Understanding Bystander Behavior: The Influence of and Interaction Between Bystander Characteristics and Situational Factors

Brewster, Mary P.; Tucker, Jane M.

doi:10.1080/15564886.2015.1009593

Cited by 24 publications

(30 citation statements)

References 60 publications

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“…Thus, when individuals do not intervene, it is important to understand why they do not. A strong body of research has documented the variety of barriers faced by bystander in sexual violence situations (e.g., Banyard, 2011; Bennett, Banyard, & Edwards, 2017; Brewster & Tucker, 2016; Burn, 2009). Currently, however, most measures of bystander behavior typically stop at “no” and do not assess why individuals did not intervene.…”

Section: Measuring Bystander Behaviorsmentioning

confidence: 99%

Beyond Yes or No: Understanding Undergraduate Students’ Responses as Bystanders to Sexual Assault Risk Situations

Hoxmeier

McMahon

O’Connor

2017

J Interpers Violence

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The White House Task Force to Protect Students From Sexual Assault recommends bystander engagement programming as part of campus sexual assault prevention efforts. Measuring students' bystander behavior, and thus, assessing the effectiveness of such programming, is a challenging endeavor due to the range of risk situations students may witness, as well as the nuances in potential barriers students may face in these situations. Currently, many studies include dichotomous measures of bystander behavior without gathering further information about students' opportunities to intervene, barriers to intervening, and intervention strategies. The current study sought to implement a more comprehensive approach to understanding the types of sexual assault risk situations students report to witness, as well as their response in those situations, reasons for not intervening, and any gender differences therein. In 2014, undergraduate students ( n = 9,358) at a large, public university in the Northeast completed a web-based survey to assess bystander opportunities and responses for six different risk situations. Results show that prosocial bystander responses varied depending on the risk situation. Of those students with opportunities to intervene, noninterveners reported the situation was "none of their business" or that they were "unsure of what to do." Interveners reported to have either "confronted the situation directly" or "went and got assistance." We also observed significant gender differences in students' reported intervention opportunities and bystander responses. The findings of this study have several important implications for bystander engagement programming and future research.

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Section: Measuring Bystander Behaviorsmentioning

confidence: 99%

Beyond Yes or No: Understanding Undergraduate Students’ Responses as Bystanders to Sexual Assault Risk Situations

Hoxmeier

McMahon

O’Connor

2017

J Interpers Violence

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“…The role of bystanders has become a popular research topic due to the important role bystanders can play in preventing bullying (Hawkins, Pepler, & Craig, 2001; Salmivalli, Huttunen, & Lagerspetz, 1997; Salmivalli, Voeten, & Poskiparta, 2011). Thus, recent studies have focused on bystanders rather than perpetrators and victims (Brewster & Tucker, 2015; Lee, 2013). Bullying occurs in situations with an imbalance of power between bullies and victims, and is maintained by group dynamics.…”

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confidence: 99%

Investigation of the bystander effect in school bullying: Comparison of experiential, psychological and situational factors

Song

2017

School Psychology International

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The purpose of this study was to investigate whether the 'bystander effect' known to occur in emergency situations is effective in bullying situations through examination of the individual experiences of 467 middle-and high-school students. While the bystander effect was not found to be valid in bullying situations, there were significant differences in factors influencing a bystander's defending behavior in terms of the presence of other bystanders. In cases where bullying was witnessed in the presence of other bystanders, factors such as one's previous experience as a perpetrator, antisocial behavior, level of harm, relationship to the victim and popularity had an effect on the defending behavior of bystanders. On the other hand, in the absence of other bystanders, one's previous experience as a victim, level of empathy, and perceived control had an effect on the defending behavior of bystanders. The implications of these results for an effective intervention for school bullying in terms of bystanders are discussed.

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“…Research in civilian and military contexts has demonstrated the importance of understanding the dynamics of bystander intervention and what factors may inhibit intervention. 29–31…”

Section: Discussionmentioning

confidence: 99%

“…Research in civilian and military contexts has demonstrated the importance of understanding the dynamics of bystander intervention and what factors may inhibit intervention. [29][30][31] Future work should also validate the measure of witnessing ASR symptoms by, for example, conducting semi-structured interviews, examining group-level properties of data reported by teams exposed to traumatic stressors, and obtaining responses to individuals observing depictions of an ASR. Likewise, validation of the measure of intervention responses should also be pursued through semi-structured interviews of team members and those who report having experienced ASR symptoms, and through systematic observation during planned military exercises.…”

Section: Future Directionsmentioning

confidence: 99%

Post-traumatic stress disorder risk and witnessing team members in acute psychological stress during combat

2020

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Background Occupational groups operating in dangerous environments may witness the development of acute stress reaction (ASR) in team members. Witnessing ASR in team members may increase the risk of developing subsequent post-traumatic stress disorder (PTSD) symptoms. Aims To describe ASR symptoms that individuals witness, assess the relationship between witnessing a team member exhibiting ASR symptoms and an individual's own PTSD symptoms, and describe common intervention responses by peers. Method Cross-sectional, anonymous surveys were conducted with US soldiers who were previously deployed (sample 1; n = 176) and currently deployed sample 2; n = 497). Surveys assessed combat experiences, PTSD (PTSD Checklist-5), ASR exposure and intervention responses. Analyses included frequencies and binary logistic regression. Results Witnessing at least one ASR symptom during a combat-related event was reported by 51.7% in sample 1 and 42.4% in sample 2; the most commonly observed symptoms were being unable to function or being detached. Controlling for combat experiences, high levels of witnessing a team member exhibit ASR symptoms was associated with increased risk of subthreshold PTSD or PTSD in sample 1 (odds ratio (OR) = 8.69, 95% CI 2.29–42.60) and approached significance in sample 2 (OR = 1.67, 95% CI 0.98–2.81). Common intervention responses included providing a directive or yelling; many also reported being unsure how to respond. Conclusions Witnessing team members who exhibit ASR symptoms appears to be associated with screening positive for subthreshold PTSD or PTSD. Results suggest the need for further research into how to prepare individuals to manage ASR in team members and to examine ASR in other high-risk occupations.

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Understanding Bystander Behavior: The Influence of and Interaction Between Bystander Characteristics and Situational Factors

Cited by 24 publications

References 60 publications

Beyond Yes or No: Understanding Undergraduate Students’ Responses as Bystanders to Sexual Assault Risk Situations

Beyond Yes or No: Understanding Undergraduate Students’ Responses as Bystanders to Sexual Assault Risk Situations

Investigation of the bystander effect in school bullying: Comparison of experiential, psychological and situational factors

Post-traumatic stress disorder risk and witnessing team members in acute psychological stress during combat

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