It's Your Place: Development and Evaluation of an Evidence-Based Bystander Intervention Campaign

Media Influence on Bystander Intervention for Health Protective Norms: The Integrative Model of Behavioral Prediction Perspective

Drawing upon the Integrative Model of Behavioral Prediction (IM) and the Bystander Intervention Model, this study investigates the impact of media health information on individuals' intentions to address violations of health norms, specifically noncompliance with mask-wearing during the COVID-19 pandemic. Our survey results (n=1,426) indicate a positive correlation between seeking health information from the media and the intention to confront norm violators regarding mask-wearing. This correlation is mediated through three intermediary pathways: attitudes, normative beliefs, and perceived behavioral control. These discoveries address a previously unexplored area concerning pro-social health behaviors, bystander intervention, and contribute to the field of health communication by linking them to research on media influences. Combining media and peer interventions could lead to more effective health outcomes. The discussion covers both theoretical and practical implications.

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.

Perceived Moral Norms in an Extended Theory of Planned Behavior in Predicting University Students' Bystander Intentions toward Relational Bullying

Relational forms of bullying, such as social exclusion, are prevalent among students in higher education (HE) and pose challenges to the creation of a safe and inclusive learning environment for young adults. Based on research showing how bystanders in bullying incidents can counteract bullying effectively, the present study investigated the extent to which bystanders' prosocial behavioral intentions may be predicted using an extended theory of planned behavior (TPB). Students' behavioral intentions toward the physical-social exclusion of peers in a hypothetical group work setting were investigated in a sample of 419 university students in the United Kingdom. Hierarchical regression analysis showed that moral norms significantly predicted intention over and above cognitive attitude, descriptive norms, and perceived behavioral control. In contrast, emotional attitudes and injunctive norms were not significant predictors of intention. Moreover, significant weak mediation effects could be shown for moral norms as a mediator of the relationships between standard TPB predictors and intention. The present study contributes knowledge to the growing research body on applications of the TPB and on bystander intentions in bullying in HE. Implications for a development in preventive measures to foster university students' prosocial intentions toward bullying are discussed.

The role of moral norms as a determinant of intentions to engage in bystander intervention to prevent sexual assault

Bystander interventions (BIs) primarily focus on increasing a sense of community and responsibility among students. This study examined moral norms as a determinant of intentions towards BI, within the Theory of Planned Behavior (TPB). College students at two universities (n = 291) completed an online survey measuring TPB constructs (e.g., intentions, perceived norms) and moral norms. Results indicated that moral norms were significantly associated with intentions toward BI, and appeared to be a valuable addition to the overall perceived norms construct. In addition, the law, parents, peers, and religion were identified as significant determinants of moral norms. Promoting collective responsibility to engage in BI and including a moral imperative to act in message development could increase the impact of BI.

A Mixed Media Campaign to Promote Bystander Intervention and Reduce Alcohol Use Among College Students: A Pilot Study

This study examined the limited efficacy of a mixed media campaign that promoted bystander intervention as a sexual violence (SV) prevention strategy and aimed to decrease alcohol use. A quasi-experimental design was used to assess the limited efficacy of the Be a Watch Dawg mixed media campaign implemented at a large Southeastern public university in 2017. Social marketing along with social cognitive theory, social norms theory, and theory of planned behavior were utilized as the framework for the campaign. Be a Watch Dawg promoted bystander intervention in SV risk situations and targeted bystanders' alcohol use via social media (e.g., Facebook, Instagram, and Twitter) and printed materials (e.g., posters, stickers, and handbills). Participants included 244 undergraduate students 18 to 24 years of age. Study outcomes included bystander intervention, intentions to intervene, and alcohol use. Adjusted linear regression and logistic regression models were used to examine differences in outcomes between pre and postcampaign samples as well as associations with campaign exposure. Significant increases in bystander intervention were observed between the pre and postcampaign samples. Campaign exposure was marginally related to intentions to intervene but was not significantly associated with bystander intervention. Social media analytics revealed that the campaign reached 39,466 social media users and received 50,854 impressions and 19,523 views. A mixed media campaign may be a promising and low-resource approach to increase bystander intervention as a strategy to combat campus SV.

Bystander intervention among secondary school pupils: Testing an augmented Prototype Willingness Model

This study augmented the Prototype Willingness Model (PWM) to assess reactive and deliberative decision-making underpinning bystander intervention in gender-based violence contexts. There were 2079 participants (50% male, 49% female, and 1% unreported), aged 11-15 years old (M = 12.32, SD = 0.91), attending 19 secondary schools across Scotland. Participants self-reported the augmented PWM variables, then their intervention behaviour approximately 1 month later. Path analyses mostly supported the predicted relationships between positive and negative bidimensional attitudes, subjective norms, prototype perceptions, perceived behavioural control, and self-efficacy on intentions and willingness. Willingness predicted positive (speaking with a teacher) and negative (doing nothing) intervention in less serious violence. Self-efficacy predicted negative intervention in more serious violence. Subjective norms positively moderated the attitudes-intentions relationship. Overall, the results suggested that reactive (willingness) more so than deliberative (intention) decision-making account for intervention when young people witness gender-based violence. Additionally, the findings highlight the complexity of bystander intervention decision-making, where adding control perceptions, bidimensional attitudes, and moderators have independent contributions. Furthermore, self-comparison to the typical bystander who positively intervenes (prototype perceptions) was the strongest predictor of intentions and willingness, highlighting in a novel way the importance of image and group membership on decision-making.

The Influence of Group Identification with Student Subgroups on Perceptions of Bystander Intervention to Prevent Sexual Assault

College students can use bystander intervention tactics to prevent sexual assault within their communities. One's group memberships and group identification-conceptualized within social identity theory-could influence attitudes and behaviors related to bystander intervention. College students (n = 1,170) participated in an online survey measuring group membership with student subgroups, identification, and bystander intervention perceptions. Subgroups in this study included fraternities/sororities, student organizations, National Collegiate Athletic Association athletes, club/intramural sports, and spiritual/faith-based organizations. For various student subgroups, group identification was significantly correlated with individuals' perceived willingness and likelihood to engage in bystander intervention and their perceptions about the helpfulness of bystander intervention tactics.

Pilot randomized controlled trial using the theory of planned behavior to promote sexual consent of undergraduates in Greek-letter organizations

OBJECTIVE

Sexual assault is prevalent among undergraduates in Greek-letter organizations (GLO). Prevention efforts promote sexual consent, though few explicitly employ theoretical constructs known to positively influence behavior. This study evaluated theory-informed educational posters promoting sexual consent seeking.

PARTICIPANTS

Forty undergraduate GLO students (20 female, 20 male) were recruited through in-person, email, and social media solicitation. Data collection was completed March-November 2019 during the spring and fall semesters.

METHODS

A double-blind randomized controlled trial was conducted. Intervention participants viewed theory-informed educational posters promoting sexual consent.

RESULTS

The intervention group demonstrated more favorable consent intention (p = .024; η2 = 0.131) and consent subjective norms (p = .040; η2 = 0.109). Intervention group males showed a greater improvement in one of four consent attitudes (p = .045; η2 = 0.211).

CONCLUSIONS

Brief exposures to theory-informed messaging may help to improve subjective norms and behavioral intent to seek sexual consent among undergraduate GLO members.

Upstander Intervention and Parenting Styles

Findings from a survey of children and adolescents (N = 645) documents that students witness and experience a range of abuse at home and at school. Participants freely acknowledged pushing or shoving (46%) and slapping or hitting peers (40%). The study contributes to the literature by focusing on upstanding (active versus passive bystander intervention) and parenting styles. Findings reveal an interesting disconnect between those who say they will intervene when confronted by friends' or peers' bullying behaviors and those who actually have intervened. Children and adolescents with authoritarian parents are more likely to say they would intervene to help peers, but when asked if they actually have done so, they are the least likely to follow-through. In contrast, children with authoritative or permissive parents show the opposite pattern: No significant difference in their intent to intervene, but they are more likely to become upstanders, rather than passive bystanders when actually confronted with bullying behavior.