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Bystander Effect02:09

Bystander Effect

The discussion of bullying highlights the problem of witnesses not intervening to help a victim. This is a common occurrence, as the following well-publicized event demonstrates. In 1964, in Queens, New York, a 19-year-old woman named Kitty Genovese was attacked by a person with a knife near the back entrance to her apartment building and again in the hallway inside her apartment building. When the attack occurred, she screamed for help numerous times and eventually died from her stab wounds.
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Evaluation of a bystander education program.

Angela Frederick Amar1, Melissa Sutherland, Erin Kesler

  • 1Boston College, William F. Connell School of Nursing, Chestnut Hill, MA, USA. angela.amar@emory.edu

Issues in Mental Health Nursing
|December 11, 2012
PubMed
Summary
This summary is machine-generated.

Bystander education programs on college campuses effectively reduce acceptance of sexual violence myths and increase willingness to intervene. This violence prevention strategy empowers students to support survivors and foster safer campus environments.

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Area of Science:

  • Public Health
  • Social Psychology
  • Violence Prevention

Background:

  • Sexual and partner violence are significant issues on university campuses.
  • Bystander education programs aim to prevent violence by altering attitudes, beliefs, and behaviors.
  • These programs can improve peer responses to survivors of violence.

Purpose of the Study:

  • To assess the effectiveness and feasibility of a bystander education program tailored for a university setting.
  • To measure changes in students' attitudes towards sexual and partner violence and their willingness to help.

Main Methods:

  • A convenience sample of 202 undergraduate students (aged 18-22) participated.
  • Students completed pre- and post-test measures assessing attitudes and willingness to intervene.
  • Paired sample t-tests analyzed changes in scores before and after the program.

Main Results:

  • Post-program, participants showed reduced acceptance of rape myths and denial of interpersonal violence.
  • Participants reported an increased intention to act as a bystander.
  • A greater sense of responsibility to intervene was observed among participants.

Conclusions:

  • The adapted bystander education program proved effective in changing attitudes and increasing intervention intentions.
  • Mental health nurses can integrate bystander education principles into violence prevention and survivor support initiatives.
  • This approach offers a viable strategy for addressing sexual and partner violence on college campuses.