User:Jrscrafford/sandbox/Bringing in the Bystander
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Bringing in the Bystander® Prevention Programis an in person prevention program that is based on the concept that all community members have a role to play in ending sexual and relationship violence and stalking before, during and after incidents. The program applies a community of responsibility model to teach bystanders how to intervene safely and effectively in cases where sexual and relationship violence and stalking may be occurring, have occurred or are at risk for occurring. The program was developed and informed by the research of Prevention Innovations Research Center. The curriculum approaches both women and men as potential bystanders or witnesses to risky behaviors related to sexual and relationship violence and stalking around them and teaches prosocial (positive, appropriate and safe) ways to prevent or intervene in these forms of violence.
Contents
· 3Research informing the program
o 4.2Published findings on the program
Program Overview[edit]
Curriculum
The curriculum introduces the concepts of bystander behavior, providing statistics and context about the prevalence of sexual and relationship violence and stalking.
There are two versions of the program, a multi session 4.5, an hour program and a shorter, single session, 90 minute program. Both versions of the program emphasize the continuum of violence and teach participants how to safely intervene before, during, and after incidents of violence. The
program utilizes a full array of learning methods in both versions of the program: lecture,
discussion, videos, interactive exercises, small group work, opportunities to practice skills and role play scenarios. In addition, the program allows time for participants to create and discuss
their own bystander plans, asks them to commit to intervening (bystander pledge), and
provides resources (e.g., individual bystander plan, Active Bystanders Care (ABC) cards that
participants take with them, and names and numbers of offices and agencies to call, such as
crisis centers, counseling centers, and the police).
The program draws connections between the ways proactive bystanding may contribute to lowering the rate of sexual and relationship violence. The modules are conducted in small, single-sex groups. (Transgendered participants are invited to choose to participate in the group with which they identify or in which they would feel more comfortable).
The groups are facilitated by a team of one man and one woman, usually graduate students or young professionals, who demonstrate cooperative and respectful behavior to one another. This bystander-focused prevention program fits in with calls from the American College Health Association(ACHA)[1] and the Centers for Disease Control and Prevention (CDC)[2] for bystander intervention prevention programs. The program is intended to be proactive, not reactive. That is, the program is not designed to be offered as a sanction.
Program Outcomes
Dating Violence
Seuxal Violence
Bystander Intervention
Program Setting:
College/University
Target population[edit]
Target populations include university undergraduate students, intercollegiate women and men athletes, fraternity and sorority members and student leaders.
Target issue[edit]
The program emphasizes the prevention and intervention along the continuum of sexual and relationship violence which may include stalking, cyberstalking, and digital abuse.
Program Structure[edit]
There are two versions of the program: a longer (4.5 hours) and a shorter 90-minute program offered in one session. We use a full array of learning methods in both versions of the program: lecture, discussion, videos, interactive exercises, small group work, opportunities to practice skills and role play scenarios. In addition, the program allows time for participants to create and discuss their own bystander plans, asks them to commit to intervening (bystander pledge), and provides resources (e.g., individual bystander plan, Active Bystanders Care (ABC) cards that participants take with them, and names and numbers of offices and agencies to call, such as crisis centers, counseling centers, and the police).
Prevention Innovations offers a “train the trainer” session, but it is not required. The program requires 2 co-facilitators, a computer/projector, newsprint/white board & scrap paper.
Research informing the program[edit]
The Bringing in the Bystander program is grounded in profeminist and other theories and empirical studies on the causes of sexual and relationship violence and use of a bystander focus that emphasizes a community of responsibility approach[3][4][5][6][7][8][9]. In addition, the program has roots in the utility of applying the Prochaska and DiClemente’s transtheoretical model (TTM) of readiness to change[10][11]. Program developers have created specific measures to quantify readiness for change in the context of sexual violence prevention and evaluation[12]. The program is further informed by the Health Belief and Theory of Reasoned Action models[13]. The program is grounded in theories and empirical studies utilizing a bystander approach with the emphasis on community change.
Evaluation[edit]
Victoria L. Banyard and Mary M. Moynihan have conducted the primary evaluations of the Bringing in the Bystander program. Along with Banyard and Moynihan, Sharyn J. Potter, Jane G. Stapleton, Robert P. Eckstein, and Alison Cares as well as other colleagues, have published articles in peer reviewed journals, book chapters, and reports related to evaluation of the program.The program has been evaluated with a number of samples: a general population of university undergraduate students; intercollegiate women and men athletes; fraternity and sorority members; student leaders (e.g., resident hall assistants); students on an urban campus; and with a servicewomen and men at a United States Army Post in Europe.
Evaluation data summary[edit]
The Bringing in the Bystander in-person prevention program has been evaluated experimentally (with support of a National Institute of Justice grant to conduct the evaluation). For that study, 389 undergraduates were randomly assigned to one of two treatment groups or a control group. Results revealed that up to 2 months after participating in the program and at 4- and 12-month follow-ups, participants in the treatment conditions showed improvements across various measures compared to the control group[14][15]. Other articles focus on and show the program’s effectiveness with additional groups[16][17][18][19][20]. Research results show an increase in interventions among the treatment groups’ participants. In addition, the program worked overall and for both women and men, and did not create significant backlash effects (i.e., worsening of attitudes as a result of program).
Published findings on the program[edit]
· Banyard, V. L., Eckstein, R., & Moynihan, M. M. (2010). Sexual violence prevention: The role of stages of change. Journal of Interpersonal Violence, 25, 111-135.[21]
· Banyard, V. L., Moynihan, M. M., & Crossman, M. T. (2009). Reducing sexual violence on campus: The role of student leaders as empowered bystanders. Journal of College Student Development, 50, 446-457.[22]
· Banyard, V. L. (2008). Measurement and correlates of prosocial bystander behavior: The case of interpersonal violence. Violence and Victims, 23, 85-99[23].
· Banyard, V. L., Moynihan, M. M., & Plante, E. G. (2007). Sexual violence prevention through bystander education: An experimental evaluation. Journal of Community Psychology, 35, 463-481[24].
· Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2005). Rape prevention through bystander education: Final report to NIJ for grant 2002-WG-BX-0009[25].
· Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2004) Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Community Psychology, 32, 61-79[26].
· Moynihan, M. M. & Banyard, V. L. (2011). Educating bystanders helps prevent sexual violence and reduce backlash. Family & Intimate Partner Violence Quarterly, 3, 293-304[27].
· Moynihan, M. M., Banyard, V. L., Arnold, J. S., Eckstein, R. P., & Stapleton, J. G. (2011). Sisterhood may be powerful in for reducing sexual and intimate partner violence: An evaluation of the Bringing in the Bystander in-person program with sorority members. Violence Against Women, 703-719[28].
· Moynihan, M. M., Banyard, V. L. , Arnold, J. S. , Eckstein, R. P. and Stapleton, J. G. (2010). Engaging intercollegiate athletes in preventing and intervening in sexual and intimate partner violence, Journal of American College Health, 59, 197-204. doi: 10.1080/07448481.2010.502195[29].
· Moynihan, M. M. & Banyard, V. L. (2008). Community responsibility for preventing sexual violence: A pilot with campus Greeks and intercollegiate athletes. Journal of Prevention and Intervention in the Community, 36, 23-38[30].
· Moynihan, M. M., Banyard, V. L., & Plante, E. G. (2007). Preventing dating violence: A university example of community approaches. In Kendall-Tackett & Giacomoni (Eds.), Intimate Partner Violence. Kingston, NJ: Civic Research Institute[31].
· Potter, S. J., & Moynihan, M. M. (2011). Bringing in the Bystander In-Person Prevention Program to a US Military Installation: Results from a pilot study. Military Medicine, 176, 870-875[32].
References[edit]
1. ^ Wynne, Ben, "American College Health Association (ACHA)", Encyclopedia of Global Health, SAGE Publications, Inc., ISBN 9781412941860, retrieved 2019-07-29
2. ^ "Sexual Violence Prevention: Beginning the Dialogue". PsycEXTRA Dataset. 2004. Retrieved 2019-07-29.
3. ^ Banyard, Victoria L.; Moynihan, Mary M.; Plante, Elizabethe G. (2007). "Sexual violence prevention through bystander education: An experimental evaluation". Journal of Community Psychology. 35 (4): 463–481. doi:10.1002/jcop.20159. ISSN 0090-4392.
4. ^ Banyard, Victoria L.; Plante, Elizabethe G.; Moynihan, Mary M. (2003). "Bystander education: Bringing a broader community perspective to sexual violence prevention". Journal of Community Psychology. 32 (1): 61–79. doi:10.1002/jcop.10078. ISSN 0090-4392.
5. ^ Berkowitz, Alan D. (2002), "Fostering men's responsibility for preventing sexual assault.", Preventing violence in relationships: Interventions across the life span., American Psychological Association, pp. 163–196, ISBN 1557989117, retrieved 2019-07-29
6. ^ Foubert, John D. (2000-01). "The Longitudinal Effects of a Rape-prevention Program on Fraternity Men's Attitudes, Behavioral Intent, and Behavior". Journal of American College Health. 48 (4): 158–163. doi:10.1080/07448480009595691. ISSN 0744-8481. Check date values in: |date= (help)
7. ^ Katz, Jackson (1995-07). "Reconstructing Masculinity in the Locker Room: The Mentors in Violence Prevention Project". Harvard Educational Review. 65 (2): 163–175. doi:10.17763/haer.65.2.55533188520136u1. ISSN 0017-8055. Check date values in: |date= (help)
8. ^ Lisak, David; Miller, Paul M. (2002-02). "Repeat Rape and Multiple Offending Among Undetected Rapists". Violence and Victims. 17 (1): 73–84. doi:10.1891/vivi.17.1.73.33638. ISSN 0886-6708. Check date values in: |date= (help)
9. ^ DeKESEREDY, WALTER S.; SCHWARTZ, MARTIN D.; ALVI, SHAHID (2000-09). "The Role of Profeminist Men in Dealing With Woman Abuse on the Canadian College Campus". Violence Against Women. 6 (9): 918–935. doi:10.1177/10778010022182218. ISSN 1077-8012. Check date values in: |date= (help)
10. ^ DiClemente, Carlo C.; Prochaska, James O. (1998), "Toward a Comprehensive, Transtheoretical Model of Change", Treating Addictive Behaviors, Springer US, pp. 3–24, ISBN 9780306484506, retrieved 2019-07-29
11. ^ Edwards, Ruth W.; Jumper‐Thurman, Pamela; Plested, Barbara A.; Oetting, Eugene R.; Swanson, Louis (2000-05). <291::aid-jcop5>3.3.co;2-0 "Community readiness: Research to practice". Journal of Community Psychology. 28 (3): 291–307. doi:10.1002/(sici)1520-6629(200005)28:3<291::aid-jcop5>3.3.co;2-0. ISSN 0090-4392. Check date values in: |date= (help)
12. ^ Banyard, Victoria L.; Eckstein, Robert P.; Moynihan, Mary M. (2009-02-27). "Sexual Violence Prevention". Journal of Interpersonal Violence. 25 (1): 111–135. doi:10.1177/0886260508329123. ISSN 0886-2605.
13. ^ Rosenstock, Irwin M. (1974-12). "Historical Origins of the Health Belief Model". Health Education Monographs. 2 (4): 328–335. doi:10.1177/109019817400200403. ISSN 0073-1455. Check date values in: |date= (help)
14. ^ Banyard, Victoria L. (2008-02). "Measurement and Correlates of Prosocial Bystander Behavior: The Case of Interpersonal Violence". Violence and Victims. 23 (1): 83–97. doi:10.1891/0886-6708.23.1.83. ISSN 0886-6708. Check date values in: |date= (help)
15. ^ Banyard, Victoria L.; Moynihan, Mary M.; Plante, Elizabethe G. (2007). "Sexual violence prevention through bystander education: An experimental evaluation". Journal of Community Psychology. 35 (4): 463–481. doi:10.1002/jcop.20159. ISSN 0090-4392.
16. ^ Moynihan, Mary M.; Banyard, Victoria L.; Arnold, Julie S.; Eckstein, Robert P.; Stapleton, Jane G. (2011-05-31). "Sisterhood May Be Powerful for Reducing Sexual and Intimate Partner Violence: An Evaluation of the Bringing in the Bystander In-Person Program with Sorority Members". Violence Against Women. 17 (6): 703–719. doi:10.1177/1077801211409726. ISSN 1077-8012.
17. ^ Banyard, Victoria L.; Moynihan, Mary M.; Crossman, Maria T. (2009). "Reducing Sexual Violence on Campus: The Role of Student Leaders as Empowered Bystanders". Journal of College Student Development. 50 (4): 446–457. doi:10.1353/csd.0.0083. ISSN 1543-3382.
18. ^ Moynihan, Mary M.; Banyard, Victoria L.; Arnold, Julie S.; Eckstein, Robert P.; Stapleton, Jane G. (2010-11-19). "Engaging Intercollegiate Athletes in Preventing and Intervening in Sexual and Intimate Partner Violence". Journal of American College Health. 59 (3): 197–204. doi:10.1080/07448481.2010.502195. ISSN 0744-8481.
19. ^ Moynihan, Mary M.; Banyard, Victoria L.; Arnold, Julie S.; Eckstein, Robert P.; Stapleton, Jane G. (2011-05-31). "Sisterhood May Be Powerful for Reducing Sexual and Intimate Partner Violence: An Evaluation of the Bringing in the Bystander In-Person Program with Sorority Members". Violence Against Women. 17 (6): 703–719. doi:10.1177/1077801211409726. ISSN 1077-8012.
20. ^ Potter, Sharyn J.; Moynihan, Mary M. (2011-08). "Bringing in the Bystander In-Person Prevention Program to a U.S. Military Installation: Results From a Pilot Study". Military Medicine. 176 (8): 870–875. doi:10.7205/milmed-d-10-00483. ISSN 0026-4075. Check date values in: |date= (help)
21. ^ Banyard, Victoria L.; Eckstein, Robert P.; Moynihan, Mary M. (2009-02-27). "Sexual Violence Prevention". Journal of Interpersonal Violence. 25 (1): 111–135. doi:10.1177/0886260508329123. ISSN 0886-2605.
22. ^ Banyard, Victoria L.; Moynihan, Mary M.; Crossman, Maria T. (2009). "Reducing Sexual Violence on Campus: The Role of Student Leaders as Empowered Bystanders". Journal of College Student Development. 50 (4): 446–457. doi:10.1353/csd.0.0083. ISSN 1543-3382.
23. ^ Banyard, Victoria L. (2008-02). "Measurement and Correlates of Prosocial Bystander Behavior: The Case of Interpersonal Violence". Violence and Victims. 23 (1): 83–97. doi:10.1891/0886-6708.23.1.83. ISSN 0886-6708. Check date values in: |date= (help)
24. ^ Banyard, Victoria L.; Moynihan, Mary M.; Plante, Elizabethe G. (2007). "Sexual violence prevention through bystander education: An experimental evaluation". Journal of Community Psychology. 35 (4): 463–481. doi:10.1002/jcop.20159. ISSN 0090-4392.
25. ^ Banyard, Victoria L.; Plante, Elizabeth G.; Moynihan, Mary M. (2008-02-29). "Rape Prevention Through Bystander Education at a Northeastern State University, 2002-2004". ICPSR Data Holdings. Retrieved 2019-07-29.
26. ^ Banyard, Victoria L.; Plante, Elizabethe G.; Moynihan, Mary M. (2003). "Bystander education: Bringing a broader community perspective to sexual violence prevention". Journal of Community Psychology. 32 (1): 61–79. doi:10.1002/jcop.10078. ISSN 0090-4392.
27. ^ Conway, Pat (2013-10-31). "Strengthening Systems to Prevent Intimate Partner Violence and Sexual Violence". doi:10.4324/9781315868578.
28. ^ Moynihan, Mary M.; Banyard, Victoria L.; Arnold, Julie S.; Eckstein, Robert P.; Stapleton, Jane G. (2011-05-31). "Sisterhood May Be Powerful for Reducing Sexual and Intimate Partner Violence: An Evaluation of the Bringing in the Bystander In-Person Program with Sorority Members". Violence Against Women. 17 (6): 703–719. doi:10.1177/1077801211409726. ISSN 1077-8012.
29. ^ Moynihan, Mary M.; Banyard, Victoria L.; Arnold, Julie S.; Eckstein, Robert P.; Stapleton, Jane G. (2010-11-19). "Engaging Intercollegiate Athletes in Preventing and Intervening in Sexual and Intimate Partner Violence". Journal of American College Health. 59 (3): 197–204. doi:10.1080/07448481.2010.502195. ISSN 0744-8481.
30. ^ Moynihan, Mary M.; Banyard, Victoria L. (2008-07-09). "Community Responsibility for Preventing Sexual Violence: A Pilot Study with Campus Greeks and Intercollegiate Athletes". Journal of Prevention & Intervention in the Community. 36 (1–2): 23–38. doi:10.1080/10852350802022274. ISSN 1085-2352.
31. ^ Coker, Ann L.; Banyard, Victoria L.; Recktenwald, Eileen A. (2017-07-12), "Primary Intimate Partner Violence Prevention Programs for Adolescents and Young Adults", Preventing Intimate Partner Violence, Policy Press, ISBN 9781447333050, retrieved 2019-07-29
32.^ Potter, Sharyn J.; Moynihan, Mary M. (2011-08). "Bringing in the Bystander In-Person Prevention Program to a U.S. Military Installation: Results From a Pilot Study". Military Medicine. 176 (8): 870–875. doi:10.7205/milmed-d-10-00483. ISSN 0026-4075. Check date values in: |date= (help)
References[edit]
External links[edit]