Post-Grant Reports

Title

Peer-led Bystander Intervention Training: Best Practices and Application

Document Type

Report

Publication Date

3-1-2021

Disciplines

Applied Behavior Analysis | Gender, Race, Sexuality, and Ethnicity in Communication | Interpersonal and Small Group Communication | Psychology | Social Psychology | Social Psychology and Interaction

Abstract

Sexual assault is a reality in college campuses and for college students. Amongst the pressures to succeed academically and find a job, students are also confronted with the possibility that they or someone they know is likely to experience sexual assault. One of the most effective methods to reduce the occurrence of sexual assault is bystander intervention, and as such numerous bystander intervention training systems have been developed. For our research project, we asked the question, “What characteristics of bystander intervention training lead to students gaining comfort and confidence in intervening?” Our investigation included and examination of the characteristics of the training, the environment, the trainee, and the types of interventions. Specifically, we focused on the effect of a peer-led, leadership-based bystander intervention training on a small college campus in terms of increasing knowledge of resources, utilization of resources, and actual behavioral intervention.

Comments

This research was conducted as part of a Linfield University Student-Faculty Collaborative Research Grant in 2020, funded by the Office of Academic Affairs.

Student collaborators were Madi Reimer and Angela McKelvey.

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