The situational-cognitive model of adolescent bystander behavior: Modeling bystander decision-making in the context of bullying and teen dating violence.

Abstract

Objective: Despite the proliferation of bystander approaches to prevent aggression among youth, theoretical models of violence-related bystander decision making are underdeveloped, particularly among adolescents. The purpose of this research was to examine the utility of two theories, the Situational Model of Bystander behavior (SMB) and the Theory of Planned Behavior (TPB), for identifying mechanisms underlying adolescent bystander behavior in the context of bullying and teen dating violence (TDV). Method: Data were collected via face to face (local) and online (national) focus groups with 113 U.S. adolescents aged 14-18 and were subsequently analyzed using deductive and inductive coding methods. Results: Youth endorsed beliefs consistent with both the SMB and TPB and with additional constructs not captured by either theory. Adolescents reported a higher proportion of barriers relative to facilitators to taking action, with perceptions of peer norms and social consequences foremost among their concerns. Many influences on bystander behavior were similar across TDV and bullying. Implications: Findings are organized into the proposed Situational-Cognitive Model of Adolescent Bystander Behavior, which supports the tailoring of bystander interventions. For teens, intervening is a decision about whether and how to navigate potential social consequences of taking action that unfold over time; intervention approaches must assess and acknowledge these concerns.

Efficacy of a bystander intervention for preventing dating violence in Brazilian adolescents: short-term evaluation

“…Since the social consequences and perception of peers' norms are the main concern of adolescents when deciding whether to intervene in dating violence, they are major obstacles to taking action, preventive efforts must take into account these adolescent concerns when designing interventions based on the bystander approach (Casey, Lindhorst, & Storer, 2016). Failure due to audience effect may signal adolescents' concern about possible negative evaluation from other bystanders.…”

An Examination of the Sufficiency of Small Qualitative Samples

“…The Adolescent Bystander Behavior study (ABB) (Casey, Lindhorst, & Storer, 2017) aimed to identify influences on adolescent bystander decision-making in the context of dating violence and bullying. More specifically, the project examined the relevance of two specific behavioral theories (the Situational Model of Bystander Behavior and the Theory of Planned Behavior) to explaining bystander behavior.…”

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

“…Indeed, youth themselves describe how both parents and school staff play roles in facilitating youth bystander action to prevent bullying and RA; for example, youth reported perceptions that parents and school staff would want them to help in situations of bullying (Casey, Lindhorst, & Storer, 2016). Although research suggests that parents play a key role in socializing their children about intimate relationships (Akers, Yonas, Burke, & Chang, 2011;Arriaga & Foshee, 2004;George et al, 2013;Wilson, Dalberth, & Koo, 2010), youth who may be most vulnerable to RA and SA may experience parental absence (Demuth & Brown, 2004;Fritsch & Burkhead, 1981) and/or poor parental support (Ghate & Hazel, 2002;McLoyd & Wilson, 1991).…”