Bystander Intervention Programs Research Articles

Evaluation of the Define It! Program for Raising Critically Conscious Bystander Behaviors.

Across two studies with cohorts of undergraduate students who previously completed a bystander intervention program, a consciousness-raising intervention called Define It! was evaluated for its efficacy in increasing critically conscious intentions. Data were collected pre, post, and one-month using the Illinois Rape Myth Acceptance Scale (IRMAS-SF; Payne et al., 1999) and Critically Conscious Bystander Scale (CCBS; Johnson et al., 2019). Following recommendations for novel intervention research by Rounsaville et al., we present our findings across two studies. Study 1 demonstrated that the program was feasible, acceptable, and specified the CCBS as an adequate measure of change. Study 2, (n = 38) randomly assigned student participants to control or intervention groups. Results demonstrated significant increases on CBBS for intervention participants compared to the control.

Bystander intervention for problematic alcohol use among graduate and international students: opportunities and challenges

Objectives Bystander intervention (BI) is a prevention approach commonly used for interpersonal violence, but is less studied for problematic alcohol use (PAU). Domestic graduate and international students’ life experiences bring a unique context for the potential application of BI to PAU. Methods and Measures We conducted a mixed methods study that consisted of a needs assessment and focus groups at a southeastern university in the U.S. The aims of this study were to understand (1) differences in PAU BI opportunities for domestic graduate versus international students, (2) reasons for differences in PAU BI use, and (3) barriers/facilitators in use of PAU BI. Results Overall, participants had few opportunities to use BI. Domestic graduate students had slightly more opportunities compared to international students. Most prominent reasons for lack of opportunities included not wanting to drive, the cost of drinking, and holding a graduate student identity (e.g. not interested in heavy drinking). Trusting others to be responsible for themselves was a common barrier noted for not using BI for PAU. Conclusion PAU BI programs should contextualize experiences of domestic graduate and international students to provide appropriate skill development that considers unique barriers and facilitators to intervention use.

Bystander Intervention in Coercive Control: Do Relationship to the Victim, Bystander Gender, and Concerns Influence Willingness to Intervene?

With rates of coercive control (CC) increasing, there is a need to ensure that intervention programs are underpinned by evidence-based research. Current interventions are scarce, with their efficacy rarely established. Most current interventions appear to rely on victims seeking support from formal sources/agencies, despite suggestions that victims are more likely to confide in people they know, such as their friends. Researchers suggest that a victim's friends may provide an effective source of support and intervention. The aim of this study was to fill the gap in the literature exploring whether the closeness of the relationship to the victim, bystander gender, and bystander concerns influenced attitudes toward intervening in CC situations. The study used an experimental design, whereby participants were randomly allocated to read a vignette depicting a CC scenario involving a friend, colleague, or stranger, and quantitative methods were used to examine bystanders' willingness and concerns about intervening. The sample was 340 Australian participants (229 female, 111 male), recruited from social media, namely community Facebook groups. The results indicated that friends were significantly more willing to intervene than colleagues or strangers, while strangers reported the highest concerns about intervening. Females reported significantly higher willingness to intervene than men despite also reporting higher concerns. Exploratory analysis of concerns about intervening revealed that the participants were most concerned about risk of harm and their beliefs in their ability to successfully intervene. These findings have implications for bystander intervention programs and campaigns, including offering a range of potential directions to enhance intervention program content.

Cybervictimization in Relation to Self and Other Protection and Response Behaviors: A Cross-Sectional Look at an Age-Diverse National Sample.

This study considered whether experiencing cybervictimization is associated with increased recognition of cybervictimization intervention opportunities (i.e., witnessing others' cybervictimization), as well as greater engagement in self-protective (e.g., changing usernames and privacy settings) and other-protective cybervictimization bystander response behaviors. We collected cross-sectional self-report data from an age-diverse (M = 46.29 years, SD = 19.14, range = 15-93) national sample (n = 3002). We hypothesized that: (1) personal experiences with cybervictimization would be associated with increased reports of witnessing opportunities to intervene when others are cybervictimized, greater self-reported use of active bystander behaviors in witnessed situations, and greater use of self-protective strategies; (2) We also expected that engagement in self-protective behaviors would be positively associated with engagement in other-protective bystander behaviors in response to witnessed cybervictimization. To test our hypotheses, we estimated a structural equation model wherein four latent variables were constructed: cybervictimization experienced, witnessed opportunities to intervene, engagement in self-protective behaviors, and engagement in other-protective cybervictimization bystander behaviors. As hypothesized, cybervictimization was associated with witnessing more opportunities to intervene in other's cybervictimization, greater self-reported use of active cyber bystander behaviors, and greater engagement in self-protective strategies. However, the strength of two associations was moderated by age, with stronger relationships between cybervictimization and witnessing opportunities to intervene as well as engaging in bystander behavior for older as compared to younger participants. Contrary to hypothesis, there were no significant associations between use of self and other protective behaviors. Furthermore, greater witnessing of cybervictimization was associated with less engagement in bystander behavior in the final model. The implications for existing bystander intervention programs are described. Longitudinal studies of these associations in multiple age groups and among different cultural groups remain necessary.

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.

Study protocol for a randomized controlled trial of RealConsent2.0: a web-based intervention to promote prosocial alcohol-involved bystander behavior in young men

BackgroundSexual violence (SV) is a significant, global public health problem, particularly among young adults. Promising interventions exist, including prosocial bystander intervention programs that train bystanders to intervene in situations at-risk for SV. However, these programs suffer from critical weaknesses: (1) they do not address the proximal effect of alcohol use on bystander decision-making and (2) they rely on self-report measures to evaluate outcomes. To overcome these limitations, we integrate new content specific to alcohol use within the context of prosocial bystander intervention into an existing, evidence-based program, RealConsent1.0. The resulting program, RealConsent2.0, aims to facilitate bystander behavior among sober and intoxicated bystanders and uses a virtual reality (VR) environment to assess bystander behavior in the context of acute alcohol use.MethodsThis protocol paper presents the design of a randomized controlled trial (RCT) in which we evaluate RealConsent2.0 for efficacy in increasing alcohol- and non-alcohol-involved bystander behavior compared to RealConsent1.0 or to an attention-control program (“Taking Charge”). The RCT is being implemented in Atlanta, GA, and Lincoln, NE. Participants will be 605, healthy men aged 21–25 years recruited through social media, community-based flyers, and university email lists. Eligible participants who provide informed consent and complete the baseline survey, which includes self-reported bystander behavior, are then randomized to one of six conditions: RealConsent2.0/alcohol, RealConsent2.0/placebo, RealConsent1.0/alcohol, RealConsent1.0/placebo, Taking Charge/alcohol, or Taking Charge/placebo. After completing their assigned program, participants complete a laboratory session in which they consume an alcohol (target BrAC: .08%) or placebo beverage and then engage in the Bystanders in Sexual Assault Virtual Environments (BSAVE), a virtual house party comprising situations in which participants have opportunities to intervene. Self-reported bystander behavior across alcohol and non-alcohol contexts is also assessed at 6- and 12-months post-intervention. Secondary outcomes include attitudes toward, outcome expectancies for, and self-efficacy for bystander behavior via self-report.DiscussionRealConsent2.0 is the first web-based intervention for young men that encourages and teaches skills to engage in prosocial bystander behavior to prevent SV while intoxicated. This is also the first study to assess the proximal effect of alcohol on bystander behavior via a VR environment.Trial registrationClinicaltrials.gov, NCT04912492. Registered on 05 February 2021

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.

Sergeant Coffee Needs You: Evaluation of a Police Officer Bystander Intervention Program

Police encounters with suspects may produce unfortunate outcomes, particularly when defiance of authority leads to usage of force. Application of excessive force may be interrupted, or obviated by the actions of bystander officers who become intervening officers. This study evaluated officer and supervisor perceptions of a training program which taught intervention strategies and tactics to help officers intervene with other officers to prevent harm. Data were collected very early in program implementation and approximately one year later. Survey data were collected with officers and qualitative focus groups were conducted with officers and supervisors. Findings indicate a marked change in perceptions by officers. Both quantitative and qualitative findings collected in early phase indicate a high degree of officer resistance. Late phase data indicate significantly higher endorsement of officer intervention strategies and participants reported higher frequencies of intervening with other officers. Findings suggest officer-based de-escalation and intervention training warrants implementation consideration from agency decision makers.

Alcohol’s Effects on the Bystander Decision-Making Model: A Systematic Literature Review

ABSTRACT To decrease rates of sexual assault victimization, young people are encouraged to become involved when they see questionable sexual situations (i.e., be a prosocial bystander). Several factors can facilitate or inhibit intervention, including alcohol use. To inform bystander prevention programs that aim to address alcohol’s impact on bystanders, the current study reviewed research focused on alcohol use and bystander decision making. In December 2022, the authors searched published studies from six major electronic databases. Empirical articles were deemed eligible if they examined alcohol and the bystander decision-making model within the context of sexual assault, were based in the United States or Canada, and not an intervention study; 32 studies were included in the final review. Across 32 studies published between 2015–2022, 12 assessed the proximal effects of alcohol on bystander constructs and the additional studies examined the distal effects of alcohol on bystander constructs. Alcohol use appeared to impede earlier steps of the bystander decision-making model; however, alcohol use was associated with impeding and facilitating bystander decision making at the latter half of the model. Overall, alcohol use appears to be negatively rather than positively associated with bystander constructs. Bystander intervention programs may want to move beyond the narrative of alcohol as a risk factor for sexual assault and discuss how alcohol impairs a bystanders’ ability to recognize risk. More work is needed to ensure researchers assess alcohol consistently and with similar methods (number of drinks, subjective intoxication) to increase generalizability of findings to prevention programs.

Qualitative Analysis of Bystander Intervention Among Young Adult Male Soldiers Who Engage in At-Risk Drinking.

Bystander intervention-when someone intervenes to help in situations that pose a risk for harm-is a promising strategy for sexual violence prevention. In the current study, a sample of U.S. Army male soldiers (N = 10; ages 18-24) who engaged in at-risk drinking completed a 90-min individual semi-structured interview to understand the ways in which soldiers intervene to address risk for sexual violence. Two independent raters coded soldier responses using thematic analysis and identified eight main themes: (a) recognizing risk for sexual violence; (b) labeling situations as problematic and taking responsibility; (c) facilitators of intervention; (d) barriers to intervention; (e) intervention strategies; (f) reactions and consequences to intervention; (g) alcohol's influence on intervention; and (h) using bystander intervention to shift cultural norms. As soldiers reported noticing more extreme risks for violence, prevention interventions may help service members identify situations earlier in the continuum of harm. Soldiers anticipated intervening in a way that was physical and aggressive, which could facilitate physical altercation and result in collateral misconduct. Results from the present study reveal ways that bystander intervention programs for civilians can be tailored to address the unique individual, situational, and contextual factors relevant to the military. These findings also highlight the importance of teaching soldiers indirect and nonaggressive strategies for intervention.

Examining how bystanders intervene and perpetrators respond to intervention during experiences of sexual aggression

Despite increasing uptake of bystander intervention programs to prevent sexual aggression, rates of sexual violence have remained persistently high. Those who witness sexual aggression among their peers can provide another vantage point regarding the strategies that perpetrators use and valuable information about ways in which perpetrators divert bystanders’ intervention—all information that can inform prevention programs. Participants ( N = 247) completed structured and open-ended items about occasions they had witnessed that involved efforts to force sex on a non-consenting individual. Reports were content coded for strategies leading to sexual aggression for 99 participants who had witnessed a recent alleged act of sexual aggression. Most (93%) reported perpetrators’ use of early physical pressure (e.g., unwanted grinding, following, isolating, violating personal space, pulling, blocking others) that typically escalated into more overt physical pressure and force. Verbal coercion (e.g., arguing, insisting, begging) was witnessed by 40% of participants, and 14% of participants reported witnessing the target being pressured to consume excessive levels of alcohol. Coded themes captured perpetrators’ defensive interactions with concerned bystanders, such as making excuses, minimizing their intentions, feigning innocence, and using humour to divert attention from sexually aggressive efforts. Results have implications for prevention efforts incorporating bystanders as well as education about the risk of assault.

Effectiveness of a Bystander Intervention Program to Increase Bystander Behaviors Across Latent Risk Groups of High Schoolers.

Bystander intervention programs have established efficacy to increase bystander behaviors to prevent interpersonal violence (IPV). Little research has investigated intervention efficacy among latent risk classes among high school students. Data from a five-year randomized control trial were used to conduct multigroup path analyses to assess the association between type of training received and bystander outcomes moderated by risk groups identified via latent profile analysis (LPA). LPA was used to identify risk based on six indicators related to violence exposure, association with aggressive friends, and alcohol use. Bystander training received was the primary independent variable characterized as: no training, overview speech alone, or skills training. Outcomes included (a) observed bystander behaviors; (b) reactive bystander behaviors; or (c) proactive bystander behaviors. Three risk groups were identified via LPA: low risk, moderate risk witnesses of IPV, and highest risk victims and perpetrators. Of the bystander trainings received, overview speeches only increased reactive bystander behaviors among low risk students. The skills training was effective at increasing most bystander outcomes among all risk groups, with the largest effect sizes observed among the highest risk victims and perpetrators profile. Findings suggest that tailoring or modifying bystander training based on the risk profiles of youth may lead to greater potential to increase bystander behaviors to reduce risk of violence. Specifically, overview speech trainings should be targeted to low risk youth, while skills training primarily delivered to higher risk youth. These skills trainings could incorporate content related to trauma-informed care as well as associations with alcohol use, which may enhance their effectiveness further.

Dimensions of Empathy and Bystander Intervention Action in Bullying Across Age

ABSTRACT This study aimed to extend the literature by examining how bystander intervention (i.e. when a witness to a bullying episodes does something to address the situation) varies with respect to the type of bystander intervention (i.e. direct intervention, emotional intervention, involving an adult, ignore) across victim status (friend, unknown), intervener age (elementary, high school), and dimensions of empathy (affective, cognitive) in the intervener. Given substantive differences in both empathy (especially cognitive empathy) and bystander intervention when comparing children to older adolescents, the association between empathy and intervening may differ across age groups. Self-report survey data were collected from 370 racially diverse participants in grades 3–5 ; (n = 158) and grades 9–12 (n = 212) in the southeastern area of the United States. Multi-group path analysis was conducted. Results varied by intervener age, type of intervention, and type of empathy. Affective empathy for high school students was not related to intervention at all, but affective empathy for elementary students was related to emotional intervention. For both age groups, cognitive empathy was related to emotional intervention and reporting to adults for all unknown victims, as well as for known victims in high school students. For known victims, no clear pattern emerged for age groups and how empathy was associated with each type of intervention. Overall, the findings suggest that bystander intervention in bullying is not a “one size fits all” behavior. Bystander intervention programs for bullying should provide more nuanced training regarding types of interventions and encourage empathy and action for both known and unknown victims.

Psychology in action: The need for bystander intervention programs to reduce public harms.

The current social climate in America is replete with reports of tragic events that could have been prevented. Our nation seems to be facing an unrelenting stream of problems without solutions. This article introduces a special section on active bystandership, which proposes more optimistic ways forward. Citing social science research and program examples, we describe the nature of active bystandership and the ways it can be mobilized to prevent harms and save lives. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Gender equitable attitudes as a significant mediator of bystander intentions among sexual minority adolescents.

Bystander intervention is a promising approach for prevention of sexual violence. Assessing factors that may promote or hinder bystander intervention among sexual minority adolescents (i.e., lesbian, gay, bisexual, queer) is essential, given high rates of violence among sexual minority youth. Prior research examining barriers and facilitators of bystander intervention intentions does not consider how factors may vary by sexual identity. As such, the current study aimed to (1) examine how barriers and facilitators of bystander intentions, bystander intentions, and bystander behavior vary between heterosexual and sexual minority high school adolescents and (2) explore mediators of the association between sexual identity and bystander intervention intentions. We proposed that students' level of school connectedness, gender equitable attitudes, and anticipated positive consequences of bystander intervention (e.g., having a moral desire to help) would promote bystander intervention intentions, whereas binge drinking, and students anticipated negative consequences of bystander intervention (e.g., fear for one's own safety) would tend to weaken bystander intervention intentions. Participants included 2,645 10th grade students (Mage = 15.37, SD = 0.61) recruited from high schools in the Northeast United States. Sexual minority youth reported higher bystander intentions, bystander behavior, anticipated positive consequences of bystander intervention, gender equitable attitudes, and binge drinking relative to heterosexual youth. Sexual minority youth had lower school connectedness than heterosexual youth. Anticipated negative consequences of bystander intervention did not vary by group. Parallel linear regression analyses found that only anticipated positive consequences of bystander intervention and gender equitable attitudes fully mediated the relationships between sexual identity and bystander intentions. Bystander intervention programs may benefit from attending to specific facilitators of bystander intervention among sexual minority youth, such as gender equitable attitudes.

Quantifying College Students' Bystander Behavior to Prevent Sexual Assault and Intimate Partner Violence: Can We Make Improvements?

Sexual assault and intimate partner violence (IPV) are prevalent on college campuses, and bystander intervention programs are often employed as a method for preventing such violence. Unfortunately, there are concerns about current strategies for the measurement and quantification of bystander behavior. Accounting for the opportunity to engage in bystander behavior is theorized to be important, but it remains unclear if doing so improves the validity of the measurement of bystander behavior. The current study compares four methods of quantifying bystander behavior when information about the opportunity to help is also available. First-year undergraduate students (n = 714) from three universities participated. Participants completed the risky situations subscale of the Bystander Behavior Scale, using a modified response scale to measure both bystander behavior and opportunity for such behavior. Measures of criterion variables theorized to be linked with bystander behavior (efficacy to intervene, responsibility to intervene, and moral courage) were also completed. Four types of bystander behavior scores were calculated: breadth, missed opportunity, offset, and likelihood. Likelihood scores, which reflect the likelihood of engaging in bystander behavior when presented with the opportunity to help, correlated more strongly with the criterion variables than other scores. Likelihood scores demonstrated added value in quantifying bystander behavior over other scoring methods. Findings from the current study add to the knowledge of how best to measure and quantify bystander behavior. Such knowledge has significant implications for research on correlates of bystander behavior and evaluations of bystander intervention programs for sexual assault and IPV prevention.

A Multi-Topic Bystander Intervention Program for Upper-Level Undergraduate Students: Outcomes in Sexual Violence, Racism, and High-Risk Alcohol Situations.

Few bystander intervention trainings programs have evaluated behavioral outcomes in previously trained upper-level undergraduate students. Rigorous study designs are necessary to understand how multi-topic programs influence student outcomes to intervene against sexual violence, racism, and high-risk alcohol situations. A single-session bystander training for emphasizing communication strategies was developed for juniors and seniors on a private, Midwestern college campus. The training addressed sexual violence, racism, and high-risk alcohol situations and was evaluated using a randomized waitlist-control design in student-housing units. Online Qualtrics surveys were completed by 101 student participants (57 in the intervention group and 44 in the control group). Students responded to nine harm scenarios involving sexual violence, racism, and high-risk alcohol situations at baseline and 7 weeks follow-up. Between-group changes in scores were compared to determine the effect of the program on students' (a) readiness to intervene; (b) confidence to intervene; (c) bystander behaviors among students who witnessed actual or potentially harmful events; and (d) bystander reports of their experiences. Qualitative analysis assessed how the program influenced the use of positive verbal communication strategies. Program effects increased positive bystander experiences when helping someone who had too much to drink and needed assistance. Over time both groups reported increased confidence levels to intervene when someone intoxicated was being isolated with sexual intent. There were no further significant findings in readiness, confidence, behaviors, or other experiences, though some positive nonsignificant trends emerged. The program demonstrated little efficacy. Results suggest opportunities to improve bystander outcomes in low-risk primary prevention situations and racist scenarios, suggesting that targeted intervention of these outcomes may be useful when developing programming with previously-trained students. As universities expand prevention work beyond the first year, lessons learned may help inform multi-year programming across health topics to prevent harm and create healthier college campuses.

Educating College Students about Dating Violence Bystander Behaviors: Evaluating an Innovative Animated Intervention

Due to the extensively social nature of college campuses, peer intervention is a valuable tool for the reduction of college dating violence. While bystander training programs are becoming a common tool for addressing student welfare concerns on college campuses, there is little research evaluating the efficacy of these interventions. The purposes of this study were to revise an online bystander intervention program (STOP Dating Violence; O’Brien et al., 2021) and conduct a randomized controlled trial to test the effectiveness of this revised intervention. Specifically, the intervention was modified and converted into an engaging animated video and then tested for its effectiveness. College students (N=335) were randomly assigned to one of three conditions: (1) the STOP intervention, (2) a website containing information about dating violence, and (3) a control condition. Students who viewed the STOP Dating Violence video intervention had the greatest knowledge of bystander interventions when compared to the website and control conditions. Thus, the STOP Dating Violence video has potential to successfully educate undergraduates about appropriate bystander interventions for dating violence in a cost effective manner.

Systematic Review of College-based Bystander Interventions to Reduce Sexual Violence

Objective: Up to 20% of female students experience some form of sexual violence while attending college. Bystander intervention programs to reduce sexual violence among university students are increasingly common, yet their effectiveness is not well understood. The purpose of this study was to conduct a systematic review of literature on issues of sexual violence on college campuses, as well as the role of bystander intervention programs and bystander behavior. Methods: Using PRISMA guidelines, database and reference list reviews generated a total of 530 resources from 1972 to 2020. Results: Screenings resulted in a total of 106 resources including peer-reviewed articles, governmental reports, and other scholarly references. Conclusions: Research into campus-based sexual violence has documented the increasing popularity of bystander intervention programs. Although these bystander programs are popular, literature highlights their limited effectiveness in reducing campusbased sexual violence. Future research should explore methods to increase understanding of how bystander intervention programs impact immediate and long-term behavior. Research also should explore motivations to intervene during lower risk situations on the sexual violence continuum which could help explain motivations to intervene during higher-risk situations.

A systematic review and meta-analysis of bystander intervention programs for intimate partner violence and sexual assault.

A systematic review and meta-analysis of bystander intervention programs for intimate partner violence and sexual assault.