and key informant interview data will shed light on campus decision-making processes for the adoption of bystander programs and provide program implementation, dose, and fidelity data over time. Data from each phase is being integrated to determine specific bystander intervention components at each campus that will inform analyses measuring relative program efficacy. This paper outlines the protocol and methods for a large-scale evaluation of college-based bystander program efficacy using a multi-phase mixed methods design with multiple forms of data triangulation.

Lessons Learned in Creating a College Consortium

This paper offers lessons learned in evaluating the reauthorization of the Violence Against Women Act (2013) requirement that colleges receiving Title IX funds provide bystander programming to reduce sexual violence. To conduct this evaluation a national college consortium was created [multi college bystander efficacy evaluation (mcBEE)]. Through this consortium 24 public colleges were recruited and their choices regarding bystander programming options were queried. Concurrently, rates of violence perpetration and victimization were measured over 4 years among undergraduate students at each college. Description and details of experiences in recruiting colleges into a college consortium, addressing regulatory compliance, approaches to selecting and launching college-wide surveys to undergraduate students across several large campuses, and strategies to communicate findings and data back to each recruited campus are presented. Suggestions for future consortium building include budgeting sufficient time to recruit colleges, manage regulatory processes, and ensure adequate response rates through short surveys and enticing incentives. In building a national consortium, lessons such as flexibility, networking, and communication contributed to mcBEE’s success.