The University of New Hampshire, Durham, NH, USA.
J Interpers Violence. 2021 Jul;36(13-14):NP7653-NP7674. doi: 10.1177/0886260519829287. Epub 2019 Feb 15.
Research on bystander behavior in situations of dating violence (DV) and sexual violence (SV) in youth populations is growing; yet, there is a distinct lack of qualitative studies to identify nuances in specifically how and when youth are taking action to help to inform theory, measurement, and programming. The current study examined bystander action plans of high school youth after their participation in a classroom-based, bystander-focused prevention program, to inform bystander behavior measurement and programming within the context of DV and SV research and practice. High school youth ( = 889) from schools across New England completed a bystander-focused violence prevention curriculum and subsequently wrote a bystander plan of action addressing a situation of DV or SV that they had seen before or were likely to see again in the future. The responses were qualitatively coded for type of situation and bystander action, while noting situational aspects (e.g., location, relationship to those involved, engagement of others). Students reported a variety of strategies (ranging from directly telling the perpetrator to stop to creating a distraction) and ways of thinking about situations of DV and SV, and related behaviors (e.g., bullying). Many students listed unique situations and bystander behaviors that were not addressed as part of the curriculum. Bystander action plans also varied as a function of situational variables (e.g., relationship to those involved). These results indicate that measures of bystander behavior for high school students need to look different from established measures for older age groups. Furthermore, bystander programming may be more effective if more thoughtful attention is given to how youth see helping in situations of DV and SV as connected to other problematic behaviors.
有关青少年在约会暴力（DV）和性暴力（SV）情况下旁观者行为的研究正在增加；然而，缺乏定性研究来确定年轻人采取行动帮助的细微差别，以告知理论、测量和编程。本研究调查了高中青少年在参与基于课堂的旁观者焦点预防计划后的旁观者行动计划，以告知在 DV 和 SV 研究和实践背景下的旁观者行为测量和编程。来自新英格兰各地学校的高中青少年（n=889）完成了旁观者焦点暴力预防课程，随后撰写了一份关于他们之前见过或将来可能再次遇到的 DV 或 SV 情况的旁观者行动计划。对情况类型和旁观者行为进行了定性编码，同时注意到情况方面（例如，位置、与相关人员的关系、他人的参与）。学生报告了各种策略（从直接告诉施害者停止到制造干扰）以及对 DV 和 SV 情况和相关行为（例如欺凌）的思考方式。许多学生列出了课程中未涉及的独特情况和旁观者行为。旁观者行动计划还因情况变量（例如与相关人员的关系）而异。这些结果表明，高中学生的旁观者行为衡量标准需要与针对年龄较大的群体的既定衡量标准有所不同。此外，如果更仔细地关注年轻人如何将帮助 DV 和 SV 情况下的行为与其他有问题的行为联系起来，旁观者编程可能会更有效。
