Bystanding an abused child: testing the applicability of the stages of change construct

Abstract

A minority of child abuse cases is recognized by professionals, making the role of non-professional bystanders essential. The stages of change construct, as proposed by the Transtheoretical Model, may provide a useful approach to explain non-professional helping behavior. The objective of this study was to test the applicability of the stages of change construct by (i) assessing whether cognitive determinants distinguish between the stages, (ii) testing the predictive value of the stages for future helping behavior and (iii) examining the mediating role of the stages in the relation between previous and future helping behavior. Data of 126 adult non-professional bystanders were analyzed. Respondents were questioned by telephone or via an Internet questionnaire, at baseline and after a follow-up of about two months later. Attitude toward helping was significantly less positive in pre-contemplation than in the other stages, and self-efficacy expectations were significantly higher in preparation compared with the other stages. Moreover, baseline preparators were more likely to conduct future helping behavior than those in the two earlier stages. Finally, the stages of change mediated the relation between previous and future helping behavior. Initial support was found for the applicability of the stages of change construct for helping behavior by non-professional bystanders.

Who will help prevent sexual violence: Creating an ecological model of bystander intervention.

“…Integral to the decision process is the notion of self-efficacy or confidence in one's skills to change one's behavior and try to help. Higher levels of confidence were related to greater willingness to help in studies ranging from whistle-blowing about workplace ethics violations, to child maltreatment, to sexual violence (Banyard, 2008; Mudde, Hoefnagls, VanWignen, & Kremers, 2007; MacNab & Worthley, 2008).…”

“…On the other hand, Sulkowski (2011) did not find a direct effect of anxiety about negative evaluation by others on intent to report threats of violence. Indeed, helping is more likely if individuals see others model the process of stepping in or perceive social norms in favor of helping (Mudde et al, 2007).…”

Empowering Bystanders to Prevent Campus Violence Against Women

“…Yet our findings indicate that the poster component of the Bringing in the Bystander program raises awareness about the incidence of sexual violence on campus and the importance of taking action to reduce sexual violence on campus even when controlling for previous participation in a prevention program. Unlike a bystander intervention training program, a bystander poster campaign requires minimal funds and administrative time and therefore can serve as one method or a first step in a multimethod program (Mudde, Hoefnagels, Van Wijnen, & Kremers, 2007).…”

Sexual Violence Prevention

“…Further, Prochaska, Evers, Prochaska, van Marter, and Johnson (2007) used the TTM to create individualized and interactive computer interventions to prevent bullying behavior with middle and high school students, defining three roles relating to bullying: bully, victim, and passive bystander. Mudde, Hoefnagels, Van Wijnen, and Kremers (2007) applied the TTM as a method to explain helping behavior of nonprofessional adults toward abused children and found support for applying the model to this behavior. Berkowitz (2002), in a theoretical review, noted the potential application of the stages-of-change model to sexual assault prevention programs and the potential of the bystander approach to move sexual assault prevention beyond individual change to that of social change.…”