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

Banyard, Victoria L.

doi:10.1037/a0023739

Cited by 297 publications

(355 citation statements)

References 67 publications

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“…Thus, in order to move from inaction to action, a bystander must notice the event, understand that it is problematic, decide that they are part of the solution and thus assume responsibility for helping, and lastly, have the relevant skills to be able to intervene (Banyard, 2011;Berkowitz, 2009;Powell 2011). These four stages should underpin the content layout of an intervention.…”

Section: Bystander Organising Frameworkmentioning

confidence: 99%

The bystander approach to violence prevention: Considerations for implementation in Europe.

Fenton¹,

Mott²

2017

Psychology of Violence

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Objective: In recent years there has been a growing awareness of the prevalence of sexual violence in U.K. university student populations, yet prevention efforts are in their infancy. Evidence from the United States shows that empowering bystanders to intervene to prevent violence rather than focusing on perpetrators or victims is a promising strategy particularly suited to university settings. Public Health England commissioned a bystander program, The Intervention Initiative, for U.K. universities. This paper discusses the theoretical underpinnings of the bystander approach and the challenges for practical implementation in Europe. Method: We review findings from research relating to bystander theories, social norms theory, and effective prevention programming that inform the development of maximally effective bystander programs. Results: Bystander programs are complex, multifaceted interventions based on taking participants through the different stages required for an individual to move from inaction to action as described by Latané and Darley, 1969, 1970 in their organizing framework for bystander intervention and incorporating a social norms element. Programs that adhere to the principles for effective prevention as set out by Nation et al. (2003) are most likely to be effective. We demonstrate how these criteria informed the cultural specificity of The Intervention Initiative to U.K. university settings and the challenges in adapting the approach for European settings. Conclusion: More research is needed to develop and test bystander programs in different European countries to build an evidence base for effective prevention programming.

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Section: Bystander Organising Frameworkmentioning

confidence: 99%

The bystander approach to violence prevention: Considerations for implementation in Europe.

Fenton¹,

Mott²

2017

Psychology of Violence

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“…In an effort to prevent sexual assault, many universities have implemented bystander intervention education on their campuses (Banyard, 2011;Banyard et al, 2004). Bystander intervention programs use a community responsibility approach in the prevention of sexual assault (Banyard, 2011;Banyard et al, 2004).…”

Section: Bystander Interventionmentioning

confidence: 99%

“…Bystander intervention programs use a community responsibility approach in the prevention of sexual assault (Banyard, 2011;Banyard et al, 2004). In this model, all students are seen as bystanders who have choices when they are in situations that could escalate to sexual assault.…”

Section: Bystander Interventionmentioning

confidence: 99%

“…Rather than focusing on potential victims or perpetrators, bystander intervention education targets individuals (bystanders) who are present before, during, or after a sexual assault (Banyard, 2011;Banyard, Plante, & Moynihan, 2004). Using data from the National Crime Victim Survey, Planty (2002) found that in 66% of situations that ended in sexual assault, witnesses were present who could have intervened.…”

Section: Introductionmentioning

confidence: 99%

“…Using data from the National Crime Victim Survey, Planty (2002) found that in 66% of situations that ended in sexual assault, witnesses were present who could have intervened. Bystander intervention programs use a community responsibility approach to prevent sexual assault by teaching bystanders a variety of strategies they can use to safely intervene if they are present in risky situations (Banyard, 2011;Banyard et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

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College Students’ Attitudes toward Debt

Beale¹,

Cude²

2017

IJURCA

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This work has undergone a double-blind review by a minimum of two faculty members from institutions of higher learning from around the world. The faculty reviewers have expertise in disciplines closely related to those represented by this work. If possible, the work was also reviewed by undergraduates in collaboration with the faculty reviewers. AbstractFraternity and sorority members are overrepresented as perpetrators and victims of sexual assault, respectively. The current study examined rape myth acceptance, bystander attitudes, and bystander efficacy across four groups: sorority women, fraternity men, non-affiliated women, and non-affiliated men. Data were collected from 912 college undergraduates. Greek affiliated students were more accepting of rape myths than non-affiliated students. There were no differences in bystander attitudes based on Greek affiliation; however, Greek affiliated students did report significantly lower bystander efficacy than non-affiliated students. Sorority women and fraternity men reported no differences in their acceptance of rape myths or bystander efficacy; however, sorority women did report higher bystander attitudes than fraternity men. Based on the findings, it is recommended that prevention practitioners work to change norms within fraternities and sororities to promote a social identity that is associated with gender equality and a willingness, perhaps even an obligation, to intervene in risky situations.

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Involving Community in Sexual Violence Prevention: Engaging Bystanders

Banyard

Edwards

Siebold³

2017

The Wiley Handbook of Violence and Aggression

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Sexual violence is a pervasive public health issue. Researchers often use the social–ecological model to understand the risk and protective factors that occur at multiple levels of a person and their environment. Prevention strategies, however, have primarily been comprised of curricula focused on changing the attitudes and behaviors of the individuals. Community‐level prevention includes strategies that change aspects of the setting, including collective efficacy, community norms, and policies. It uses messages that engage everyone in the community and strategies that give all community members a role to play in prevention. Community prevention involves community voices in the design of the work and leverages strengths, not just risk factors. This chapter discusses one promising strand of prevention that cuts across levels of the social ecology to reduce violence in communities: bystander mobilization.

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

Cited by 297 publications

References 67 publications

The bystander approach to violence prevention: Considerations for implementation in Europe.

The bystander approach to violence prevention: Considerations for implementation in Europe.

College Students’ Attitudes toward Debt

Involving Community in Sexual Violence Prevention: Engaging Bystanders

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