Bystander Initiative | Why We Chose Bringing in the Bystander
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Why We Chose Bringing in the Bystander

Why We Chose Bringing in the Bystander®

 

We chose Bringing in the Bystander® as our prevention intervention because it is theoretically sound, proven to be effective for both women and men, and codified for consistent delivery.

 

Bystander-type interventions are among the most effective forms of campus sexual assault prevention education (Basile et al., 2016; Flood, 2011; Lonsway et al., 2009) and were specifically endorsed by the Obama Task Force Report. BITB®  is one of the best known and most effective.

 

Created by researcher-activists at Prevention Innovations, University of New Hampshire, both versions of their BITB® (90 minutes and 4 ½ hours) are designed to help students understand the importance of speaking out against social norms that support sexual assault and coercion, recognize and safely interrupt situations that could lead to sexual assault, and be an effective and supportive ally to rape survivors (Banyard, Eckstein, Plante, & Moynihan, 2007; Banyard, Plante, & Moynihan, 2004; Moynihan et al., 2014).

 

With the agreement of our UNH partners, we have created a 3-hour version of BITB® that uses Canadian data and examples, and we deliver our workshops using established best-practices. Workshops are:

  • Led by well-trained students-peers, which enhances effectiveness.
  • Whenever possible, workshops are led by mixed-gender pairs, which emphasizes the importance of men and women working together to reduce the incidence of sexual assault.
  • Offered to men and women separately, which encourages full and frank discussion of sensitive issues. Trans students are invited to choose the workshop where they would feel more comfortable.

 

Our research has determined that the UWindsor version of BITB® coupled with our course-based education and training of workshop leaders is effective.  See Bystander Initiative Effectiveness.

 

Learn more about Prevention Innovations at the University of New Hampshire.

CITATIONS

Banyard, V. L., Eckstein, R., Plante, E. G., & Moynihan, M. M. (2007). Sexual violence prevention through bystander education: An experimental evaluation. Journal of Community Psychology, 35(40), 463-481.

 

Banyard, V. L., R., Plante, E. G., & Moynihan, M. M. (2004). Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Community Psychology, 32(10), 61-79.

 

Basile, K. C., DeGue, S., Jones, K., Freire, K., Dills, J., Smith, S. G., & Raiford, J. L. (2016). STOP SV A technical package to prevent sexual violence. Retrieved from: <https://www.cdc.gov/violenceprevention/pdf/sv-prevention-technical-package.pdf>

 

Flood, M. (2011). Involving men in efforts to end violence against women. Men and Masculinities, 14(3), 358-377.

 

Lonsway, K. A., Banyard, V. L., Berkowitz, A. D., Gidycz, C. A., Katz, J. T., Koss, M. P., & Ullman, S. E. (2009). Rape prevention and risk reduction: Review of the research literature for practitioners. VAWnet: The national online resource center on violence against women, January, 1-20.

 

Moynihan, M. M., Banyard, V. L., Cares, A. C., Potter, S. J., Williams, L. M. & Stapleton, J. G. (2014). Encouraging responses in sexual and relationship violence prevention: What program effects remain 1 year later? Journal of Interpersonal Violence, online first,  1-23.