University of New Hampshire, Durham, USA.
J Interpers Violence. 2014 Feb;29(3):476-96. doi: 10.1177/0886260513505210. Epub 2013 Oct 3.
A promising line of inquiry in sexual violence prevention involves training potential bystanders to intervene in situations where there is risk for violence. Theories of bystander intervention often discuss barriers to helping behavior, but there has been little empirical inquiry into this question. We will present findings of a study of both barriers and facilitators of helping behavior in the context of sexual violence among first-semester college students. Two hundred and forty-two first year college students completed surveys during their first year of college. Measures included assessment of bystander behavior, perceived barriers to helping, as well as a variety of other variables identified in the literature as key correlates of helping. Quantitative and qualitative analyses were used to (a) describe barriers and facilitators of helping, (b) examine the relationship between barriers and self-reports of helping, and (c) model individual differences in helping behavior. In quantitative analyses, barriers, as assessed in this study, were better predictors of helping behavior directed at strangers than helping of friends. Results suggested that open-ended responses about the facilitators and barriers to helping for sexual violence map well onto social-psychological models of bystander behavior, and that greater prosocial tendencies, an intrapersonal variable, increase actual helping behavior. A more specific understanding of what promotes and hinders helping can be used to enhance prevention education efforts focused on increasing helpful bystander actions.
在性暴力预防方面，一个很有前景的研究方向是培训潜在的旁观者在有暴力风险的情况下进行干预。旁观者干预理论通常讨论了帮助行为的障碍，但对这个问题的实证研究很少。我们将介绍一项针对大一学生性暴力背景下帮助行为的障碍和促进因素的研究结果。242 名大一学生在大学一年级期间完成了调查。测量包括旁观者行为评估、帮助障碍感知，以及文献中确定的与帮助行为相关的各种其他变量。使用定量和定性分析来：(a) 描述帮助的障碍和促进因素；(b) 检验障碍与自我报告的帮助之间的关系；(c) 对帮助行为进行个体差异建模。在定量分析中，本研究评估的障碍对指向陌生人的帮助行为的预测作用要好于对朋友的帮助。结果表明，关于帮助性暴力的促进因素和障碍的开放性回答很好地映射到了旁观者行为的社会心理学模型上，而亲社会倾向等内在变量会增加实际的帮助行为。更具体地了解哪些因素可以促进和阻碍帮助，可以用来加强预防教育工作，重点是增加有益的旁观者行为。
