Preventing Interpersonal Violence on College Campuses: The Effect of One Act Training on Bystander Intervention. Issue 7 (April 2017)

• Record Type: Journal Article
• Authors: Alegría-Flores, Kei; Raker, Kelli; Pleasants, Robert K.; Weaver, Mark A.; Weinberger, Morris
• Is Part Of: Journal of interpersonal violence. Volume 32:Issue 7(2017)
• Page Start: 1103
• Page End: 1126
• Publication Date: 2017-04
• Subjects: sexual violence prevention -- bystander intervention -- interpersonal violence -- college; Violence -- Periodicals; Sex crimes -- Periodicals; Violence -- Périodiques; Crimes sexuels -- Périodiques; 364.15
• DOI: 10.1177/0886260515587666
• Languages: English
• ISSNs: 0886-2605

Abstract

Sexual assault, stalking, dating violence, and intimate partner violence, herein collectively termed interpersonal violence (IV), are public health problems affecting 20% to 25% of female college students. Currently, One Act is one of the few IV prevention training programs at universities that teach students bystander skills to intervene in low- and high-risk IV situations. The objectives of this study were 1) to evaluate One Act's effects on date rape attitudes and behaviors, and bystanders' confidence, willingness to help, and behavior, and 2) to compare the effects on bystander skills between One Act and Helping Advocates for Violence Ending Now (HAVEN), an IV response training program with similar participants. Data were collected over 2 years, before and after One Act and HAVEN trainings. We measured outcomes with four scales: College Date Rape Attitudes and Behaviors, Bystander Confidence, Willingness to Help, and Bystander Behavior. The analysis compared within- and between-group mean differences in scale scores pre- and post-trainings using linear mixed models. One Act showed improvements for date rape attitudes and behaviors ( p < .001), bystander's confidence ( p < .001), and willingness to help ( p < .001). One Act participants' bystander confidence improved more ( p = .006), on average, than HAVEN's. The differences in the two trainings' effects on bystander willingness to help and behavior had similar patterns but were not statistically significant. We found a larger positive impact on bystander confidence among students who participated in the bystander prevention training compared with the response training. Further research is needed to improve the measures for bystander behavior and measure the bystander trainings' larger impact on the community.