Preventing Sexual Aggression Among College Men: An Evaluation of a Social Norms and Bystander Intervention Program

Gidycz, Christine A.; Orchowski, Lindsay M.; Berkowitz, Alan D.

doi:10.1177/1077801211409727

Cited by 492 publications

(425 citation statements)

References 34 publications

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“…In other domains, misperceived norms have negatively impacted an individual's likelihood of engaging as a bystander [61][62][63]. Correcting misperceived norms could thus benefit individuals both directly and also indirectly, should appraisals of teammates being more strongly in support of concussion safety result in a greater frequency of bystander behavior to encourage concussion symptom reporting.…”

Section: Social Norms and Concussionmentioning

confidence: 99%

Social norms theory and concussion education

Kroshus¹,

Garnett²,

Baugh³

et al. 2015

Health Educ. Res.

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Secondary prevention of harm from sportrelated concussion is contingent on immediate removal from play post-injury. To-date, educational efforts to reduce the prevalent risk behavior of continued play while symptomatic have been largely ineffective. Social norms theory may hold promise as a foundation for more effective concussion education aimed at increasing concussion reporting. The primary objective of this study was to assess whether perceived team concussion reporting norms would be less supportive of an individual's safe concussion symptom reporting behavior than objective team norms. Participants were 328 male and female US collegiate athletes. Written surveys were completed in person during the spring of 2014. Among both male and female athletes, team concussion reporting norms were significantly misperceived, with athletes tending to think that they themselves have safer attitudes about concussion reporting than their teammates. Perceived norms were associated with symptom reporting intention, independent of the team's objective reporting norm. A social norms approach to concussion education, in which misperceived group norms are corrected and shifted in the direction of safety, is an important avenue for program development and evaluation research aimed at the secondary prevention of harm from concussion. Implications for the design of this type of educational programming are discussed.

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Section: Social Norms and Concussionmentioning

confidence: 99%

Social norms theory and concussion education

Kroshus¹,

Garnett²,

Baugh³

et al. 2015

Health Educ. Res.

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show abstract

“…The participants for the current study were from the control group of a larger sexual assault prevention program evaluation study (Gidycz, Orchowski, & Berkowitz, 2011) and consisted of 273 male undergraduate students at a large midwestern university. Of the 361 men who completed the baseline assessment, 82.3% returned for the 4-month follow-up (n = 297) and 76.5% returned for the 7-month follow-up (n = 276), with 273 completing all three sessions.…”

Section: Participantsmentioning

confidence: 99%

Predictors of Sexual Assault–Specific Prosocial Bystander Behavior and Intentions

Austin

Dardis

Wilson

et al. 2015

Violence Against Women

Self Cite

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This study prospectively examined the impact of men's own attitudes and behaviors and perceptions of peer attitudes and behaviors on intentions and engagement in prosocial bystander behavior. Undergraduate men completed surveys at baseline and 4-and 7-month follow-ups. Men's perceptions of peer attitudes and behaviors and their own attitudes and behaviors were both important predictors of intentions. However, men's own attitudes and behaviors appeared to be more robustly predictive of behavior. Intentions to engage in bystander behavior were not predictive of behavior. Results support two specific areas of bystander intervention programming addressing misperceptions of social norms and personal attitudes and behaviors.

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“…The research results show that students who completed such preventive programs have significantly better attitudes towards sexual violence and are more likely to intervene actively when an opportunity arises (Coker et al 2011;Gidycz et al 2011;Garrity 2011). 10 For instance, in regard to the need of ongoing training of forensic interviewers Poole (2016) remarks that the path to expertise is slow and difficult.…”

Section: Referencesmentioning

confidence: 99%

Acquiring courage to face the truth: shifts in attitudes toward child sexual abuse

Karkošková¹

2017

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Preventing Sexual Aggression Among College Men: An Evaluation of a Social Norms and Bystander Intervention Program

Cited by 492 publications

References 34 publications

Social norms theory and concussion education

Social norms theory and concussion education

Predictors of Sexual Assault–Specific Prosocial Bystander Behavior and Intentions

Acquiring courage to face the truth: shifts in attitudes toward child sexual abuse

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