Sexual violence prevention: the role of stages of change

The Safe Sport Allies bystander training: developing a multi-layered program for youth sport participants and their coaches to prevent harassment and abuse in local sport clubs

Harassment and abuse represent a pervasive and critical problem in sport with far-reaching consequences. Survivors' testimonials underscore the profound and enduring impact of these experiences at individual, interpersonal, organizational and community level. Many of their stories reveal painful inaction from responsible adults in the sport organization, aggravating the harm. Other contributing factors to the harm inflicted include a culture of silence, lack of knowledge and understanding of what constitutes abuse, unawareness of reporting and supporting mechanisms, and fear of potential consequences. While effective bystander interventions have been developed outside the sport context, particularly targeting students in higher education, such initiatives have yet to be extensively adapted and assessed within the sport context. To address this gap, the Safe Sport Allies Erasmus+ collaborative partnership relied on the intervention mapping approach as a guiding framework to systematically develop a bystander training program (i.e., Safe Sport Allies) to train youth sport participants and youth sport coaches to act as effective bystanders. The current paper describes the comprehensive development process and provides an overview of implementation and evaluation possibilities. Throughout the paper, it is explained how each step of the Intervention Mapping approach shaped the Safe Sport Allies bystander training program. The program development, and the developed plans for implementation and evaluation are presented, shedding light on challenges encountered. The bystander training program developed in this paper and the implementation and evaluation plans can serve as an outline to build future interventions within this critical domain of safeguarding in sport.

Bystander Intervention in Football and Sports. A Quasi-Experimental Feasibility Study of a Bystander Violence Prevention Program in the United Kingdom

In recent years, social campaigns and high-profile cases have brought increased attention to violence against women. Athletes can be role models, shaping both prosocial and antisocial attitudes. Their engagement in violence prevention could be an effective tool to tackle violence against women through bystander intervention. This part of a mixed-method feasibility study reports on the quantitative evaluation of an evidence-led bystander program, Football Onside, implemented at a football club in South West England in June 2018 to February 2020. The study employed a quasi-experimental design with intervention and control groups. Football coaches and club members (n = 50) completed measures of rape and domestic abuse myths, bystander intent and efficacy, self-reported bystander behaviors, readiness for change, perceptions of peer helping and myth acceptance, law knowledge, and program evaluation. Fidelity was also assessed. The analysis compared between- and within-group differences in mean changes over time using mixed-effects models. Participant ratings of learning outcomes were high, and fidelity was maintained throughout the intervention. Between-group comparison revealed mixed results, with greater improvements in the intervention group for bystander intent and efficacy at post-test and follow-up, domestic abuse myths at post-test, and rape myth acceptance at follow-up. Model contrasts for within intervention group revealed improvements in rape and domestic abuse myth acceptance, bystander intent and efficacy, perceived law knowledge at both time points, and perceived peer myths and helping at post-test. At follow-up, intervention participants reported significantly higher engagement in bystander behaviors. No significant effects were found for perceived importance of legal knowledge. Our research highlights the potential efficacy of a bystander program tailored for football club members. Cluster-randomized control trials are now required to examine bystander attitudes and behavior change processes among professional athletes.

A Systematic Review of Validated Measures of U.S.-Based Bystander Intervention-Related Constructs

This review aimed to identify U.S.-based, construct-validated measures of bystander intervention. Following PRISMA-P guidelines, electronic databases were searched, and emails were solicited identifying 8,559 articles for title screening. Abstracts and full texts were double screened, resulting in 24 scales meeting inclusion criteria: (a) measured a bystander-related construct in a situation where there was a potential for actual or perceived imminent physical or emotional harm, (b) written in English, and (c) statistically validated on U.S. samples. Most scales addressed the domain of interpersonal violence (67%), with fewer relating to bias/bullying (8.2%), mental health crises (12.5%), and substance use (12.5%). Most scales (71%) assessed the "take action" step of the situational model. The modal construct represented was intent/willingness/likelihood to intervene (50%). The average number of items on a scale was 14, and most (79%) provided Likert-style response options. None of the validated scales assessing behavior first accounted for an opportunity. Sample sizes ranged from 163 to 3,397, with the modal setting from colleges. Overall, samples were young (21.8 years old), White (75%), women (64%), and heterosexual (89%). Results indicate the need to validate additional measures that capture the "interpreting the situation as problematic" step of the situational model. Scales also need to be validated using diverse samples, particularly within the mental health crisis domain. Across all domains, validated measures need to be developed that first account for an opportunity when measuring actual bystander behavior. The information gleaned can be used to assist researchers in selecting measures and guide future measure development.

Mixed-methods findings from the Ngutulu Kagwero (agents of change) participatory comic pilot study on post-rape clinical care and sexual violence prevention with refugee youth in a humanitarian setting in Uganda

There is a dearth of evidence-based post-rape clinical care interventions tailored for refugee adolescents and youth in low-income humanitarian settings. Comics, a low-cost, low-literacy and youth-friendly method, integrate visual images with text to spark emotion and share health-promoting information. We evaluated a participatory comic intervention to increase post-exposure prophylaxis (PEP) knowledge and acceptance, and prevent sexual and gender-based violence, in Bidi Bidi refugee settlement, Uganda. Following a formative qualitative phase, we conducted a pre-test post-test pilot study with refugee youth (aged 16-24 years) (n = 120). Surveys were conducted before (t0), after (t1), and two-months following (t2) workshops. Among participants (mean age: 19.7 years, standard deviation: 2.4; n = 60 men, n = 60 women), we found significant increases from t0 to t1, and from t0 to t2 in: (a) PEP knowledge and acceptance, (b) bystander efficacy, and (c) resilient coping. We also found significant decreases from t0 to t1, and from t0 to t2 in sexual violence stigma and depression. Qualitative feedback revealed knowledge and skills acquisition to engage with post-rape care and violence prevention, and increased empathy to support survivors. Survivor-informed participatory comic books are a promising approach to advance HIV prevention through increased PEP acceptance and reduced sexual violence stigma with refugee youth.Trial registration: ClinicalTrials.gov identifier: NCT04656522.

Problem-Focused Coping Strategies Used by Victims of Gender Violence Across the Stages of Change

This study compares the problem-focused emotion regulation strategies used by 200 female survivors of intimate partner violence (age: M = 40.16, SD  =  11.27, 18 - 66 years) to cope with violence throughout various stages of change (SOC). It examines the relationship between problem-focused coping strategies and positive and negative affect, and the impact of these variables on the different SOC. Results suggest that victims differ and are flexible in the use of strategies throughout the various SOC. During the initial stages, victims tend to use passive/maladaptive behaviors that hamper change, while in the later stages they use more active/adaptive strategies to leave the abusive relationship.

Web-Based Alcohol and Sexual Assault Prevention Program With Tailored Content Based on Gender and Sexual Orientation: Preliminary Outcomes and Usability Study of Positive Change (+Change)

Background

Alcohol use and sexual assault are common on college campuses in the United States, and the rates of occurrence differ based on gender identity and sexual orientation.

Objective

We aimed to provide an assessment of the usability and preliminary outcomes of Positive Change (+Change), a program that provides integrated personalized feedback to target alcohol use, sexual assault victimization, sexual assault perpetration, and bystander intervention among cisgender heterosexual men, cisgender heterosexual women, and sexual minority men and women.

Methods

Participants included 24 undergraduate students from a large university in the Southwestern United States aged between 18 and 25 years who engaged in heavy episodic drinking in the past month. All procedures were conducted on the web, and participants completed a baseline survey, +Change, and a follow-up survey immediately after completing +Change.

Results

Our findings indicated that +Change was acceptable and usable among all participants, despite gender identity or sexual orientation. Furthermore, there were preliminary outcomes indicating the benefit for efficacy testing of +Change.

Conclusions

Importantly, +Change is the first program to target alcohol use, sexual assault victimization, sexual assault perpetration, and bystander intervention within the same program and to provide personalized content based on gender identity and sexual orientation.

Trial Registration

ClinicalTrials.gov NCT04089137; https://clinicaltrials.gov/ct2/show/NCT04089137

The Role of Theory in the Prevention of Sexual Violence in Sport

Sexual violence (SV) remains at epidemic proportions in the U.S. and growing evidence demonstrates that youth and adults engaged in sport are at increased risk of victimization and perpetration of SV. Unfortunately, sport SV prevention strategies are rarely built on theory or theoretically grounded evidence, despite demonstrated effectiveness of such approaches. This study aimed to answer to questions: 1) Which theories are relevant to the development of effective SV prevention strategies in sport?; and 2) How has theory been incorporated into existing SV prevention literature on sport safety? A scoping review of the literature plus expert input identified 29 theories pertinent to SV prevention in sport. A systemized review of the literature regarding SV prevention in sport resulted in the identification and characterization of 41 published articles. Authors then examined theory's role in prevention literature. This study identified 29 theories pertinent to SV prevention in sports and applicable across the behavioral spectrum. Most theories were rooted in the Behavioral (41%), Situational (24%) or Social/Attitudinal (21%) areas. Less common were theories grounded in Feminist (14%) domains. Theories were predominantly focused at the individual (42%), organizational (29%), and interpersonal (18%) ecological levels. Of the 41 sport prevention articles, 33 (83%) referred to a theory either explicitly or implicitly. Though most theories have been incorporated into prevention efforts, closer examination indicates that the majority were descriptive, unlikely to use a sophisticated methodology (10%; e.g., experimental, quasi-experimental), and rarely intended to assess a specific prevention program/strategy or policy (21%). Strong theoretical foundations are available for SV prevention research focused on sports, and their application appears to show value across the developmental spectrum of athletes. There remains a need for greater focus on theory-driven research intended to develop prevention strategies and policies designed to enhance athlete safety.

Evaluation of RISE: A Sexual Violence Prevention Program for Female College Students in India

RISE, a sexual violence prevention program for female college students in India, covers topics on gender, healthy relationships, sexual violence, and bystander education, and focuses on the teaching of knowledge, the promotion of positive attitudes as well as the support of effective behaviors to prevent sexual violence against women in India. However, it is yet unclear what impact this program has in preventing sexual violence. In this evaluation study, a total of N = 245 female college students based in New Delhi and aged 17 to 22 years were assigned to a training (N = 128) or a waitlist control group (N = 117). The prevention program was conducted by two Indian professionals of a non-governmental organization (NGO) in New Delhi within five sessions. Results indicated that students in the training group showed significant increases in awareness of gender stereotypes, the importance of communication in relationships, bystander efficacy as well as intentions to intervene as a bystander in situations of violence when compared to students in the control group right after the program (posttest) and six months later (follow-up). Additionally, the training group displayed a significant increase of knowledge in all four program areas (gender, healthy relationships, sexual violence, and bystander education). Our findings implicate that future sexual violence prevention programs in India need to address women as well as men to effectively tackle sexual violence. In this context, bystander education seems to be one of the most promising approaches by targeting whole communities and creating new social norms regarding helping behavior and the prevention of sexual violence.

Readiness to engage in assertive responding, self-protective dating behaviors, and sexual communication: A transtheoretical model-based analysis of college women

Objective: Most sexual assault prevention approaches are universal in nature. The present study evaluated a Transtheoretical Model (TTM)-based Stages of Change (SOC) measure assessing readiness to utilize sexual assault risk reduction skills. The measure was evaluated with regard to Decisional Balance and Self-Efficacy. Participants: Survey data were collected from 300 college women (M_age=18.5, SD = 0.79). Methods: Three SOC measures were developed and evaluated for using: 1) assertive responding; 2) self-protective dating behaviors; and 3) open sexual communication. Item development was followed by exploratory, confirmatory, and external validation analyses. Results: Exploratory Factor Analysis (EFA) indicated two, six-item factors (Positive Outcomes α=.91; Negative Outcomes α=.85) for Decisional Balance. Confirmatory Factor Analyses (CFA) supported a two-factor correlated model, χ²(66)=2101.70, p<.001, CFI=.946, RMSEA=.083. For Self-Efficacy, EFA indicated one, six-item factor (α=.81). Conclusions: These readiness assessments may guide understanding of factors influencing sexual assault risk reduction program outcomes and aid in tailoring program content.

Gendered Responses to Gendered Harms: Sexual Violence and Bystander Intervention at Australian Music Festivals

Bystander intervention has shown promise in preventing sexual violence in certain social contexts. Despite emerging evidence of pervasive sexual violence at music festivals, no research has considered bystander intervention in this setting. Drawing on an online survey conducted with 371 Australian festival attendees, we explore the role of gender on bystander intervention at music festivals. Findings point to significant gender differences, with women more willing and likely to intervene in a broader range of scenarios. We argue that responses to sexual violence are a collective responsibility shared by both women and men, as well as festival organizers and industry bodies.

Dating Violence, Sexual Assault, and Sexual Harassment Victimization Among Girls on an Indian Reservation: An Examination of Rates and Risk and Protective Factors

We documented the scope and correlates of past 6-month victimization among middle and high school girls on an Indian Reservation. Participants were 102 Native American girls in Grades 6-12. Rates of all forms of past 6-month victimization were higher for high school girls compared with middle school girls. In regression analyses, binge drinking related to higher rates of sexual assault and sexual harassment. Furthermore, connection to culture related to lower rates of sexual harassment, and efficacy to resist a sexual assault was related to lower rates of sexual assault and sexual harassment.

Exploring the Influence of Hookup Culture on Female and Male Rape Myths

The present study systematically assesses the influence of hookup culture endorsement on the acceptance of female rape myths (i.e., false, stereotypical, or prejudicial beliefs regarding sexual assault involving female survivors) and male rape myths (i.e., false, stereotypical, or prejudicial beliefs about sexual assault involving male survivors). Multivariate regression analyses were conducted to assess the primary hypotheses that a particular form of hookup culture endorsement (i.e., the belief that hookups elevate an individual's social status) would act as the primary predictor of male and female rape myth acceptance among a sample of 376 U.S. college students. As with prior research, a complex relationship emerged for both male and female rape mythology in which acceptance increases or decreases based upon the form of hookup culture endorsement examined, as the endorsement of beliefs reflecting heterosexual power dynamics (e.g., harmlessness and status attainment) functioned as positive predictors of rape myth acceptance, while beliefs challenging such assumptions (e.g., sexual freedom) served to decrease rape myth acceptance. Results supported the primary hypotheses that beliefs concerning hookups and status attainment would be the largest predictor of male rape myth acceptance and female rape myth acceptance. Consistent with prior research, the predictive power of gender and religiosity was initially significant across both male and female rape myth acceptance yet diminished when controlling for levels of hookup culture endorsement. Furthermore, analyses indicated gender differences among the influences of hookup culture endorsement for female rape myth acceptance alone, as even though beliefs concerning status served as an aggravating factor for female rape myth acceptance, beliefs concerning sexual freedom served as a mitigating factor for women only.

How Community and Peer Perceptions Promote College Students' Pro-Social Bystander Actions to Prevent Sexual Violence

The prevalence of sexual violence crimes on U.S. college campuses is prompting institutions of higher education to increasingly invest in centers to support survivors and programs to prevent the violence before it happens. Understanding bystanders to sexual violence and what may motivate them to step in and help is a promising prevention strategy. The purpose of this study was to understand how potential active bystanders' (first-year college students) perceptions of community (including a sense of one's influence in the community and positive peer norms for helping) and individual beliefs about self (including sense of responsibility and self-efficacy) affect their self-reports of performing bystander behavior to address sexual violence risks. Participants were 948 students at two different universities (one a rural, primarily residential campus and the other an urban, mostly commuter campus) in the northeastern United States. Regression and path analysis quantitative results suggest that individual-level characteristics may mediate some of the impact that community-level norms and perceptions have on bystander outcomes, explaining some of the mixed findings in previous research. Prevention strategies should work to change community norms and perceptions of mattering and perceptions of community influence in addition to the more traditional focus on individual-level violence specific attitudes.

Exploring the Potential Campus-Level Impact of Online Universal Sexual Assault Prevention Education

Campus sexual assault is a long-standing challenge and continues to be a severe problem for American higher education. The present study examines the short-term impact of a widely utilized sexual violence prevention course for matriculating college students as a population-level prevention approach. The course focuses on correcting misperceptions of normative behavior, increasing students' likelihood to intervene in disconcerting situations, and encouraging empathy and support for victims. Participants were 167,424 first-year college students from 80 four-year institutions who completed preintervention and postintervention surveys to assess changes in composite factor scores derived from 20 attitudinal, self-efficacy, and behavioral intention items. Employing the composite factor scores as dependent variables, individual ANOVAs were run for each of the institutions to test whether there were significant increases in mean factor scores. High percentages of institutions saw statistically significant increases (p < .05) in self-reported ability and intention to intervene to prevent sexual assault and relationship violence (98%), empathy and support for victims (84%), and corrected perceptions of social norms (75%). Fewer schools saw significant reductions in endorsement of sexual assault myths (34%). These findings suggest that when implemented as a population-level intervention for all first-year college students, the prevention course can foster accurate perceptions of positive social norms, increase empathy and support for victims, and increase students' stated ability and intention to intervene.

Improving medical students' communication competencies to deal with intimate partner violence using clinical simulations in Mozambique

BACKGROUND

During their medical training, medical students aim to master communication skills and professionalism competencies to foster the best possible patient-physician relationship. This is especially evident when dealing with sensitive topics. This study describes and analyses the outcomes of a simulation-based training module on clinical communication competency through interacting with simulated intimate partner violence (IPV) survivors. The training was set up as part of a broader IPV module within a Gynaecology and Obstetrics Bachelor of Medicine and Bachelor of Surgery of Medicine (MBBS).

METHODS

In total, 34 (59%) of all fourth-year medical students from one medical school in Mozambique were involved. A mixed-method approach was adopted. First, a quasi-experimental pre-test/post-test design was adopted to study the impact of the intervention to tackle critical IPV knowledge, skills, and attitudes, underlying a patient communication script. Second, a qualitative analysis of student perceptions was carried out.

RESULTS

The results of the paired sample t-tests point at a significant and positive change in post-test values when looking at the general IPV self-efficacy (IPV SE) score and the subscales mainly in attitudes. Participants expressed a desire for additional IPV communication competency and suggested enhancements to the module.

CONCLUSION

We conclude that due to IPV being a sensitive issue, simulation activities are a good method to be used in a safe environment to develop clinical skills. The results of this study are a good complement of the analysis of the competencies learned by the medical students in Mozambique with the current curriculum.

Commuter Students' Readiness to Help in Incidents of Campus Sexual Violence

The present study examines commuter students' readiness to help in incidents of sexual violence. Participants included 1,366 students, the majority of whom (79%) were commuters. Structural equation modeling was used to examine commuter status on readiness to help in incidents of sexual violence and the effect of awareness of sexual violence resources and sense of community on readiness to help. The results demonstrate that commuter students are less ready to help in incidents of sexual violence compared with non-commuters. These results suggest that those looking to engage students in sexual assault prevention efforts need to increase efforts to engage commuters.

Integrating Sexual Assault Resistance, Bystander, and Men's Social Norms Strategies to Prevent Sexual Violence on College Campuses: A Call to Action

Sexual assault prevention on college campuses often includes programming directed at men, women, and all students as potential bystanders. Problematically, specific types of sexual assault prevention are often implemented on campuses in isolation, and sexual assault risk reduction and resistance education programs for women are rarely integrated with other approaches. With increasing focus on the problem of sexual assault on college campuses, it is timely to envision a comprehensive and interconnected prevention approach. Implementing comprehensive prevention packages that draw upon the strengths of existing approaches is necessary to move toward the common goal of making college campuses safer for all students. Toward this goal, this commentary unpacks the models and mechanisms on which current college sexual assault prevention strategies are based with the goal of examining the ways that they can better intersect. The authors conclude with suggestions for envisioning a more synthesized approach to campus sexual assault prevention, which includes integrated administration of programs for women, men, and all students as potential bystanders on college campuses.

Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel

The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander-High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students.

Why Women Are Blamed for Being Sexually Harassed: The Effects of Empathy for Female Victims and Male Perpetrators

The #MeToo movement has highlighted the widespread problem of men’s sexual harassment of women. Women are typically reluctant to make a sexual-harassment complaint and often encounter victim-blaming attitudes when they do, especially from men. Informed by the social identity perspective, two experiments examined the influence of empathy—both for women who are sexually harassed and for male harassers—on men’s and women’s propensity to blame victims. In Study 1, university students ( N = 97) responded to a vignette describing a male student’s harassment of a female student. Men blamed the victim more than women, which was explained by their greater empathy for the male perpetrator but not lesser empathy for the female victim. Using the same vignette, Study 2 asked university students ( N = 135) to take either the male perpetrator’s or the female victim’s perspective. Regardless of participant gender, participants who took the male-perpetrator’s perspective versus the female-victim’s perspective reported greater victim blame, and this was explained by their greater empathy for the male perpetrator and lesser empathy for the female victim. Together, the findings provide evidence to suggest that male-perpetrator empathy may be equally or more important than female-victim empathy for explaining victim blame for sexual harassment. Implications for social change, including policies to limit the effects of male-perpetrator empathy when responding to sexual-harassment complaints are discussed. Online slides for instructors who want to use this article for teaching are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319868730

Exploring the Role of Race and Gender on Perceived Bystander Ability and Intent: Findings Before and After Exposure to an Online Training Program to Prevent Sexual Assault on Campus

The current study explores the significance of race and gender on bystander attitudes before and after an online bystander intervention program to prevent sexual assault. A diverse sample of 750 college students participated in an online intervention and participants’ perceived bystander intervention ability and intent were assessed. The interaction of participant race and gender had a marginally significant impact on bystander ability and intent baseline scores. Furthermore, when analyzing gain scores from pre- to posttest, there was a significant race by gender interaction. Specifically, Latinx and Black men had higher preintervention scores, and White men had higher gains postintervention. Relevant cultural and social factors and directions for future research are discussed.

Beyond Sex: Likelihood and Predictors of Effective and Ineffective Intervention in Intimate Partner Violence in Bystanders Perceiving an Emergency

Within the framework of the bystander model of intervention, we examined specific correlates and the likelihood of effective and ineffective intervention strategies of bystanders to an instance of intimate partner violence (IPV) identified as an emergency. We measured psychological variables associated with general prosocial behavior (including sex, instrumentality, expressiveness, empathy, personal distress, dispositional anger, and perceived barriers) as influential predictors in four IPV intervention behaviors (i.e., calling 911, talking to the victim, talking to the perpetrator, and physically interacting with the perpetrator). One hundred seventeen college community members completed preintervention measures, watched a film clip of IPV which they identified as an emergency, reported their likelihood of becoming involved and utilizing intervention behaviors, and identified perceived barriers to intervention. Participants were more likely to indicate using effective over ineffective intervention tactics. Lower perceived barriers to intervention predicted greater intervention likelihood. Hierarchical regression indicated that men and individuals higher in anger and instrumental traits were more likely to report that they would engage in riskier ineffective forms of intervention. Implications regarding bystander training and associations to intervention in related forms of violence including sexual assault are discussed.

Commentary on Katz's Bystander Training as Leadership Training

This response to Katz's commentary is based on our team's experiences and findings in bystander intervention design and evaluation among male and female adolescents in several high school settings. Three themes emerged in reflecting on "what worked" in our large evaluation in light of Katz's commentary. First, our field needs data from multiple rigorous bystander intervention evaluations. Second, bystander interventions must be acceptable to the population receiving the intervention. Third, engaging all adolescent and young adults in prevention independent of sex or sexual orientation is essential to reduce sexual violence including harassment and bullying.

Bystander Attitudes to Prevent Sexual Assault: A Study of College Students in the United States, Japan, India, Vietnam, and China

College women are at a high risk of sexual assault. Although programs that aim to change bystander behaviors have been shown to be potentially effective in preventing sexual assault on campuses in the United States, little is known about bystander behaviors outside of the United States. The purpose of this study was to explore and compare factors affecting bystander behaviors regarding sexual assault intervention and prevention among undergraduate students in the United States, Japan, India, Vietnam, and China. A total of 1,136 students participated in a self-reported survey. Results demonstrate substantial variations across countries. Bystander behaviors are associated with multilevel factors, including gender, knowledge of individuals who have experienced a sexual assault, and knowledge about campus or community organizations.

The Role of Alcohol Consumption Patterns and Pro-Social Bystander Interventions in Contexts of Gender Violence

Studies have shown that people differ in their likelihood of intervening as a bystander in situations of violence, but it is unclear how these actions relate to the use of alcohol. Two studies ( N = 1,525) examined the relationship between alcohol use and pro-social bystander interventions in situations of physical and sexual coercion. Studies 1 and 2 provided cross-sectional evidence that alcohol use, along with alcohol expectancies, predicted patterns of bystander interventions, depending on gender. Discussion centers on the importance of including alcohol as another facet in understanding the role of pro-social bystander interventions.

Men Faculty Gender-Equity Advocates

As part of a National Science Foundation (NSF) ADVANCE grant, North Dakota State University (NDSU) created a program of men faculty Advocates to engage in gender-equity/climate improvement efforts. Sixteen men Advocates spent 4 years reading materials, attending NDSU ADVANCE FORWARD programming, and creating training sessions for male faculty gender-equity Allies. The current investigation reviews core aspects of effective Ally preparation programs, and then compares this Advocates program with elements of successful men’s profeminist gender-equity advocacy work. We discovered that the NDSU Advocates used 12 of Berkowitz’s 19 elements, with 4 additional elements present. Implications for this men’s gender-equity advocates program, similar programs at other colleges and universities, and other Ally/advocates programs are discussed.

Encouraging responses in sexual and relationship violence prevention: what program effects remain 1 year later?

Colleges and universities are high-risk settings for sexual and relationship violence. To address these problems, institutions of higher education have implemented prevention programs, many of which train students as potential bystanders who can step in to help diffuse risky situations, identify and challenge perpetrators, and assist victims. The impact of bystander sexual and relationship violence prevention programs on long-term behavior of bystanders has remained a key unanswered question for those who seek to offer the most effective programs as well as for policy makers. In this study, the researchers experimentally evaluated the effectiveness of the Bringing in the Bystander® in-person program. Participants were 948 1st-year college students of whom 47.8% were women and 85.2% identified as White (15% also identified as Hispanic in a separate question) between the ages of 18 and 24 at two universities (one a rural, primarily residential campus and the other an urban, highly commuter campus) in the northeastern United States. To date, this is the first study to have found positive behavior changes as long-lasting as 1 year following an educational workshop focusing on engaging bystanders in preventing sexual and relationship violence. Even so, many questions remain to be answered about prevention and intervention of this type. More prospective research is needed on bystander-focused prevention of these forms of violence to help understand and better predict the complicated relationships both between and among the attitudes and behaviors related to preventing sexual and relationship violence. In this regard, we make specific recommendations for designing and evaluating programs based on our findings relating to the importance of moderators, especially two key understudied ones, readiness to help and opportunity to intervene.

Changing Attitudes About Being a Bystander to Violence

Bystander approaches to reducing sexual violence train community members in prosocial roles to interrupt situations with risk of sexual violence and be supportive community allies after an assault. This study employs a true experimental design to evaluate the effectiveness of Bringing in the Bystander™ through 1-year post-implementation with first-year students from two universities (one rural, primarily residential; one urban, heavily commuter). We found significant change in bystander attitudes for male and female student program participants compared with the control group on both campuses, although the pattern of change depended on the combination of gender and campus.

Improving college campus-based prevention of violence against women: a strategic plan for research built on multipronged practices and policies

Growing awareness of the scope of violence against women (VAW) on college campuses has led to innovations in intervention and prevention These efforts have often followed best practices in prevention, have targeted different campus populations, and used varied tools. Prevention evaluation on campuses is increasing. This review briefly summarizes what we have learned about preventing VAW on campus from evaluation research and then describes a roadmap for where research needs to go. To date, most work focuses almost exclusively on sexual violence, concentrates on single programs on one campus, focuses on attitude outcomes, and most research explores main effects of program utility. More complex prevention and research models are needed including the use of multipronged prevention approaches and researching their synergistic effects; investigation of more specific program effects to better unpack what essential elements of different prevention tools are driving changes; and more complex analyses of outcomes including exploration of moderating variables. This research agenda has implications for new programs, policies, and research designs including the importance of partnerships between practitioners and researchers to actualize these goals.

Knowing a sexual assault victim or perpetrator: a stratified random sample of undergraduates at one university

Rape awareness and prevention programs are common on college campuses and a potentially useful way to reach large numbers of young adults. One largely unexamined potential mediator or moderator of program effectiveness is the personal knowledge of student audiences. In this study, we assess the prevalence of knowing a victim and, notably, a perpetrator of sexual assault. A stratified random sample of 2,400 undergraduates was recruited for an online survey about sexual assault. A total of 53.5% participated and yielded a sample representative of the student body. Sixteen questions were modified from the Sexual Experiences Survey to assess whether participants knew a victim of any one of eight types of sexual assault. Findings indicate that students begin college with considerable personal knowledge of sexual assault victimization and perpetration. Nearly two thirds (64.5%) reported that they know one or more women who were a victim of any one of eight types of sexual assault, and over half (52.4%) reported that they know one or more men who perpetrated any of the types of sexual assault. Most students reported knowing victims and perpetrators of multiple types of assault. Knowledge varied substantially by gender and ethnicity. Students' preexisting personal knowledge should be included in assessments of program effectiveness and, ideally, in program design.

Assessment of a sexual coercion prevention program for adolescents

This study's focus is to evaluate a sexual coercion prevention program in adolescents. Using a before-and-after design with both a treatment group (n = 93) and a control group (n = 76), an intervention of seven sessions was completed. Said sessions included such content as conceptualizing sexual freedom, sexual coercion and voluntary consent, analyzing different sexual coercion tactics and the contexts in which they occur, empathy toward the victim, and developing abilities to avoid risky situations. Other risk factors for coercive behavior and sexual victimization are explored as well, such as alcohol use, sexist attitudes and inadequate communication, among others. The intervention's results include a decrease in stereotypical beliefs about the opposite sex and increased empathy toward victims of sexual coercion. These changes were maintained with the passage of time. Also, in the treatment group, a more acute decline was observed in the proportion of young people engaging in sexually coercive behaviors, This article emphasizes the importance, necessity and efficacy of such interventions, and discusses and analyzes possible improvements to the program for its future implementation.

Translating sexual assault prevention from a college campus to a United States military installation: piloting the know-your-power bystander social marketing campaign

One population that shares both similar and different characteristics with traditional college-age students is the U.S. Military. Similarities include a high concentration of 18- to 26-year-olds dealing with new found independence, peer pressure, and the presence of social norms that support violence and hypermasculinity. Sexual violence is a major public health problem in the United States, and because of the similarities in the age group of college and military populations, the problems regarding sexual violence in both constituencies have been well-documented. In the current pilot study we seek to add to both current knowledge about and promising practices of translating prevention strategies from one target audience to another. We describe how we translated, administered, and evaluated a bystander intervention social marketing campaign focused on sexual assault prevention that had been found to significantly affect attitude change on a college campus for a U.S. Army installation in Europe. In addition to demonstrating the process of translating prevention strategies across target audiences, findings from this pilot study contribute to the evaluation data on the effectiveness of sexual violence prevention strategies implemented with members of the U.S. Military. From our analysis, we see that research participants indicate that the degree to which the images resonate with them and the familiarity of the context (i.e., social self-identification) significantly effect the participants' personal responsibility for reducing sexual assault, confidence in acting as a bystander, and reported engagement as a bystander.

Bringing in the target audience in bystander social marketing materials for communities: suggestions for practitioners

The Know Your Power™ social marketing campaign images model active bystander behaviors that target audience members can use in situations where sexual and relationship violence and stalking are occurring, have occurred, or have the potential to occur. In this practitioner note, we describe strategies that we have used to engage target audience members in the development of the social marketing campaign that we hope can be used by practitioners. We give examples from the development and evaluation of the Know Your Power(TM) social marketing campaign that used focus group and other types of feedback from the target audience to inform the direction of the campaign.

Using a multimedia social marketing campaign to increase active bystanders on the college campus

OBJECTIVE

To evaluate the campus-wide administration of the Know Your Power bystander-oriented social marketing campaign.

PARTICIPANTS

Undergraduate students at a public college were invited to participate in a public awareness survey before and after the 6-week campaign administration in February and March 2009.

METHODS

Pretest and posttests were administered (N = 353) to examine if exposure to the campaign changed students' stage of scale scores.

RESULTS

Exposure to the social marketing campaign increased participants' awareness of their role in reducing sexual and relationship violence and stalking, increased their expressed willingness to get involved in reducing the incidence these types of violence, and resulted in participants being more likely to report having taken action to reduce these types of violence.

CONCLUSIONS

As college students explore their role as community members, it is an opportunity for college educators to design and administer prevention messages highlighting behavioral norms to be explored and adopted.

When can I help? A conceptual framework for the prevention of sexual violence through bystander intervention

The bystander intervention approach is gaining popularity as a means for engaging communities in sexual assault prevention, especially on college campuses. Many bystander programs are teaching community members how to intervene without first assisting them to identify the full range of opportunities when they can intervene. In this article, the authors review the literature on sexual violence bystander intervention and present a conceptual framework that lays out a continuum of bystander opportunities ranging from reactive situations after an assault has occurred, to situations before an assault has occurred (posing high to low risk to victims), as well as proactive situations where no risk to the victim is present. The implications of this typology are discussed in the context of program development, evaluation, and further research.

The Social Justice Roots of the Mentors in Violence Prevention Model and Its Application in a High School Setting

The social justice roots and theory of the Mentors in Violence Prevention (MVP) model is presented, followed by an empirical study examining the influence of MVP in high school settings. Findings reveal students exposed to the MVP model are more likely to see forms of violence as being wrong and are more likely to take actions to intervene than students not exposed to the program. Findings support the premises on which MVP is founded.

Rehearsing for Real Life: The Impact of the InterACT Sexual Assault Prevention Program on Self-Reported Likelihood of Engaging in Bystander Interventions

The interACT Sexual Assault Prevention Program is an interactive, skill-building performance based on the pedagogy of Augusto Boal’s Theatre of the Oppressed. A longitudinal evaluation of this program compared pretest, posttest, and 3-month follow-up data from 509 university student participants. Results suggested that the interACT performance was successful in increasing participants’ beliefs about the effectiveness of bystander interventions and the self-rated likelihood that participants would engage in bystander interventions in the future. Differences in both overall ratings and rates of change were noted. Implications of these results for research and practice are discussed.

Using social self-identification in social marketing materials aimed at reducing violence against women on campus

Bystander-focused in person sexual violence prevention programs provide an opportunity for skill development among bystanders and for widening the safety net for survivors. A social marketing campaign was designed modeling prosocial bystander behavior and using content familiar to target audience members by staging and casting scenes to look similar to the people and situations that the target audience regularly encounters. We refer to this sense of familiarity as social self-identification. In this exploratory study, we attempt to understand how seeing oneself and one's peer group (e.g., social self-identification) in poster images affects target audience members' (e.g., college students) willingness to intervene as a prosocial bystander. The posters in the social marketing campaign were displayed throughout a midsize northeastern public university campus and neighboring local businesses frequented by students. During the last week of the 4-week poster display, the university's homepage portal featured an advertisement displaying a current model of an iPod offering undergraduate students an opportunity to win the device if they completed a community survey. We found that among students who had seen the posters, those who indicated that the scenes portrayed in the posters looked like situations that were familiar to them were significantly more likely to contemplate taking action in preventing a situation where sexual violence had the potential to occur. Furthermore, students who indicated familiarity with the poster content were more likely to indicate that they had acted in a manner similar to those portrayed in the poster. Future directions based on findings from this exploratory study are discussed.

"How can I not?": men's pathways to involvement in anti-violence against women work

Despite growing male participation in ending violence against women, little is known about the factors that precipitate men's engagement as antiviolence "allies." This study presents findings from a qualitative analysis of interviews with 27 men who recently initiated involvement in an organization or event dedicated to ending sexual or domestic violence. Findings suggest that men's engagement is a process that occurs over time, that happens largely through existing social networks, and that is influenced by exposure to sensitizing experiences, tangible involvement opportunities and specific types of meaning making related to violence. Implications for models of ally development and for efforts to engage men in antiviolence work are discussed.