Engaging the Healthy Majority: An Examination of Bystander Intervention Approaches for Alcohol & Sexual Assault Prevention Lauren Wooley Helen Stubbs 1
1. Introduction to the Bystander Intervention Model 2. Examining Different Bystander Programs 3. Key Strategies for Successful Implementation 4. Campus Case Studies 2
Defining Bystander Intervention In order to intervene, a bystander must Notice the incident Therefore, bystander trainings should Educate on warning signs and red flags Interpret the incident as a problem Feel personally responsible for dealing with it Possess the skills/resources necessary to help Challenge students to investigate further and ask others what they think Discuss responsibility to act in high-risk situations and engage others Teach and practice skills for intervening safely and appropriately Source: Latane & Darley, (1970).; Berkowitz, (2009). 3
Recognizing the Premise of BI Trainings A Logic Model for Bystander Intervention Training Programs Bystander Intervention Training Immediate Training Outcomes Increased Intervention Decreased Problems Increased skills Increased self-efficacy Knowledge gains Attitudinal shifts Increased willingness to respond Sexual assault Hate speech Alcohol overdose Eating disorders Source: adapted from Langford, 2012. 4
Placing BI Training in the Context of Other Efforts Key Point: A bystander intervention training program should be considered as one component of a broader prevention effort, with synergistic elements put in place to support its overall goals. Community Changes to physical environment Community services (AOD, SA) Availability and marketing of alcohol Coalitions and cooperative arrangements Institution Group Individual Policies, enforcement and adjudication Campus standards ( community of care ) Campus norms (perceived support for BI) Services and procedures Targeted education efforts (SM, SNM, SGSN) BI trainings focused on (high-risk) groups Supplemental skills training (CPR, etc.) Normative feedback Skills, attitudes, awareness, perceptions of norms, etc. 5
The Emergence of Bystander Intervention Challenges to Choosing a Bystander Intervention Program Many programs Bringing in the Bystander 6 research studies Step Up 1 case study Men s Program 1 research study Different degree of literature to support each program Varying degree of cost Different areas of focus 2000 2004 2007 2010 2011 1993 2005 2008 Challenges to Implementation Mentors in Violence Prevention (MVP) 1 case study Student Emergency Medical Service (SEMS) 1 case study Red Watch Band 1 case study Green Dot, etc. 1 research study Marketing and recruitment Gaining buy-in from likely partners Customizing programs for fit Evaluation: determining efficacy 6
Examining Different Bystander Programs 7
Bringing in the Bystander GOAL IMPLEMENTATION TRAINERS TARGET AUDIENCE GROUP COMPOSITION TEACHING METHODS FOCUS EVALUATION Help participants identify sexually violent behaviors, identify barriers to intervening, make a commitment to intervene, and learn skills to intervene safely 90-minute session 4.5 hours over a week One male and one female trained peer facilitator All students Single gender Lecture, discussion, videos, interactive exercises, small group work, role play Sexual violence Improved knowledge, attitudes, self-efficacy, and behavioral intentions scores. Program provides evaluation tools. COST Source: http://www.unh.edu/preventioninnovations $78,781 administrative time and supplies 8
Green Dot GOAL IMPLEMENTATION TRAINERS TARGET AUDIENCE GROUP COMPOSITION TEACHING METHODS FOCUS EVALUATION COST Engage bystanders through awareness, education, and skills practice 6 hours - entire weekend Trained professional staff High-risk groups and bystanders with social influence Mixed gender Lecture, skills practice, role plays, video, discussion, writing, interactive media Power-based personal violence Significantly lower rape myth acceptance scores and more bystander behaviors $24,240 facilitator training and administrative time Source: http://www.livethegreendot.com 9
Mentors in Violence Prevention GOAL IMPLEMENTATION TRAINERS TARGET AUDIENCE GROUP COMPOSITION TEACHING METHODS FOCUS EVALUATION Reduce the level of men's violence against women by raising awareness, opening dialogue, challenging thinking, and inspiring leadership 90-minute session or 10-hour training over 3-5 months Former professional and college student-athletes Student leaders and athletes Discussions are single gender, interactive scenarios are mixed Interactive scenarios, discussion, awareness-raising exercises Violence prevention Participation in the MVP Program heightens students knowledge and awareness of gender violence COST Source: http://www.sportinsociety.org/vpd/mvp.php $10,000 for training 10
Step Up GOAL IMPLEMENTATION TRAINERS TARGET AUDIENCE GROUP COMPOSITION TEACHING METHODS FOCUS EVALUATION COST Source: http://www.stepupprogram.org Raise awareness of helping behaviors, increase motivation to help, develop skills and confidence, ensure safety of self and others Two-hour training or day-long retreat Untrained professionals or students Athletes, but applicable to Greeks and other students Mixed or single gender Clickers, snowball survey, presentation, videos, skill building, scenario discussions Various topics including alcohol Pre- and 2 post-tests provided with program $1,300 including 100 student athlete guides and 10 facilitator guides 11
Student Emergency Medical Services (SEMS) GOAL IMPLEMENTATION TRAINERS TARGET AUDIENCE GROUP COMPOSITION TEACHING METHODS FOCUS EVALUATION COST Source: http://www.semsboulder.org Maximize alcohol prevention efforts through education To effectively treat alcohol- and- drug-related emergencies and injuries in a timely manner One-hour session Trained peer educators Pre-med, pre-dental, and education majors Mixed gender Lecture, CPR and first aid training, knowledge and skills training High-risk alcohol use 70% of students at CU-Boulder would do something to help a drunken friend vs. 20% six prior to the formation of SEMS $1,340 administrative time 12
Student Emergency Medical Services (SEMS) University of Colorado-Boulder Student Emergency Medical Services (SEMS) Program Source: EverFi Coalition interview 13
SEMS Impact on Bystander Attitudes Students Who Would Do Something to Help a Drunk Friend 50 percentage point increase in students who would do something Year of SEMS creation Source: EverFi Coalition interview 14
Red Watch Band GOAL IMPLEMENTATION TRAINERS TARGET AUDIENCE GROUP COMPOSITION TEACHING METHODS FOCUS EVALUATION Provide accurate information about the dangers of alcohol and train students on when, where, and how to get help 1.5 hour training and 2.5 hour CPR class Peer health educators, AOD specialists, CPR instructors All students Mixed gender Lecture, discussion, knowledge and skills training, role plays, CPR training High-risk alcohol use Pre- to post- knowledge assessment surveys included with program, but no formal evaluation results COST Source: http://www.stonybrook.edu/sb/redwatchband $7,859 supplies and administrative time 15
Men s Program (Berkowitz) GOAL IMPLEMENTATION TRAINERS TARGET AUDIENCE GROUP COMPOSITION TEACHING METHODS FOCUS EVALUATION COST Source: Gidycz, et al., (2011). Reduce sexual aggression. Increase: understanding of consent, appropriate norms, prosocial behavior, and accuracy of perceptions of other men s behavior 1.5 hour session and a 1 hour booster Trained undergrad and doctoral male facilitators Men Single gender Small group social norms correction, discussion to facilitate empathy, context specific scenarios Sexual violence Improvements in self-reported sexual aggression and an effect on men s perceptions that their peers would intervene $1,883 administrative time 16
Understanding the Limitations of Efficacy Research A Logic Model for Bystander Intervention Training Programs Personal Determinants of Behavior & Behavioral Intentions Behavioral Change Consequence s of Behavior Bystander Intervention Training Immediate Training Outcomes Increased Intervention Decreased Problems Increased skills Increased self-efficacy Knowledge gains Attitudinal shifts Increased willingness to respond Sexual assault Hate speech Alcohol overdose Eating disorders Source: adapted from Langford, 2012. 17
Quantifying and Comparing the Efficacy BI Programs (Intervention) 18
Quantifying the Impact of BI: Steps 2-4 19
The Bystander Intervention Compass: A Visual Summary of Findings Bringing in the Bystander $70,000 $30,000 Red Watch Band MVP SEMS Step Up Green Dot The Men s Program ($10,000) 0 10 20 30 40 50 60 70 80 STRATEGY Score $ Reach Red Watch Band 5 $7,859 2% Student Emergency Medical Services (SEMS) 5 $1,340 1% Mentors in Violence Prevention (MVP) 8 $10,000 10% Step Up 12 $350 15% Green Dot 24 $24,240 30% Bringing in the Bystander 35 $78,781 22% Men's Program 66 $1,883 13% Source: The Bystander Intervention Compass, 2014, EverFi 20
Key Strategies for Successful Implementation 21
Key Strategy: Gaining Buy-In from Potential Partners Engaging Key Partners Student Government Greek Community Residence Life Emphasize they serve as role models and influence other students In-depth trainings may facilitate dissemination to others Emphasize Greek community members as role models Focus on bystander training with Greek leadership Present bystander training during chapter meetings Emphasize the bystander model shift of focus from enforcement to helping behaviors and student safety Focus on bystander training with RAs Partnering with Other Student Groups Student Organizations Pre-med Student Group Campus Ministry Athletics LGBT Group 22
Key Strategy: Targeting Outreach to Opinion Leaders Optimize the effectiveness of the bystander approach by recruiting the socially influential who are most likely to influence others to engage in proactive bystander behavior The Green Dot Program Emphasizes Targeted Recruitment of Popular Opinion Leaders (Pols) Who is most likely to intersect as a bystander with the target issue and population? Which bystanders carry the most social influence? Outreach To Popular Opinion Leaders at University of Mississippi Identify POLs with the help of faculty, staff, and administrators POLs receive an email with the message of you ve been identified as a leader and offered a chance to participate in the in-depth training Source: EverFi Coalition interviews 23
Key Strategy: Customizing Bystander Programs for Campus Fit PROGRAM MODIFICATIONS: Red Watch Band Incorporated small group discussion to make it more interactive Cutting back the curriculum to one hour Eliminated background of RWB and the sharing why you are here piece Skips the share why you are here today piece because students were not comfortable Reduced CPR component is drastically PROGRAM MODIFICATIONS: Bringing in the Bystander Emphasized mission of institution Added a video testimony of survivor from John Carroll PROGRAM MODIFICATIONS Know Your Power Students who identified with the actors in the images reported greater willingness to help Source: EverFi Coalition interviews; Potter, S.J., (2012). 24
Key Strategy: Social Marketing Campaigns Increase Awareness Benefits of social marketing: Raises awareness across many different groups of people Is cost-effective Social marketing campaigns alone have not yet been linked to changes in bystander behavior Social marketing can be useful when linked with other prevention strategies that increase individual skills Source: Potter & Stapleton, (2013); Potter, (2012). 25
Key Strategy: Application of the Social Norms Approach Assumptions of the Social Norms Approach 1. Norms Influence Behavior 2. Norms Are Often Misperceived they are often over- or under-estimated by the majority 3. Misperceptions Encourage People To Conform to A False Norm attitudes and behaviors are adjusted to confirm to what is incorrectly perceived to be true 4. Correcting Misperceptions Allows Individuals to Act In Accordance With Their Actual Beliefs most often positive and consistent with prevention goals Impact on Bystander Behavior Single strongest predictor of whether or not a man intervenes to prevent a sexual assault is what he thinks other men would do Underestimations of other men s support associated with a lower likelihood of intervention Source: Fabiano et. al. (2003) Source: Berkowitz & Perkins, (1987). 26
Misperceptions of Norms Documented in Haven Percentage of Students Agreeing with the Following Statements* Most students at my school would feel comfortable intervening if they witnessed abusive behavior 46.4% I would feel comfortable intervening if I witnessed abusive behavior Most students at my school would respect someone who intervened to prevent a sexual assault I would respect someone who intervened to prevent a sexual assault 62.7% 73.0% 81.1% Most students at my school would take action if they saw someone trying to take advantage of another person sexually I would take action in a situation in which someone was trying to take advantage of another person sexually 49.1% 70.1% (those selecting 5, 6, or 7 on a 7-item Likert scale; 1 = Strongly disagree, 7 = strongly agree) 27
Using Social Norms Approach to Address Bystander Issues Collect Data Develop Intervention Evaluate Survey on attitudes about bystander intervention and determine if misperceptions exist Responses to scenarios Actual behaviors Perception questions measure how student feels others would respond Small group social norms Social norms marketing campaign Bystander intervention training Incorporate skills training where possible Incorporate normative feedback Survey students on the extent to which they: Perceive bystander behaviors Noticed a risky situation Had an opportunity to intervene Actually intervened Social norms interventions that correct misperceptions relating to bystander intervention can be incorporated into bystander intervention programs that also include a component of skills development and training Source: Berkowitz, Social Norms Toolkit 28
Campus Case Studies 29
Gold University: Adaptation of Bringing in the Bystander Gaining Administrative Buy-in Executive Vice President funded the bystander intervention education program Division of Student Affairs has bystander intervention program listed among its goals and initiatives Marketing And Outreach To: residence halls orientation leaders first-year seminars athletic teams student leaders campus ministry student conduct board Customization Student feedback revealed students wanted the program to: reflect their institution have more time for group discussion and interaction Source: EverFi Coalition interview 30
Evaluating Gold University s Bystander Program Increases after Three-month Post Survey Upperclassmen Gain More Knowledge than First-Year Students Knowledge gains Willingness to intervene Readiness to change 61% 58% 55% 52% 49% 46% Pre Upperclassmen First-year students Post A Majority of Students Reported Intervening in the Following: 86% 96% 84% 71% Helping someone who they believe is in an abusive relationship Source: EverFi Coalition interview Helping someone who they believe has been sexually assaulted Making sure not to leave an intoxicated individual at a party Voicing concerns about visible physical abuse and sexist/racist/homophobic jokes 31
UNC-Chapel Hill s One ACT: Drawing Upon Two National Programs ASK for help CREATE a distraction TALK directly Program Elements A 4-hour bystander intervention training aligned with Bringing in the Bystander 2-week and 2-month follow-up Student organization developed around the program Supplemented by campus-wide social marketing campaign Challenge CUSTOMIZATION MARKETING & OUTREACH Solution Customized the program based on student focus group feedback Included elements of Green Dot by focusing on Popular Opinion Leaders EVALUATION Collecting data on bystander Community activity by asking Level if student has been in situation where they would notice an event Source: EverFi Coalition interview 32
UNC-Chapel Hill s One ACT: A Comprehensive Model INDIVIDUAL Leadership in Violence Prevention course Peer educators do One-ACT training: increases skills and efficacy as change agents Foster staff-student relationships between VP Coordinator + 1 staff + 2 GAs serving as mentors Improvements two months after participating in training Students attitudes about sexual assault INTERPERSONAL GROUP INSTITUTION Group trainings with student organizations One ACT student organization: does social marketing, programming, and recruitment UNC Men s Project Campus-wide social marketing campaign Generating buy-in from organizations and administrators Increased willingness to act Increased bystander efficacy Slight increase in positive bystander behaviors Source: EverFi Coalition interview; Pleasants, (2014). 33
Florida State University: Social Norms Approach to Address Bystander Intervention Misperceptions of Sexual Assault Norms and Behaviors Online random sample of 3,000 FSU men FINDINGS Strong positive intervention norms exist and are correctly perceived for the most part Even though most men state they would intervene, actual rates are very low Large misperceptions for rape myth attitudes and consent behaviors Source: Berkowitz, Social Norms Toolkit Got consent before sexual activity If a woman is willing to go home with a man, consent to have sex is implied Intervened when I witnessed a situation that looked like a female would end up being taken advantage of Intervened when I witnessed someone hitting on someone who didn t want it If I saw a man physically mistreating a woman I know, I would do something to help her Would admire someone at my campus who intervened to prevent abuse sexual assault, or stalking 6% 5% 7% 19% 35% 55% 73% 77% 85% Perceived Actual 85% 97% 93% 34
Two-Pronged Approach: Social Norms Campaign and Small Group Social Norms Interventions Intervention Development 1. Social norms marketing campaign The Measure of a Man Theme Consent Bystander Non-victim blaming Behavior of men Message Most men understand the importance of getting consent before sexual intimacy Most FSU men would intervene to prevent a sexual assault Most FSU men agree that blaming a sexual assault victim is wrong Most FSU men are not as sexually active as you might think 2. Small group social norms workshops Skills to intervene taught in workshop designed for groups of male students, such as athletic teams and fraternity leaders Normative feedback delivered through use of clickers Source: Berkowitz, Social Norms Toolkit 35
Results: Positive Impact on Bystander Intervention Intentions Evaluation 1: Social Norms Marketing Campaign, The Measure of a Man Would Admire Someone Who Intervened Would Intervene if Witnessed Emotional Abuse 93% 93% 77% 83% Year 1 Year 3 88% 91% 70% 77% Actual Perceived Actual Perceived Evaluation 2. Small Group Social Norms: The FSU Men s Workshop 85% BEFORE 77% AFTER Source: Berkowitz, Social Norms Toolkit Men who would intervene if they saw emotional abuse 36
UCM Pairs Bystander Training with Small Group Social Norms CENTRAL MISSOURI TARGETS GREEK ALCOHOL USE 90-minute training session for 19 chapters Small Group Social Norms Chapter-specific data presented on: Real vs. perceived alcohol use and consequences Real vs. perceived acceptability of use and consequences Discussion of discrepancies among group members Bystander Skills Training Students learn: Bystander theory Five common barriers to intervention Supports for intervention Clicker quiz Small group analysis of scenarios Complete report provided to chapter leadership with offer for further support Source: EverFi Coalition interview 37
EPIC Program s Comprehensive Approach Encouraging Positive Intervention in Chapters Institution House Party Guide, Newspaper ads Greek Community Social Norms media campaign Chapter Environmental Management: EPIC team training Video contest Individual Chapter-specific social norms clarification & bystander intervention skills training Source: EverFi Coalition interview 38
Sample UCM Poster Supporting EPIC Program 39
41
Results: UCM Greeks More Comfortable Intervening Comfort Level with Cutting Off a Chapter Member Scale 1-5; 1 = Not at all comfortable, 5 = Very comfortable 80 70 60 67.7 73.2 Percent % 50 40 30 20 10 0 13.8 18.4 18.0 8.2 2009 2010 1 & 2 3 4 & 5 42
Results: Decreased Alcohol Use and Negative Academic Consequences 70% 60% 50% 40% 30% 20% 10% 0% 64% 49% 43% 43% 39% 30% 25% 9% 2008 2010 High-risk drinking Blacked out Missed class Performed poorly on a test Source: EverFi Coalition interview 43
Conclusions Bystander intervention can be an effective component of a comprehensive prevention strategy As with the adoption of any prevention strategy: Gather data to assess need for and targets of BI training BI trainings ought to be focused on specific groups and behaviors to be successful Other program components ought to reinforce the messages and goals of your BI training program Successful off the shelf models can (and should) be adapted to fit your specific campus Social norms should be included as an intervention component to overcome barriers to action 44
Appendix I: References and Contacts Engaging the Healthy Majority: An Examination of Bystander Intervention Approaches for Alcohol & Sexual Assault Prevention Slide 3: Defining Bystander Intervention Source: Latane, B., & Darley, J. M. (1970). The unresponsive bystander: Why doesn't he help? New York: Appleton-Century-Crofts; Berkowitz, AD (2009). RESPONSE ABILITY: A Complete Guide to Bystander Intervention. Chicago, Beck & Company. Slide 4: Recognizing the Premise of BI Trainings Source: Langford, L. Panel on Bystander Pedagogy: Why and how we teach/facilitate. Bystander Intervention: From its roots to the road ahead. Boston, MA. May 31 - June 1, 2012. Slide 13-14: Student Emergency Medical Services (SEMS) Source: EverFi Coalition interview Contact: Joseph Young, Faculty Advisor for SEMS Slide 18-20: The Bystander Intervention Compass Source: The EverFi Coalition Bystander Intervention Compass, 2014, EverFi. Slide 23: Key Strategy: Targeted Outreach to Opinion Leaders Source: EverFi Coalition interview Contact: Jennifer Sayre, Director of Training & Development Green Dot, etc., sayre@livethegreendot.com 540-319-0913; Linda Abbott, LPC, Violence Prevention Coordinator, University of Mississippi, labbott@olemiss.edu 662-915-1059 Slide 24: Customizing Bystander Programs for Campus Fit Source: EverFi Coalition interview Contact: Alexis Blavos, ATOD Prevention Specialist, University of Toledo, alexis.blavos@utoled o.edu 419-530-8436; Amanda Rolf, Program Coordinator, John Carroll University, arolf@jcu.edu 216-397-2175 Slide 25: Key Strategy: Social Marketing Campaigns Increase Awareness Source: Potter SJ, and Stapleton JG, (2013). Assessing the efficacy of a bystander social marketing campaign four weeks following the campaign administration. Sexual Assault Report. 16, 65-80. Potter SJ, (2012). Using a multi-media social marketing campaign to increase active bystanders on the college campus. Journal of American College Health 60, 282-295. Slide 26: Key Strategy: Application of the Social Norms Approach Source: Berkowitz, AD, & Perkins, HW (1987). Recent research on gender differences in collegiate alcohol use. Journal of American College Health, 36(2), 123-129. Fabiano, P, Perkins, HW, Berkowitz, AD, Linkenbach, J & Stark, C. (2003). Engaging Men as Social Justice Allies in Ending Violence Against Women: Evidence for a Social Norms Approach. Journal of American College Health. 52(3), 105-112.
Appendix I: References and Contacts Slide 27: Misperceptions of Norms Documented in Haven Source: Haven: Understanding Sexual Assault national survey database, 2013. Slide 28: Using Social Norms Approach to Address Bystander Issues Source: Berkowitz, AD, (2014). A Grassroots Guide to Fostering Healthy Norms to Reduce Violence in our Communities: Social Norms Toolkit. Slide 30-31: Gold University: Bringing in the Bystander Source: EverFi Coalition interview Slide 32-33: UNC-Chapel Hill s One ACT: Drawing Upon Two National Programs Source: EverFi Coalition interview Contact: Robert Pleasants, Interpersonal Violence Prevention Coordinator, University of North Carolina Chapel Hill, bpleas@email.unc.edu Slide 34-36: Florida State University: Using Social Norms Approach to Addres Bystander Issues Source: Berkowitz, AD, (2014). A Grassroots Guide to Fostering Healthy Norms to Reduce Violence in our Communities: Social Norms Toolkit. Slide 37-43: UCM Pairs Bystander Training with Small Group Social Norms Source: EverFi Coalition interview Contact: Amy Kiger, Director, Violence & Substance Abuse Prevention, University of Central Missouri, kiger@ucmo.edu 660-543-8338
Appendix II: Bystander Program Matrix Bystander Intervention Programs A comparison of bystander intervention training programs
Appendix II: Bystander Program Matrix
Appendix III: Gold University Bystander Survey
Appendix III: continued
Appendix III: continued Willingness to Intervene Questions Please read the following list of behaviors and check how likely you are to engage in these behaviors at Gold University using the following scale. 1 2 3 4 5 Not likely at all Extremely likely Encourage a friend to seek help if they had an unwanted sexual experience 1 2 3 4 5 Walk a friend home from a party who has had too much to drink 1 2 3 4 5 Confront a friend who is grabbing, pushing, or insulting their partner 1 2 3 4 5 Let a friend who is being grabbed, pushed, or insulted by their partner know that I am available for help 1 2 3 4 5 Call the Gold University Police Department or contact an RA if I hear someone in distress or calling for help 1 2 3 4 5 Let a friend who I suspect has been sexually assaulted know I am available for help/support 1 2 3 4 5 Speak up if I hear someone say, He/She deserved to be raped. 1 2 3 4 5 POST-ONLY Questions: at Gold University
Appendix III: continued Gold University
Appendix III: continued
Appendix III: continued
Appendix(IV:(Integrating(the(Social(Norms(Approach(and(Bystander( Intervention(in(Sexual(Assault(and(AOD(Prevention( by(alan(d.(berkowitz( Thesocialnormsapproachandbystanderinterventionaretwocutting7edge,science7based strategiesforpreventingsexualassaultandforinterveningagainsthigh7riskuseofalcoholand otherdrugs.currentlyinthefield,thesetwointerventionstendtobeimplementedseparately despitestrongevidencethateitherwouldbemoreeffectiveifcombinedwiththeother. Regardingsocialnormsforsexualassault,normmisperceptionshavebeenfoundtoinfluence whetherornotanindividualiswillingtointervenetopreventanassaultaswellaswhetheror notanindividualiswillingtoperpetrateone.similarly,foralcoholandotherdrugissues,use tendstobeoverestimatedamongstudentsingeneralandinparticularamonghigh7riskusers, misperceptionswhichservetoinhibitmoderateornon7useandpromotehigh7riskuse.ithas alsobeendocumentedthatstudentsunderestimatetheextenttowhichothersarebotheredby the second7handeffects ofhighriskdrinking. Asaresultofthisresearchsmall7groupnormscorrectioninterventionsandsocialnormsmedia campaignshavegainedincreasingacceptanceasbothasexualassaultandaodprevention strategy. Recently,bystanderinterventionhasbecomeacuttingedgepracticewithinthesexualassault preventionfieldgiventhatmanysexualassaultsarewitnessedandcanbepreventedby bystanders.anumberoftrainingmodelshavebeendevelopedthatteachindividualsthe importanceofinterventionandtheskillstodoso.theseincludementorsinviolence Prevention,theGreenDotCampaign,andBringingintheBystander.TheAODpreventionfield hashadsuccessimplementingthebystandermodelwithrespecttonotlettingdrunkdrivers drive,butlesssototeachindividualstoconfrontothernegativeeffectsofhigh7riskdrinking. Whilebothbystanderinterventionandthesocialnormsapproachesaresupportedbyscience andevaluationresearch,havebeenstronglyrecommendedbyresearchers(seelonsway,etal, 2009)andareincreasinglybeingadoptedbythefield,itislesswell7knownthatthesetwo approachescanbecombinedandthatthatbotharelikelytobemoreeffectivewhenoffered together.thesynergybetweenthesetwoapproachesisduetothefactthatoneofthemain barrierstoanindividualinterveningtopreventasexualassaultorhigh7riskalcoholuseisthe misperceptionthatothers:arenotconcerned,wouldnotsupportanintervention,andwould notrespectsomeonewhodidso.(forsummariesofthisresearchseeberkowitz,2010and Berkowitz,2013).Thus,anefforttolowermisperceptionsrelatingtobystanderinterventionfits wellwithteachingindividualstonoticeandinterveneinhigh7risksituations,withcorrectionof thesemisperceptionsincreasingthelikelihoodthatsomeonewillintervene. Anumberofinstitutionsofhighereducationhaveadoptedthisdual7approachofintegrating normscorrectionwithbystanderintervention,basedonmyownandother swork.these programsmayhaveanumberofcomponents,includingasocialnormsmediacampaignto
Appendix(IV:(Integrating(the(Social(Norms(Approach(and(Bystander( Intervention(in(Sexual(Assault(and(AOD(Prevention( correctmisperceptionsthatinhibitbystandersfromintervening,workshopsforstaff,student leadersandstudentsoneffectiveinterventionskills,smallgroupnormsinterventions,afocused researchagendatoidentifyhealthyattitudesandbehaviorandtheirmisperceptions,andpublic lectures. SomeofthecampusesthathavesuccessfullyintegratedthesetwoapproachesincludeOhio University(seeGidycz,OrchowskiandBerkowitz,2011forapublishedevaluationofthis program),universityofcentralmissouri,thestateuniversityofnewyorkatalbany,florida StateUniversity,andtheUniversityofCaliforniaatSanDiego.Descriptionsoftheseprograms andcontactinformationfollowthisoverview.therecentre7designofsexualassault.edu,a popularon7linesexualassaultpreventioncourse(called Haven initsnewform)also incorporatesbystanderinterventionwiththesocialnormsapproach. ItisstronglyrecommendedbyAODandsexualassaultpreventionresearchers(andprevention researchersandtheoristsingeneral)thatacomprehensivepreventionprograminclude multipleelementsthataresynergisticandmutuallyreinforcing.thus,theseeffortstocombine thesocialnormsapproachwithbystanderinterventionisconsistentwiththeory,researchand bestpracticeanditisthereforestronglyrecommendedthatbothbeutilizedtogether. Resources:( Berkowitz,AD.(2009).Response7Ability:Acompleteguidetobystanderintervention.Chicago: BeckandCompany.www.lulu.com Berkowitz,AD(2010).FosteringHealthNormstoPreventViolenceandAbuse:TheSocialNorms Approach.Chapter8inKaufman,K(Ed):The$Prevention$of$Sexual$Violence:$A$Practitioner s$ Sourcebook.$NEARIPress,Holoyoke,MA. Berkowitz,A.D.(2013).Fostering$Healthy$Norms$to$Reduce$Violence$in$our$Communities:$A$ Social$Norms$Toolkit.DevelopedbytheNewJerseyCoalitionAgainstSexualAssaultwithagrant fromthedivisiononwomen,dcf,nj.availablefromwww.alanberkowitz.comor www.njcasa.org Gidycz,C.A.,Orchowski,L.M.,&Berkowitz,A.D.(2011).Preventingsexualaggressionamong collegemen:anevaluationofasocialnormsandbystanderinterventionprogram.$violence$ Against$Women,$17(6):7207742.$$doi:10.1177/1077801211409727 Lonsway,KA;Banyard,VL;Berkowitz,AD;Gidycz,CA;KatzJT;Koss,MP;Schewe,PA;Ullman, SE.(2009)RapePreventionandRiskReduction:ReviewoftheResearchLiteraturefor Practitioners.Applied$Research$Forum:$National$Online$Resource$Center$on$Violence$Against$ Women.$$www.vawnet.org
Appendix(IV:(Integrating(the(Social(Norms(Approach(and(Bystander( Intervention(in(Sexual(Assault(and(AOD(Prevention( Case(Studies:((( Integrating(the(Social(Norms(Approach(with(Bystander(Intervention( The$case$studies$below$describe$programs$in$which$the$social$norms$approach$and$bystander$ intervention$have$been$successfully$integrated$with$each$other.$$they$are$based$on$the$work$of$ Dr.$Alan$Berkowitz,$who$has$served$as$a$consultant$for$each$of$these$programs.$ $ University(at(Albany,(State(University(of(New(York.Thisprogram,atalargestateuniversityin thenortheast,integratesmultiplecomponentsdesignedtoreduceriskbehaviors(alcoholand otherdruguse,violence,riskfactorsthatmayleadtosuicide)andfosterpositivebystander intervention.itincludessocialnormsmediacampaigns,bystanderinterventiontraining,peer leadershiptraining,andotherworkshopsandprogramsintegratedintomultiplesettingsand venues.theprogramisbasedintheuniversitycounselingcenter,whichhasdevelopeda bystanderinterventionmodelcalled STEP7UPUALBANY thatintegratesthefollowing components:pro7socialbehavior,fivedecision7makingstepsforaddressingariskysituation, factorsthatmakeitdifficulttohelp,warningsignsofariskyorconcerningsituation,a continuumofoptionstosafelyintervene,interventionskills,andcampusandcommunity resources.extensivedatahasbeencollectedannuallyandrecentsurveysindicatesignificant reductionsinavarietyofhealth7riskbehavior,includingalcoholuseandrelatednegative consequences,mentalhealthriskfactorsthatmayleadtosuicide,andanonymousreportsof sexualassaultandintimatepartnerviolence. FormoreinformationcontactM.DoloresCimini,Ph.D.atdcimini@albany.eduorgotothe UAlbanyCounselingCenterwebsiteforprogramdescriptions,PSA sandothermaterials (www.albany.edu/counseling_center/). University(of(Central(Missouri.TheUniversityofCentralMissourihaspioneeredtheuseof smallgroupnormsinterventions,offeredtofirstyearstudents,fraternitiesandsororities,and thegeneralcampus,thatintegratenormativefeedbackaboutriskybehaviorsanddesireto intervenewithbystanderinterventionskillsandinformation.socialnormsmediacampaignsare offeredtothecampusatlargetoreinforcetheworkshopsandpromotehealthybehaviorsand normscorrection.oneoutgrowthofthisworkisastudentorganizationcalledepic (EncouragingPositiveInterventionsonCampus)whichhasaFacebookpagewithresourcesand information(www.facebook.com/epiceducators). FormoreinformationcontactAmyKigerfromtheOfficeofViolenceandSubstanceAbuse Preventionatkiger@ucmo.eduorgototheirprogramwebsite:www.theepicproject.comwhich containsbystanderinterventionmaterials,psasandbystanderinterventionvideosdeveloped bystudentsthatfocusonthethemeofalcoholabuseintervention.
Appendix(IV:(Integrating(the(Social(Norms(Approach(and(Bystander( Intervention(in(Sexual(Assault(and(AOD(Prevention( Florida(State(University.FloridaStatehasextensiveexperienceandsuccessusingsocialnorms mediacampaignstoreducesubstanceabuse.morerecently,fsuhasdevelopedsmallgroup workshopforsexualassaultpreventionthatintegratenormativefeedbackwithbystander interventionskills,coupledwithacampus7widesocialnormsanti7violencemediacampaign.the campaignisdirectedprimarilyatmalestudentsandistitled FSUMenMeasureUp. Extensive surveyresearchhasbeenconductedtodocumentnormsandperceptionsrelatedtoconsent, bystanderintervention,sexualactivity,beliefinrapemyths,etc.acasestudyoftheprogramis containedinthedocument:fostering$healthy$norms$to$reduce$violence$in$our$communities:$a$ Social$Norms$Toolkit$availablefromwww.alanberkowitz.comorwww.njcasa.org. FormoreinformationcontactRichardHowell,DeputyDirectoroftheFloridaCenterfor PreventionResearchatrlhowell@fsu.eduorgototheCenterforPreventionResearchwebsite: www.fcpr.fsu.eduandclickon projects forinformationaboutthecampaign,including statistics,media,andworkshopinformation. University(of(California(at(San(Diego.(TheUSCDprogramintegratesabystanderintervention trainingprogram(bit)withsocialnormsmediacampaigns.theucsdbystanderintervention ModelwascreatedbyUCSDstudentsandstafftoempowerparticipantswiththeskillsneeded tobecomearesponsivebystanderineverydaysituations.componentsofthemodelincludethe followingideasforgettinginvolved:interrupt,distract,engagepeers,authorities,andsafety. Themodelwasoriginallydevelopedforsexualassaultpreventionandisnowbeingintegrated intootherissuesoncampus. FormoreinformationcontactNancyWahligattheSexualAssault&ViolencePrevention ResourceCenternwahlig@ucsd.eduorgotowww.sarc.uscd.edu (
Appendix(V:(Components(of(a(Successful(Rape(Prevention(Program(for(Men( The Men s Program by Alan D. Berkowitz Published*as:*Preventing*sexual*aggression*among*college*men:*An*evaluation*of*a*social*norms* and*bystander*intervention*program.*christinegidycz,lindsayorchowskiandalanberkowitz. Violence(Against(Women,2002,17(6):720B42 Abstract:( Men and women living in randomly selected 1 st year dormitories participated in tailored singlebsex sexual assault prevention or riskbreduction programs, respectively. An evaluationofthemen sprogramispresented(n=635).theprogramincorporatedsocialnorms and bystander intervention education and had an impact on selfbreported sexual aggression andaneffectonmen sperceptionsthattheirpeerswouldintervenewhentheyencountered inappropriatebehaviorinothers.relativetothecontrolgroup,participantsalsoreportedless reinforcement for engaging in sexually aggressive behavior, reported fewer association with sexuallyaggressivepeers,andindicatedlessexposuretosexuallyexplicitmedia. Workshop(description.(Participantsinthisworkshopattendeda1.5Bhourpreventionprogram anda1bhourboostersession,bothfacilitatedbytwohighlytrainedmalepeers.theworkshop protocol has been described previously and sustained evaluation in two prior studies (see below). Program(elements((in(order)(were:( Introduction* and* warm=up.* Facilitators introduce themselves and the workshop. Participants answer the questions What s difficult about being a man on this campus creating an atmosphereofinformaldiscussion,honesty,andanopportunityforselfbdisclosure. Definitions* and* facts.* Relevant facts about sexual assault, including campus and national statistics.reviewofamultibcomponentdefinitionofconsent.discussionoftheconsentmodel. Informationonfalseaccusations. Group*norms*exercise.*Discussionofcampusandworkshopparticipantnorms,documentingof misperceptionsanddiscussionaboutthem. Scenarios. Presentation and discussion of scenarios involving highbrisk coercive behavior by men,includingparticipantreactions. Small* group* bystander* intervention* practice. Presentation of bystander intervention. Meet in smallgroupstodiscussascenarioandwhatinterventioncouldwork.rejoininlargegroupto discussinterventionoptionsgeneratedbyeachgroup. Final*discussion*and*wrap=up.* * Booster(session(description( Introduction*and*overview.*Facilitatorsreviewcomponentsandcontentofinitialworkshop.
Appendix(V:(Components(of(a(Successful(Rape(Prevention(Program(for(Men( Break=out*sessions.*Participantsmeetinsmallgroupstodiscussalistofquestionsincludingif theirperceptionoftheproblemofsexualassaulthaschanged,iftheconsentmodelhasbeen helpfultothem,examplesofdiscomfortingbehaviorofothermenandhowtheyresponded. Concluding*whole=group*discussion.* * Comments( The workshop was highly successful, reducing actual rapes (not only selfbreported intent) by 75% over a fourbmonth period, but this rebounded at 7Bmonths. Intensive facilitator training andsupervisionwascritical.becauseofthenatureoftheresearchstudytherewerenoother parallel,reinforcingprogramelements,suchasspeakers,otherworkshops,mediacampaigns, etc. It is unlikely that a single workshop with a short boosterbsession can produce longbterm sustainable change without other ongoing efforts to reinforce the workshop outcomes. Evaluation measures suggest that the workshop corrected misperceptions, which in turn createdahealthynormativecultureamongfirstbyearmenthatmarginalizedsexuallycoercive menandinhibitedthemfromcommittingassaults. For*more*information*or*to*implement*this*workshop*on*your*campus*contact*Alan*Berkowitz*at* alan@fltg.net* * Additional(resources(and(evaluations(of(the(workshop:( ( Berkowitz, AD (1994). A model acquaintance rape prevention program for men. In AD Berkowitz(Ed)Men*and*rape:*Theory,*research*and*prevention*programs*in*higher*education. SanFrancisco,JosseyBass. Berkowitz,AD(2009).Response=Ability:*A*complete*guide*to*bystander*intervention.*Chicago: BeckandCompany.www.lulu..com Berkowitz,AD(2010).FosteringHealthNormstoPreventViolenceandAbuse:TheSocialNorms Approach.Chapter8inKaufman,K(Ed):The*Prevention*of*Sexual*Violence:*A*Practitioner s* Sourcebook.*NEARIPress,Holoyoke,MA. Berkowitz,AD(2013).A*Grassroots*Guide*to*Fostering*Healthy*Norms*to*Reduce*Violence*in*Our* Communities:*A*Social*Norms*Toolkit.NewJerseyCoalitionAgainstSexualAssault.Available fromwww.alanberkowitz.com. Davis, TL (1997). The effectiveness of a sex role socialization focused date rape prevention programinreducingrapesupportiveattitudesincollegefraternitymen(unpublishedmasters thesis).universityofiowa,ames. Earle,JP(1996).Acquaintancerapeworkshops:Theireffectivenessinchangingtheattitudesof firstyearmen.naspa*journal,34(2b16).(