Bystander Intervention Behavior Research Articles

What Will People Think? How College Students Evaluate Bystander Intervention Behavior.

Many colleges utilize bystander intervention programs to address gender-based violence. The goal of these programs is to help students overcome barriers to intervention, including evaluation inhibition, which occurs when bystanders expect to be viewed negatively for intervening. We have limited information, though, on how college students evaluate bystanders who intervene. Specifically, we do not know whether evaluations of bystanders who engage in different levels of intervention vary across situations or how men and women who intervene similarly are evaluated. Without this information, it is difficult to design prevention programs that help bystanders overcome evaluation inhibition. To gather this information, we conducted a vignette experiment with college student participants (n = 82). We specifically examined how students evaluated the reasonableness of male and female bystanders who engaged in different behaviors (direct intervention and threatening to tell an authority, direct intervention only, indirect intervention, doing nothing) across four situations (assault at a party, workplace harassment, harassment by a teaching assistant, and intimate partner violence). Analyses of variance found that there was situational variability in how the bystander is evaluated for different intervention tactics, though bystanders who did nothing were always evaluated the most negatively. Bystander's gender, however, did not affect evaluations, suggesting that intervention expectations for men and women are similar. These results indicate that while there is an underlying norm supportive of intervention behavior, situational characteristics influence whether college students think it is reasonable to call authorities, confront the perpetrator, or engage in indirect intervention. The central implication of this study is that bystander intervention training should provide opportunities for students to practice intervention behaviors across a wide variety of situations of gender-based violence in order build up their store of intervention tactics, thus increasing their ability to overcome evaluation inhibition.

Providing Lesbian, Gay, Bisexual, Transgender, Nonbinary, and Queer Adolescents With Nurturance, Trustworthiness, and Safety: Protocol for Pilot Cluster Randomized Controlled Trial Design.

Sexual and gender minority youths (lesbian, gay, bisexual, transgender, nonbinary, and queer individuals) face elevated risks of substance use (eg, alcohol and tobacco) and mental health issues (eg, depressive symptoms and suicidality) compared to their cisgender heterosexual peers. These inequities are hypothesized to be reduced by building supportive high school environments via the training of school staff. An intervention that trains school staff to better understand and support sexual and gender minority youths and engage in positive bystander behaviors that protect them from bullying exposure may reduce disparities in drug and alcohol use among them. Experts, school staff, and sexual and gender minority youths developed Providing LGBTQ+ Adolescents with Nurturance, Trustworthiness, and Safety (PLANTS), a web-based intervention to train school staff on how to support, affirm, and protect sexual and gender minority youths. This paper describes the design of the PLANTS pilot trial primarily aimed at assessing its acceptability, usability, appropriateness, and feasibility. We hypothesize PLANTS will have high acceptability, usability, appropriateness, and feasibility as rated by the school staff. Secondary objectives focus on implementation, safety, and pre-post changes in high school staff outcomes, including self-efficacy and skills (eg, active-empathic listening and bullying intervention). Exploratory objectives focus on the impact of PLANTS on student health outcomes. In a 2-arm cluster randomized controlled trial, high schools in Massachusetts are allocated to PLANTS or an active comparator group (publicly available sexual and gender minority youths resources or training). High school staff complete pretest and posttest surveys containing validated scales. Primary outcomes are validated measures of acceptability, usability, appropriateness, and feasibility of the intervention completed by staff during posttest surveys. To test our primary hypotheses for each outcome, we will calculate means and 95% CIs and P values using 1-sample 2-sided t tests against a priori thresholds or benchmarks of success. Secondary outcomes include staff's active-empathetic listening skills, self-efficacy for working with sexual and gender minority youths, bystander intervention behaviors for bullying and cyberbullying, and self-efficacy for PLANTS' change objectives completed during pretest and posttest staff surveys. Staff can also complete a posttest interview guided by the Information-Motivation-Behavior model and Consolidated Framework for Implementation Research. Exploratory outcomes include student-level data collected via the 2021 and 2023 MetroWest Adolescent Health Surveys, a health behavior surveillance system in 30 Massachusetts schools. School enrollment began in May 2023 and participant enrollment began in June 2023. Data collection is expected to be completed by February 2024. This pilot trial will yield important information about the PLANTS intervention and provide necessary information to conduct a fully powered trial of the efficacy of PLANTS for reducing the deleterious health inequities experienced by sexual and gender minority youths. ClinicalTrials.gov NCT05897827; https://clinicaltrials.gov/study/NCT05897827. DERR1-10.2196/55210.

PELATIHAN PSIKOEDUKASI BYSTANDER INTERVENTION PROGRAM: MAMPUKAH MENJADI SALAH SATU UPAYA PENCEGAHAN KEKERASAN SEKSUAL YANG EFEKTIF DI LINGKUNGAN KAMPUS?

Sexual violence in Indonesia is one of the biggest problems that must be overcome immediately, especially in the campus environment. One of the attempts that can be conducted is to afford bystander intervention programs in psychoeducation training form. This study determines the effectiveness of the bystander intervention program called Do Something to reduce rape myth acceptance and increase empathy, assertiveness, and bystander intervention behavior. This research used a within-subjects design with four times measurements (before and after the first intervention, after the second intervention, and after two weeks of follow-up). The research participants were 14 students of Indonesia University of Education aged 18-25 years who had never participated in psychoeducation activities on sexual violence. The measuring instruments used in this study consisted of 4 measuring instruments, namely Illinois Rape Myth Acceptance Scale – Subtle Version (IRMA-S), Interpersonal Reactivity Index (IRI), Functional Assertiveness Scale (FAS), dan Bystander Intervention Behavior Scale (BIBS). The results of the study showed that the Do Something 'bystander intervention program' was successful in having short-term effectiveness in women in reducing rape myth acceptance, increasing assertiveness, and bystander intervention behavior. It is expected that this program would be beneficial training in preventing sexual violence in the campus environment.

Bystander Intervention in Bullying and Sexual Harassment Training: Mixed-Method Evaluation of NAB IT!

The goal of the current pilot study was to examine the effects of bystander intervention training on a sample of 27 high school students who were selected by their peers as opinion leaders. Measures of bystander intervention knowledge, attitudes, and behaviors were included in the within-subjects design. Sixteen of the students also participated in focus groups to provide feedback about their experiences with the training. Results showed that participating students reported increases in knowledge about bullying and sexual harassment, confidence in intervening, acceptance of responsibility, knowing what to do, and acting to intervene (including direct intervention, providing support, and reporting to an adult) from pre-to posttest. Themes from focus groups indicated that students found the training relevant and helpful, particularly for focusing on both bullying and sexual harassment and for providing opportunities to learn and practice multiple intervention strategies. Barriers to intervening based on the type of violence (e.g., physical vs. relational or verbal) and relationship with the people involved were also themes. Directions for future research and implications for practice, such as focusing on dissemination to the larger student body and implementing bystander intervention training within the context of a positive school climate that emphasizes social and emotional competencies, are discussed.

Factors Associated with Engaging in Bystander Intervention Behavior Among College Students.

Sexual violence (SV) is a well-documented and highly prevalent issue on college campuses that disproportionately impacts women, students of color, and students who identify as lesbian, gay, bisexual, transgender, queer (LGBTQ). In recent years, bystander intervention programming has emerged as a promising prevention strategy for colleges due to its success in preventing SV before it occurs using community involvement; however, little consideration has been given to the power, status, or position that a bystander has when deciding whether to intervene and weighing the potential consequences of their actions. In order to inform university campus bystander intervention programming and increase its effectiveness, more work is needed to understand specific student characteristics (e.g., race/ethnicity, gender identity, sexual orientation, history of SV) that may be associated with engaging in bystander behavior in SV risk situations. Using cross-sectional data from a large west-coast university, 592 students were surveyed about their SV-related experiences. Poisson regression models were utilized to determine the relative risk of engaging in bystander behavior by sociodemographic identities and history of SV victimization. Our fully adjusted model indicated that experiencing attempted and completed sexual assault was associated with engaging in bystander behavior; belonging to specific minority groups was differentially associated with engaging in bystander behavior, as was belonging to a minority group and having a history of SV. Personal histories, identities, and power inequity matter when deciding to engage in bystander behavior. Additional research is needed to create more well-rounded and population-specific bystander intervention programs that are inclusive of diverse student voices and experiences.

Bystander intervention style and motivational factors influencing behavior in bullying situations

AbstractWhether to intervene or not during a bullying situation influences how the interaction plays out. The researchers present a theoretical model of social dominance orientation, moral disengagement, and intervention self‐efficacy vis‐à‐vis intervention behaviors. Data were collected from 284 Israeli Hebrew speaking adolescents. Participants were recruited using a snowball sampling technique. The results of structural equation modeling reveals that moral disengagement was a mediator between the association of social dominance orientation with the pro‐bully bystander and outsider behaviors. Pro‐bully bystander and victim‐defender behaviors positively influenced the outsider behavior, and self‐efficacy was related to the victim‐defender behavior. Our results expand the understanding of the relationship between bystander intervention behaviors and motivational factors.

Analysis of Bystander Intervention Behavior in Chinese Adolescents' Cyberbullying in Post-epidemic Era

This paper analyzed the bystander intervention behavior of Chinese adolescents' cyberbullying in the post-epidemic period. In cyberbullying incidents, bystander inaction often exacerbates the adverse effects of cyberbullying on victims. However, bystanders can intervene in behaviors to prevent cyberbullying or provide support to victims. In this study, questionnaires were distributed on social media platforms utilizing questionnaires, and the relationship between variables was explained based on Theory of Planned Behavior (TPB) theory. The results showed that in the post-epidemic era when adolescents were exposed to violent content on the Internet, their attitude towards cyberbullying intervention behavior, their subjective norms of cyberbullying intervention behavior, and their perceived behavioral control of cyberbullying intervention behavior were positively correlated with cyberbullying intervention behavior. However, the experiences of cyberbullying and bystander intervention were not significantly related among teenagers. Therefore, this analysis asserted that in the post-epidemic era, under the effect of COVID-19, views, norms, and sense of agency around cyberbullying among teenagers Cyberbullying bystander intervention behavior was favorably affected by bystander intervention. This can enrich the theoretical results of TPB and provide academic support for subsequent scholars' analysis.

Behavioral Intentions of Bystanders to Image-Based Sexual Abuse: A Preliminary Focus Group Study with a University Student Sample

ABSTRACT Image-based sexual abuse (IBSA) represents a form of technology-facilitated sexual abuse that encompasses the taking, creating, and/or sharing (including threats to share) of nude or sexual images without consent. Unlike physical sexual violence contexts, little is known regarding if and how bystanders intervene in IBSA contexts. The current preliminary study aimed to address this gap in the literature. Specifically, seven focus groups with a sample of 35 university students (31 females, 4 males) were conducted to explore how they think they would behave (i.e., their behavioral intentions) if they were bystanders to three different IBSA scenarios: non-consensual taking, non-consensual sharing, and threatening to share nude or sexual images. Transcripts were analyzed using thematic analysis and the following themes were identified: perpetrator-centered action, victim-centered action, justice-centered action, and intervention as a well-informed and controlled process. Participants discussed how they would intervene by approaching the perpetrator, either in a confrontational or non-confrontational way, or approach the victim to inform them of what was happening, provide advice, or to support them. They also discussed involving the police. However, some group members were against these forms of intervention, particularly approaching the perpetrator and involving the police. Finally, many participants indicated that their actions need to be well-informed. These findings highlight a wide range of bystander actions in IBSA contexts that have implications for the development of policies, educational materials, and measures of bystander intervention behavior in future research.

Diffusion effects of a sexual violence prevention program leveraging youth-adult partnerships.

The purpose of the current study was to examine the diffusion effects of a youth-led sexual violence prevention program (i.e., Youth Voices in Prevention [Youth VIP]). Specifically, social network analysis was used to measure the extent to which Youth VIP changed behaviors for 1172 middle and high school youth who did not attend program events but were friends with Youth VIP participants and completed the first and final survey (approximately 2 years apart). Findings suggest that there was considerable interpersonal communication about Youth VIP among the students generated by program participation. Specifically, youth with friends who participated in Youth VIP were more likely to report hearing their friends talk about Youth VIP and reported talking to their friends about Youth VIP compared with those not connected to Youth VIP participants. However, there were no diffusion effects found for behavioral outcomes (i.e., bystander intervention behavior, violence victimization, and perpetration). Given the mixed findings, further research is needed to determine the extent to which youth-led sexual violence prevention initiatives lead to changes in broader community-wide changes in youths' behaviors.

The Effects of Sexual Violence Victimization on Perceived Peer Norms and Social Barriers to Bystander Intervention Among High School Students.

The experience of sexual victimization may lead to increased threat-biased information processing, including increased perceptions of peer attitudes that condone sexual violence. The perception that peers generally condone sexual violence may in turn inhibit survivors of sexual violence from intervening to address risk for harm among their peers. To assess this possibility, the present study examined the direct and indirect association between sexual victimization by a romantic partner, perceived peer rape myth acceptance (RMA), perceived social barriers to bystander intervention, and bystander behaviors over 2-month follow-up in a sample of 843 high school students. Multiple regression path analyses revealed a sequence of positive associations between sexual victimization, perceived peer RMA, and perceived social barriers to bystander intervention, respectively. These direct associations to be significant among girls, but not boys, and revealed an additional negative direct association between perceived social barriers to bystander intervention and bystander behavior over 2-month follow-up among girls. Furthermore, sexual victimization was indirectly associated with decreased bystander behaviors among girls through perceived peer RMA and perceived social barriers to bystander intervention, respectively. Taken together, the current findings highlight the importance of addressing misperceptions of peer norms among survivors of sexual violence in bystander intervention programs.

Understanding Bystander Intervention: A Cost–Reward Perspective

Previous research has suggested bystanders are more likely to intervene in sexual harassment when they find intervention more rewarding and less costly, but scholarly understanding is lacking about whether this cost–reward calculation process varies across bystanders, and how distinctive intervention modes are related to actual cost and reward. To answer these questions, this research draws on a cost–reward perspective and the just world theory to investigate how cost and reward are evaluated and then indicated by actual intervention. Based on data from 485 employees who have observed sexual harassment at least once since the #MeToo movement, the results show that compared to individuals with a weaker belief in a just world, persons with a stronger belief tend to anticipate a lower intervention reward when observing more frequent sexual harassment and a lower intervention cost when observing less frequent sexual harassment. Both evaluated intervention cost and reward can explain bystanders’ direct and indirect intervention behaviors, which in turn are related to the actual intervention cost (i.e., negative reactions from harassers) and reward (i.e., positive reactions from targets and third parties). These results showcase the importance of considering bystanders’ cost–reward calculation when encouraging bystander intervention behaviors to combat sexual harassment.

A Coach-Delivered Dating Violence Prevention Program: Coach Perspectives on Implementation.

Coaching Boys into Men (CBIM), an evidence-based violence prevention program, utilizes the coach-athlete relationship to deliver information about healthy, respectful relationships to adolescent boys involved in athletics. Although CBIM has demonstrated effectiveness in clinical research trials, its implementation outside of an effectiveness study has not been explored. The purpose of this current study was to explore facilitators and barriers of effective implementation in community settings using experiences from one regional implementation in Southwestern Pennsylvania. Head coaches who implemented CBIM from 2017-2018 seasons (n = 35) were contacted and 22 (63%) agreed to participate. Coaches were asked how they delivered CBIM to their team, what aided the process, barriers to facilitation, and their overall thoughts on CBIM implementation. Interviews were structured to uncover specific information regarding implementation while also providing time and space for coaches to voice their suggestions and opinions. Interviews were coded using descriptive content analysis. Key facilitators to implementation were involvement of violence prevention advocates, athletic directors, assistant coaches, and players and having flexibility to integrate current events to emphasize topics covered in CBIM. Observed improvements in bystander intervention behaviors and better attitudes towards women and girls among athletes were key motivators for coaches to continue the program. Main barriers were inconsistencies in time available to discuss topics with players and need to refresh curriculum content over multiple seasons. Coaches identified components necessary for broader and sustained implementation of this evidence-based violence prevention intervention in community settings. Coaches' confidence in delivering program content can be bolstered with appropriate strategies in place to address barriers. As coaches witness positive impacts among their athletes, these successes contribute to coaches recognizing their role in transforming sports into a platform for community-wide violence prevention.

Because I know how it hurts: Employee bystander intervention in customer sexual harassment through empathy and its moderating factors.

Customer sexual harassment (CSH) is a persistent problem that harms worker well-being in many service industries. In turn, bystander intervention in the workplace is critical for preventing and stopping customers' inappropriate behaviors as well as mitigating the detrimental effects of such harassment on workers. However, previous research has rarely examined what can facilitate bystander employees' intervention behaviors in CSH incidents. Drawing from the empathy-prosocial behavior research and the arousal: Cost-reward model in social psychology literature, this research examines whether frequent observation of CSH at work is related to bystander employees' empathy toward the targets, which then positively relates to bystander intervention behaviors. This research also tests two moderating factors to determine whether empathy is more strongly associated with bystander interventions among employees who have a higher level of moral idealism and/or less reliance on customer tipping. Two online survey studies with three measurement points were conducted to test the hypotheses (i.e., n 1 = 287 service workers; n 2 = 264 service workers). The path modeling results supported the study hypotheses. Theoretical and practical implications are discussed, along with limitations and a future research agenda. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Prediction of Bystander Intervention Behavior in a Sexual Assault Situation: The Role of Religiosity, Empathy, and Gratitude

Bystander intervention in potential sexual assault situations is a common method of helping to address sexual violence on college campuses. Although numerous variables have been shown to mediate bystander intervention behavior, the pool of potential correlates is limited. The present study used regression analysis to determine the relationship between bystander behavior and three predictors: religiosity, gratitude, and victim empathy. Consistent with prior research, both religiosity and gratitude significantly predicted bystander behavior. Contrary to prior research, the relationship between victim empathy and bystander behavior was negative. Findings are discussed relating to potential bystander intervention programs, and future research, particularly on gratitude, is suggested.

Structural family factors and bullying at school: a large scale investigation based on a Chinese adolescent sample

BackgroundsVarious family factors have been identified in association with school bullying and the involvement of children and adolescents in bullying behaviors.MethodsA total of 11,919 participants (female = 6671, mean age = 15) from 22 middle schools in Suzhou City, China completed the questionnaire. The associations between structural family factors (family socio-economic status, living arrangement, number of siblings, whether they were local residents/migrants, had an urban/rural hukou [a household registration system in China], parental and maternal education levels, and other various bullying-related constructs (i.e. bullying witnessing, bullying involvement, bystander intervention, and fear of being bullied) were all examined. Odds ratios (ORs) adjusted for covariates were calculated for the four bullying-related constructs (bullying witness, bullying involvement, bystander intervention, and reactions to being bullied) using structural family factors.ResultsThe result showed that all demographic household characteristics were associated with bullying at school except for being from a single-child family. Adolescents from rural families witnessed more bullying incidents than those from local families (OR = 1.35, 95% CI: [1.09, 1.68]). Adolescents who come from migrant families (OR = 1.12, 95% CI: [1.07, 1.43]) with a rural hukou (OR = 1.31, 95% CI: [1.00, 1.74]) and low parental education levels (OR = 1.42, 95% CI: [1.01, 2.57]) were more likely to be bullies. Adolescents who came from migrant families (OR = 1.37, 95% CI: [1.03, 1.82]), with low maternal education levels (OR = 1.42, 95% CI: [1.06, 1.91]) engaged in more negative bystander intervention behaviors. Furthermore, adolescents with less educated mothers experienced a higher fear of being bullied (never versus sometimes: OR = 1.33, 95% CI: [1.00, 1.85]; never versus usually OR = 1.39, 95% CI: [1.01, 1.20]).ConclusionsA systematic examination of the relationship between school bullying and demographic household characteristics may be used to inform school policies on bullying, such as training management on the importance of paying attention to adolescents from disadvantage household backgrounds. Identifying demographic factors that may predict bullying can also be used to prevent individuals from becoming involved in bullying and reduce the related negative consequences from being bullied.

Leveraging Virtual Reality for Bullying Sensitization

Virtual reality games are known for creating the feelings of presence, ethical reasoning, and reflection in their users. In what ways can we use the design and gameplay of a virtual reality game to make moral demands of players and encouraging them to reflect on their negative behavior? In this article, the authors propose an ethically notable game as one that provides sensitization opportunities through both design and gameplay for encouraging ethical reasoning and reflection in children. To measure success, they present the results of two participatory design workshops with children and a user study carried out at Japanese elementary schools. The results underline the effectiveness of game-based learning to raise awareness of children on bullying victimization and eventually producing bystander intervention behavior.

From bystander to ally among faculty colleagues: construction and validation of the bystander intervention behavior scale

PurposeBystander intervention mitigates the negative impact of bias incidents in the workplace. However, intervention tends to be viewed as binary: intervention occurred or it did not. Consequently, research has focused on conditions under which witnesses of bias incidents choose to intervene, and less is known about how witnesses may intervene. This paper elucidates the intervention behavior choices available to witnesses of bias incidents and develops a bystander intervention behavior (BIB) scale.Design/methodology/approachTo develop the scale, the authors used the three-phased act frequency methodology. In phase I, the authors surveyed faculty who had both witnessed a bias incident and seen someone intervene to address it. The authors asked these faculties to list the observed bystander intervention behaviors they had personally observed. In Phase II, different survey respondents and subject matter experts assessed the prototypicality of each of the behaviors in relation to the concept of bystander intervention. In phase III, the authors tested the validity and reliability of the resulting 18-item scale and assessed the ability of bystander intervention behavior to mitigate the negative impact of bias incidents on the academic workplace.FindingsThe BIB scale consists of two theoretically derived, empirically validated and reliable dimensions; it can be used as a summary score to evaluate the extent to which colleagues intervene indirectly and directly when a bias incident occurs in the academic workplace.Originality/valueThis scale is valuable in advancing efforts to mitigate the negative effect of bias in the workplace and training colleagues to intervene in various ways when bias occurs.

Women in Policing and Legitimacy: A Vignette-Based Study of Symbolic Representation

Using a two-by-two vignette-based experimental design, this study aimed to examine the effects of women’s symbolic representation in sexual assault units and the arrest rate for interpersonal violence cases on individuals’ perceptions of police legitimacy, support for leadership, and willingness to engage in bystander intervention behaviors. Using responses from 357 students attending one university in the Midwest, the results showed that a higher level of women’s representation was associated with more police legitimacy and greater support for the leader when the agency had a low arrest rate. Whereas police legitimacy was related to bystanders’ intentions to intervene, women’s representation in the unit and the arrest rate was not. The findings indicate that women’s representation in policing strengthens the support for the police in gendered areas when the agency is underperforming.

When it’s safer to walk away: Urban, low opportunity emerging adults’ willingness to use bystander behaviors in response to community and dating violence

Bystander intervention programs are viewed as innovative community-level responses to sexual and dating violence among adolescents and young adults (Banyard, 2014; McMahon & Farmer, 2009; Moynihan et al., 2015; Storer et al., 2017). At the school and community level, factors such as social cohesion, collective efficacy, and exposure to community violence have been found to influence use of bystander behaviors (Edwards et al., 2014; Lucero et al., 2019; McMahon, 2015; Rothman et al., 2019). Despite the explosion of literature examining the efficacy of bystander interventions, most study populations are on college and high school campuses. There has been limited exploration of the feasibility of such programs among disadvantaged youth in resource-poor communities not affiliated with formal school or work settings (i.e., low opportunity youth). The purpose of this exploratory study is to investigate these emerging adults’ willingness to use bystander behaviors in response to witnessing dating and community violence. Data were collected from six focus groups at three youth-serving agencies in New Orleans. Participants were aged 17–22 (n = 39) and both male- and female-identified; the majority identified as African American. All participants were involved with community-based organizations with missions to positively engage emerging adults. Our exploratory thematic content analysis involved multiple rounds of inductive coding. Once we applied codes to the data, we employed matrices to construct key social processes both within and across the focus groups.Across the focus groups, participants described community environments that exposed them to racial injustice and to community, police-perpetrated, and intimate partner violence. Participants reported an overarching reluctance to utilize bystander behaviors. Although the participants did not condone these acts of violence, they perceived intervention to be dangerous due to retaliatory violence and/or they equated bystander behaviors to “snitching.” Participants were more willing to intervene in instances of extreme violence and when the incident involved a friend or family member. This study illustrates the intricate ways community violence and complex trauma influence emerging adults’ willingness to intervene in instances of community and dating violence. These findings challenge the idea that existing bystander intervention models can account for the multitude of community-level barriers faced by low opportunity emerging adults with trauma backgrounds when deciding to use bystander intervention behaviors.

Bystander Intervention Behavior as Function of Victimization History, Opportunity, and Situational Context.

Preliminary research has demonstrated the utility of bystander interventions in reducing sexual assault, and initial research has begun extending this type of intervention to intimate partner violence more broadly. However, the extant research is limited by methodological issues that fail to examine opportunity for intervention relative to intervention behaviors as well as a failure to examine intervention rates across differing risk situations. Further, there are many unexplored factors that may impact bystander intervention behavior, notably previous experiences with intimate partner violence and sexual assault. Thus, the current study examined bystander opportunities and intervention across situations of varying risk to the bystander, as well as the relationship of opportunity/intervention relative to victimization history. Given the rates of sexual assault and IPV on college and university campuses, the research examined the number of times college students (N = 393) encountered a range of situations in which bystander intervention may be indicated, and their intervention behavior across varying risk levels to the bystander. Results demonstrated that individuals with a history of psychological victimization were more likely to intervene across all situation types, but sexual and physical victimization provided mixed support for hypotheses. No differences in witnessing or intervening were found as a function of gender. These results replicate previous findings, and further provide evidence for a more nuanced approach to examine bystander behavior intervention. Implications and directions for future research are discussed.