Increasing Helping Rates Through Information Dissemination: Teaching Pays

Beaman, Arthur L.; Barnes, Paul; Klentz, Bonnel; McQuirk, Betty

doi:10.1177/014616727800400309

Cited by 95 publications

(44 citation statements)

References 7 publications

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“…Interestingly, a follow up study by Berman, Barnes, Klentz and McQuirk [21] found that people's responses could be modified by training about the above two phenomena. This has implications for fire safety education.…”

Section: Discussionmentioning

confidence: 99%

Investigation Of A Behavioural Response Model For Fire Emergency Situations In Secondary Schools

Horasan¹,

Bruck²

1994

Fire Saf. Sci.

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Though a large number of studies have been carried out in emergency movement and egress only few have considered evacuation of schools. A model to investigate and simulate the probable behavioural responses during fire related emergency situations has been developed for primary (elementary) and secondary (junior and senior high) schools. As part of this broader research program, a more limited study has been undertaken. The aim of this study is to determine the likelihood of responses by secondary school students to fire alarms and cues. A questionnaire was used and the behaviours were considered in terms of how they changed as a function of a number of variables such as different fire cues and social environment, grade level, gender, previous fire and drill experience. Responses to the questionnaire were analysed to determine the most likely and unlikely behaviours from the model. The results indicate that for adolescents social environment can be the most pertinent variable influencing the decision to initiate risk reducing behaviour. Therefore fire safety training for this age group must include presentation of psychological and social factors (such as the concepts of "pluralistic ignorance" and "diffusion of responsibility") that could influence an individual's behaviour during an emergency.

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Section: Discussionmentioning

confidence: 99%

Investigation Of A Behavioural Response Model For Fire Emergency Situations In Secondary Schools

Horasan¹,

Bruck²

1994

Fire Saf. Sci.

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“…Evidence to this effect includes studies showing that students educated about the bystander effect are more likely than controls to intervene to help a putative victim two weeks after training (Beaman et al 1978). Philip Zimbardo offers a program called 'The Heroism Project' that teaches people about important social psychology findings to empower them to live more autonomous lives (Miller 2011).…”

Section: Research-based Educational Interventionsmentioning

confidence: 99%

The Loss of Autonomy in Abused Persons: Psychological, Moral, and Legal Dimensions

Ciurria

2018

Humanities

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This paper tries to resolve a tension in popular conceptions of intimate partner violence (IPV). On the one hand, we correctly assume that all abused persons are not the same: they have irreducibly plural personalities. On the other hand, we correctly assume that abused persons suffer from a loss of autonomy. The puzzle is: if abused persons share deficits in autonomy, why does it not follow that they share a set of personality traits? I argue that the psychological states implicated in autonomy-impairment in abused persons are situation-sensitive responses to salient eliciting conditions, not personality traits. This view has substantive moral and legal implications, as it implies that abusers are responsible for inflicting severe moral harms on victim-survivors, and they may also be liable for unlawful abduction and rape, in case the abused person lives with or has sexual contact with the abuser. This is because the conditions of abuse undermine the victim-survivor's ability to autonomously consent to cohabitation and sexual contact with the abuser. I argue that the best way of protecting people from autonomy-undermining abuse is public education.

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“…234,[236][237][238][239] Simple and complex behavioural methods exist to address those issues. [240][241][242] CPR teaching should include information on the concepts of ambiguity and diffusion of responsibility. (Class I-2)…”

Section: Where Should Cpr Instructions Be Given?mentioning

confidence: 99%

Understanding and improving low bystander CPR rates: a systematic review of the literature

Vaillancourt

Stiell

Wells

2008

CJEM

143

110

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Objectives: Cardiopulmonary resuscitation (CPR) is a crucial yet weak link in the chain of survival for out-of-hospital cardiac arrest. We sought to understand the determinants of bystander CPR and the factors associated with successful training. Methods: For this systematic review, we searched 11 electronic databases, 1 trial registry and 9 scientific websites. We performed hand searches and contacted 6 content experts. We reviewed without restriction all communications pertaining to who should learn CPR, what should be taught, when to repeat training, where to give CPR instructions and why people lack the motivation to learn and perform CPR. We used standardized forms to review papers for inclusion, quality and data extraction. We grouped publications by category and classified recommendations using a standardized classification system that was based on level of evidence. Results: We reviewed 2409 articles and selected 411 for complete evaluation. We included 252 of the 411 papers in this systematic review. Differences in their study design precluded a meta-analysis. We classified 22 recommendations; those with the highest scores were 1) 9-1-1 dispatchassisted CPR instructions, 2) teaching CPR to family members of cardiac patients, 3) Braslow's selftraining video, 4) maximizing time spent using manikins and 5) teaching the concepts of ambiguity and diffusion of responsibility. Recommendations not supported by evidence include mass training events, pulse taking prior to CPR by laymen and CPR using chest compressions alone. Conclusion:We evaluated and classified the potential impact of interventions that have been proposed to improve bystander CPR rates. Our results may help communities design interventions to improve their bystander CPR rates. RÉSUMÉ Objectifs : La réanimation cardio-respiratoire (RCR) est un maillon essentiel, quoique faible, de la chaîne de survie lors de la survenue d'un arrêt cardiaque hors de l'hôpital. Nous avons cherché à comprendre les déterminants du taux de passants pouvant administrer la RCR et les facteurs liés à une formation efficace. Méthodes : Dans le cadre de cette revue systématique, nous avons analysé 11 bases de données électroniques, un registre d'essais cliniques et neuf sites Web scientifiques. Nous avons réalisé des recherches manuelles et communiqué avec six experts du contenu. Nous avons examiné sans restriction toutes les communications portant sur les questions suivantes : qui devrait apprendre la RCR, ce qu'on devrait enseigner, QUAND la formation devrait être renouvelée, où les cours de

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Increasing Helping Rates Through Information Dissemination: Teaching Pays

Abstract: A group of undergraduates previously informed as to how social-psychological factors operate to inhibit helping behavior was more likely to help a victim at a later date than was an uninformed group.

Cited by 95 publications

References 7 publications

Investigation Of A Behavioural Response Model For Fire Emergency Situations In Secondary Schools

Investigation Of A Behavioural Response Model For Fire Emergency Situations In Secondary Schools

The Loss of Autonomy in Abused Persons: Psychological, Moral, and Legal Dimensions

Understanding and improving low bystander CPR rates: a systematic review of the literature

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