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Bias incidents in the workplace can create a pattern of behavior that damages organizational climate not only for victims but also bystanders who witness these incidents. Using incivility and threat ridigity research as a guiding framework, we explore the mitigating potential of bystander intervention on the relationship between bias incidents and witnesses' perceived workplace climate and intention to leave. We developed and tested a moderated mediation model using time-lagged ordinary least squares (OLS) regression with data from organizational climate surveys administered annually from 2014 to 2017. Results confirmed that bias incidents increase turnover intentions through their negative effect on workplace climate. More importantly, the expectation that faculty colleagues will intervene if a bias incident occurs mitigates the negative impact of bias incidents on workplace climate. Our findings suggest that raising awareness about bias incidents, encouraging colleagues to intervene when bias incidents occur, and, most critically, fostering a culture in which intervention is expected have great potential for improving workplace climate and reducing employee turnover. This is the first research study that provides empirical evidence of the potential for bystander intervention expectations to mitigate the negative effect of bias incidents on workplace climate.

Involving youth in developing and implementing prevention programs to reduce sexual violence (SV) has the potential to improve prevention outcomes. However, there has been little focus on youth-led SV prevention programs, and limited evaluation research to help guide efforts. The current study examined the effectiveness of Youth Voices in Prevention (Youth VIP) leadership retreats on SV victimization and perpetration, forms of violence related to SV (e.g., bullying), SV bystander behaviors and readiness, and perceptions of norms related to SV prevention. Results identified mixed findings for program impact, with variations in outcomes that can help guide future youth-led prevention program initiatives. Youth attending a large "kick-off" leadership retreat (that was less youth-led that subsequent smaller retreats) later reported more bystander behaviors, but also reported increased perpetration and victimization, compared to non-attending youth. However, youth attending smaller, more focused leadership retreats held during the school year, reported reductions in sexual harassment perpetration and improved bystander behaviors and attitudes compared to non-attending youth. Evaluation of moderator variables suggests that program impact was generally stronger for younger participants, sexual minority youth, and non-White youth (which were largely Native American youth in this sample). Findings suggest promise for youth-led prevention work but also highlight the need for testing the impact of different training structures and modalities.

Self-directed violence (SDV) is a significant public health issue for adolescents and emerging adults, and yet youth exposure to prevention messaging and youth perspectives on SDV prevention needs are understudied. The current study sought to better understand the ways in which a national sample of youth and emerging adults were exposed to suicide prevention programs or conversations. A sample of 1031 young people ages 13-23 were recruited nationally through social media. Survey questions asked about SDV prevention exposure. Open-ended questions asked youth to suggest additional information they desired about SDV. A majority of participants (87%) reported that they had received prevention exposure from at least one source (i.e., family, online, attending a talk, or formal program) with few differences by demographic characteristics. However, sexual and gender minority (SGM) youth reported accessing more SDV prevention information online compared to other youth. Overall, youth had many ideas about what additional information they needed, including how to help someone at risk for SDV and how to access information about mental health. While the majority of youth are receiving some SDV prevention messages, there is variation in how they get this information, and survey participants still felt they were missing important information. Findings highlight the need to resource more comprehensive SDV prevention for youth and young adults.

This paper examines the likelihood of violence in successive cohorts of students in a small city during the implementation of a youth-led sexual violence prevention initiative. We compared the likelihood of violence among students who were in 8th, 9th, and 10th grade before the programming to the likelihood of violence among students who were in 8th, 9th, and 10th after the programming. Participants were 2,647 middle- and high-school youth who completed five surveys over 3 years. Later cohorts were less likely to report violence, suggesting that the prevention initiative may have led to reductions in violence over time. Despite limitations (e.g., lack of a comparison group), these data underscore the need for future evaluation of the community-wide impact of youth-led violence prevention initiatives.

Sexual aggression (SA) by men toward women, including harassment and unwanted sexual touching, is ubiquitous in drinking venues. Focus groups with 38 male volunteers aged 19-26 were used to articulate men's perceptions, attitudes, and beliefs (PABs) related to SA in drinking venues for future development of a comprehensive questionnaire. Three cross-cutting themes relevant to prevention emerged from discussions structured using a 6-dimensional theoretical model: drinking venues culture with normative acceptance of SA as harmless fun, gender scripts that hold female targets responsible for SA, and alcohol attributions that reduce blame for intoxicated men perpetrators and increase blame for women targets. [ABSTRACT FROM AUTHOR]

Objective: This study is an examination of college students' bystander behaviors in relation to several exosystem factors related to their institution, including trust in their college's support systems, perceived procedural justice by campus police, and perceived procedural justice by campus administrators. Participants: Online surveys were completed by 223 students at a mid-sized public institution in the Northeastern U.S. Methods: Responses were analyzed using an OLS multiple regression to examine bystander behaviors in relation to their perceptions of institutional exosystem factors. Results: Students who felt more favorably about both campus police and campus admin were more likely to have intervened in the past as a bystander; trust in school had no effect. Conclusions: Perceptions of institutional leaders and representatives are important to consider as influential motivators for bystander behavior. School personnel trainings and policies which increase visibility of staff as trustworthy and fair should be part of comprehensive campus antiviolence efforts.

Objective: Individuals who take action to reduce sexual assault can experience a range of positive and negative consequences as a result of helping. This study examined how different types of consequences explain variation in confidence and intent to help. Participants: Nine hundred sixty-six individuals who reported intervening in a situation involving interpersonal violence; approximately half were recruited from university psychology courses and half through Amazon's Mechanical Turk. Data were collected from September to December of 2016. Methods: Participants completed measures of consequences related to helping, bystander efficacy, and intent to help. Results: Positive reactions from victims and other individuals who witnessed the situation were related to higher efficacy and intent, while negative reactions were associated with lower efficacy and intent. Actionists' personal feelings (ie, positive and negative) about their behavior mediated these relationships. Conclusions: Bystander training on campuses should address the range of potential consequences actionists face.

A growing body of research examines variables that may improve or impede helpful bystander action to prevent peer sexual assault among adolescents. The current study examines how individual and relational variables distinguish youth who respond to sexual violence in unhelpful versus helpful ways. Students were given a survey to assess frequency of actions taken in response to four peer sexual violence situations. Helpful actions were more likely among students who endorsed positive bystander attitudes and who reported more proactive prevention behaviors and less likely among students who self-reported peer violence perpetration. The findings support bystander prevention efforts that change social norms, increase proactive behaviors, and promote responsibility for intervening. Effectiveness may be enhanced through tailored approaches for youth most at risk for unhelpful bystander responses.

While dating and sexual violence (DSV) prevention through bystander intervention receives much attention in college samples, adult community samples and rural communities receive comparatively little study. An understanding of bystander actionist opportunities, who are the bystanders that have the opportunity to act to prevent to violence, is lacking. The goal of this study is to explore whether various individual identities relate to actionist opportunity rates in DSV situations. Mailed surveys were collected from 1,529 adults in a rural community sample. Five factors (sex, relationship status, race/ethnicity, income, and age) were compared to rates of witnessing six DSV actionist opportunities (victim blaming, supporting a survivor, hearing neighbors fight, seeing a couple fight, seeing an intoxicated person alone, and seeing an assault) using logistic regression models. Both age and household income were inversely related to an increased likelihood of witnessing most DSV situations. Bystander sex was related to a great likelihood of noticing an intoxicated person all alone. Being in a relationship recently was related to more opportunities to support a survivor and of noticing a couple fighting on the street. Bystander race was not related to any opportunity rates. These findings suggest that opportunity to intervene deserves more attention in studies of DSV prevention among community samples. Bystander intervention education efforts in community settings should be tailored with consideration of the intended audience demographics. Programs should move beyond race or sex of the attendees to also include things such as relationship status, community income level, or age., Author(s): Andrew J. Rizzo [sup.1] , Victoria Banyard [sup.2] , Katie M. Edwards [sup.3] Author Affiliations: (1) grid.167436.1, 0000 0001 2192 7145, University of New Hampshire, , 03824, Durham, NH, [...]

The purpose of this study was to: (1) evaluate the promise of concept mapping for generating the conceptual domain and attributions of feasibility, effectiveness, and community support across two points in time; and (2) to determine if and how community narratives may shift over time with exposure to community-level prevention initiatives. The study employed concept mapping methodology to learn how two towns in rural New England perceived domestic and sexual violence first in 2016 with no community intervention, and again in 2018 after implementing Green Dot Community, a community-level DSV prevention initiative. Samples were comprised of adults who had resided in their respective town for at least one year. This exploratory study found that over time, collective efficacy seemed to increase, with participants coming to view it as the responsibility of sectors throughout the community to address DSV. Social norms promoting that 'DSV is not tolerated' and that 'everyone has a role to play' in preventing DSV also seemed to increase, with strategies becoming more comprehensive, collaborative, and focused on primary prevention. Study findings may be attributable to Green Dot Community implementation given the correspondence of findings to intended program effects. However alternative explanations remain plausible and are discussed. This study offers a starting point for evaluating community-level prevention initiatives using concept mapping methodology. Future studies can learn from the methodological limitations presented here to produce more definitive findings when applying this method to address social problems in communities., Author(s): Jessica Burnham [sup.1] , Victoria Banyard [sup.1] , Roxanna S. Ast [sup.1] , Katie M. Edwards [sup.2] Author Affiliations: (1) grid.430387.b, 0000 0004 1936 8796, Center On Violence Against [...]

Adherence to rigid masculine gender role beliefs is often a significant predictor of violence perpetration; additionally, there is a consistent link among adolescent boys between experiencing victimization and perpetrating violence. This study examines the nuances in those associations specifically for sexual harassment victimization, perpetration, and masculine gender role beliefs in a rural sample of adolescent boys. A convenience sample of 236 boys' responses to an electronic survey completed at school were examined using multiple regression analysis to explore the relation of perpetration with victimization and four gender-related attitudes, specifically male power, relationship control, acceptability of violence, and apathy toward others. Consistent with prior research, victimization was strongly related to perpetration; however, this link was true only when attitudes on male power and apathy toward others were also high. Findings indicate that certain attitudes within hegemonic masculinity may be more involved than other beliefs in the victim-to-perpetration adolescent violence cycle. Prevention programming that incorporates content on masculinity may be more effective if focused intentionally on these aspects of gender role beliefs. Implications are also discussed in the context of how rural boys may engage with ideas of masculinity., Author(s): Andrew J. Rizzo [sup.1] , Victoria L. Banyard [sup.2] , Katie M. Edwards [sup.3] Author Affiliations: (1) grid.167436.1, 0000 0001 2192 7145, University of New Hampshire, , 15 Academic [...]

Given high rates of relationship violence among adolescents, there is a need to understand variables that influence adolescents' helping behaviors to reduce risk for dating and sexual violence (reactive) and promote prevention before violence happens or risk factors are evident (proactive). The current paper examined individual and school variables related to greater actionism in a large sample of high school students. Baseline, cross-sectional data used in the current analyses were gathered before intervention as part of a prevention program evaluation across 25 high schools in New England from students in grades 9-12 (N= 3,404). Students who self-reported a greater number of proactive actions taken were students who identified as sexual minorities, had a history of victimization, and were in schools with supportive peer norms. The current findings suggest a model for prevention that might include training individuals and attending to school level variables.

Background: Relationship abuse (RA) and sexual assault (SA) are major problems among high school students, and school personnel are an important part of preventing RA and SA among youth. Therefore, we examined the rates and correlates of bystander intentions among school personnel in situations of RA and SA. Methods: School personnel (N = 1150) from 25 high schools in New England completed surveys that assessed their RA and SA knowledge, perceptions of school climate specific to RA and SA, and RA and SA bystander efficacy and bystander intentions. Results: Across each type of bystander behavior measured, the vast majority of school personnel reported intentions to intervene. In the multilevel regression analyses, both proactive and reactive bystander intentions were related to higher levels of RA and SA bystander efficacy and perceptions of a more positive school climate and lower levels of RA and SA barriers to intervene. Conclusions: These data support the utility of school-based interventions that seek to improve school climate and teach school personnel skills that enhance bystander efficacy and reduce bystander barriers in student situations of RA and SA. Although they would need to be evaluated, such interventions could promote positive bystander action among school personnel and untimely contribute to reductions in RA and SA among high school youth.

This study examined how changes in cumulative peer victimization are associated with depressed mood and suicidality among adolescents over time, as well as whether certain protective factors (e.g., school mattering) moderate these associations. Middle and high school students (N = 2,539) from a small city in the Great Plains responded to five surveys across three years. Multilevel logistic regression analyses were conducted to examine within-person changes in cumulative peer victimization (i.e. number of victimization types experienced), depressed mood, suicidality, and several protective factors. Within-person increases in cumulative peer victimization were associated with within-person increases in depressed mood and suicidality. The effect of cumulative peer victimization on both depressed mood and suicidality was attenuated at higher levels of school mattering, highlighting the importance of this protective factor against depressed mood and suicidality. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to use data from multiple sources to examine aspects of implementation (i.e., program fidelity, barriers and enablers to implementation, and acceptability) of a bystander-focused violence prevention curriculum. Four public high schools and one community-based agency in upper New England participated in the current project in which teachers, agency staff, or students were trained to facilitate a bystander-focused relationship abuse and sexual assault prevention curriculum. Survey and interview data were collected from facilitators (N = 62), survey data were collected from program recipients (i.e., adolescents; N = 192), and fidelity and process observations were collected from research staff who observed sessions (N = 8). Results indicated that on the whole facilitators were pleased with the training they received, the program content, and the delivery format. Program fidelity was determined to be generally high; barriers to fidelity included technological issues, running out of time, and unintentionally forgetting content. Students generally rated the program positively, although they suggested areas for improvement, including having more interactive and less repetitive content. These findings can be used by other researchers, schools, and practitioners implementing manualized classroom-based prevention programs.

Interpersonal violence (IV) is a serious concern for adolescents in the United States that has devastating impacts for individuals and communities. Given the increased importance placed on friendships during adolescence, the purpose of the current study was to examine the extent to which IV experiences cluster within youths' friendship networks. Participants were students (N = 1303) in grades 7th to 10th who completed surveys at the beginning and end of an academic year. Results showed that friends' average perpetration (i.e., the percentage of the friends they nominated who perpetrated IV) was strongly associated with likelihood of individual perpetration at baseline but not at the follow‐up. For victimization, friends' average report of victimization (i.e., the percentage of the friends they nominated who were victimized) was associated with higher likelihood reporting of victimization (at both baseline and follow‐up). Although future research is needed to understand explanatory mechanisms underlying these findings, it is possible that the effectiveness of prevention initiatives may be enhanced by incorporating peer group information. Highlights: This study examined how victimization and perpetration cluster within adolescents' social networks.Utilization of social network analyses allowed us to understand interactions between youth and their peers over time.Longitudinal findings provide support for the importance of victims' peer networks over time. [ABSTRACT FROM AUTHOR]

Objectives: This systematic review and meta-analysis evaluates the effectiveness of bystander programs that address sexual violence on college campuses. Program effects on student attitudes/beliefs and bystander behavior were examined. Durability of program outcomes and the influence of program-delivery methods (e.g., facilitator-led programs vs. video, online or poster campaign programs) and program-parameters (e.g., program length) were also evaluated. Methods: Twenty-four studies met criteria for inclusion in the meta-analysis, and 207 separate results from these studies were coded. Results: Students who participated in a bystander program, compared to those who had not, had more pro-social attitudes/beliefs about sexual violence and intervening to prevent it, and engaged in more bystander behavior. Program effects diminished over time, but meaningful changes persisted for at least three months following program delivery. Longer programs had greater effects than shorter programs on attitudes/beliefs. Conclusions: Bystander programs can be a valuable addition to colleges' violence prevention efforts.

Objective: Assess the efficacy of a college dating abuse (DA) prevention workshop. Participants: 85 students from Greek organizations. Methods: Two fraternities and two sororities were randomized to intervention or waitlist control. Participants completed a baseline and 3-month follow-up survey. Data were analyzed using MANOVA. Results: As compared to those in the control group, students assigned to the DA workshop felt more prepared to act as bystanders at follow-up and were more convinced that DA was a problem on campus. Those who saw the workshop also recognized more opportunities when they could intervene as bystanders with friends and strangers at follow-up than did controls. Conclusions: The DA workshop appears to have influenced students in the desired way, although not substantially. It is likely that a longer follow-up period and larger sample would reveal more meaningful changes from pre- to post-test.