The situational model of bystander behavior is a validated 5-step process for understanding intervention in bullying and sexual harassment, yet the individual-level and contextual-level factors that facilitate the progression from one step to the next are not well understood. The purpose of the current study was to examine whether individual characteristics (social-emotional skills, affective empathy, cognitive empathy, and personal attitudes toward bullying and sexual harassment) and contextual-level factors (school climate and perceived peer attitudes toward bullying and sexual harassment) explained the association between subsequent steps of the bystander intervention model. A sample of 788 high school students completed several validated measures of these constructs. Structural equation modeling analysis revealed that each step significantly and positively predicted the next step, and the addition of a direct path from accepting responsibility to helping improved model fit. The mediational model indicated that individual-level characteristics had significant direct effects on interpreting bullying and sexual harassment as problems, accepting responsibility, and helping, and indirect effects from noticing the bullying and sexual harassment to all subsequent steps except knowing. In contrast, contextual-level effects contributed to accepting responsibility in an inverse direction.

Gender-based violence (GBV) prevention programs have long played an important part in both teaching the realities of GBV and training people in techniques to avert, mitigate, and respond to violence. This article examines the current state of GBV prevention training in Canada through an analysis of 81 GBV education programs provided by antiviolence organizations and universities. We identified notable gaps in topics relating to technology-facilitated violence and abuse in programs targeting men and in the provision of bystander intervention training. Each of these areas represents important, but as yet unrealized, opportunities in violence prevention.

The purpose of this study was to assess the feasibility of parent training designed as a companion module to a bullying bystander intervention (STAC) for middle school students in rural communities. Parents (N = 23) invited from three rural middle schools viewed a parent training and completed measures to assess limited efficacy through immediate program outcomes (e.g., knowledge, confidence, self-efficacy, attitudes, behavioral intentions) and program feasibility, as well as participated in focus groups to provide feedback about program acceptability, demand, practicality, and online delivery adaptation. Parents reported increases in knowledge and confidence in supporting their adolescents to intervene in bullying situations, confidence and comfort in managing bullying, bullying self-efficacy, communication self-efficacy, responsibility to actively engage in bullying prevention, and anti-bullying attitudes from pre-training to post-training. Parents also reported behavioral intentions to use strategies they learned to support their adolescents to intervene in bullying situations. Further, parents\' responses suggested high levels of program acceptability, as well as interest in an interactive, self-paced online parent training. Themes from focus groups (n = 12) revealed a need for bullying prevention training for both students and parents in rural communities and found the training to be useful, easy to understand, and relevant and appropriate for their community. Parents identified barriers including cost, time, program flexibility, and the importance of parent buy-in. Parents also provided feedback specific to an online training, including a preference for a smartphone application and design elements to increase engagement. Implications for program development for rural communities are discussed.

Sexual assault (SA), particularly alcohol-involved SA, remains prevalent among college women. Because SA often begins in social contexts, bystander intervention has become a popular approach to prevention. Bystander interventions train individuals to intervene on behalf of others, including strangers, despite research indicating that intervention is more likely to occur when the bystander has a relationship with the target. Shifting the focus to friends as potential bystanders capitalizes on the qualities of relationship and responsibility that facilitate intervention. College women (N = 35) participated in focus groups (N = 8) during which they viewed a video prototype of a friend-based motivational interviewing (FMI) intervention session conducted with a friend dyad and provided feedback about the relevance and feasibility of using such an approach to reduce SA among friends who drink together in social settings. Content analysis of focus group transcripts yielded three themes: a) Friends as Natural Bystanders; b) The Role of Alcohol in Intervention, and c) Receptivity to FMI intervention. Women indicated that they feel responsible for keeping their friends safe, and that this sense of responsibility facilitates helping behaviors. Women also described ways through which alcohol intoxication can affect helping behavior. Women expressed enthusiasm for the FMI intervention approach and identified its emphasis on friendship and flexible approaches to personal safety as strengths. Findings highlight the promise of FMI intervention approaches that capitalize on the strengths of women\'s friendship to create safety goals that align with participants\' values and overcome barriers to intervention, including alcohol intoxication.

Objective: To describe common components of medical amnesty (MA) policies and examine how MA policies differ across institutions. Participants: 50 U.S. colleges and universities with current MA policies. Methods: A checklist was developed to compare and assess the campus MA policies of 50 institutions. Descriptive statistics, chi-square, and regression analyses were used to examine common policy components and differences across types of institutions. Results: 40% of policies did not include a purpose statement. 42% of policies had no mention about how to use the policy. 48% did not mention restrictions on amnesty. 32% did not mention follow-up actions. 24% of policies mentioned extending amnesty for additional person(s) present. There were no significant differences in policy components across school characteristics. Conclusions: Many policies lacked detail, highlighting the need for guidelines and best practices to develop MA policies. Future research could examine the effects of these policy components on help seeking intentions.

The purpose of this study is to explore the predictors of bystanders\' intentions to intervene and types of intended intervention in domestic violence (DV) and sexual violence (SV) situations in South Korea. Using nationally representative data from the 2016 National Fact-Finding Survey on Gender Equality (N = 7,399) and logistic regression-based models, this study focused on two key predictors, bystander gender and attitudes about gender equality, while controlling for age, educational level, and employment status. Our findings indicated that males and females were equally likely to state intentions to intervene in both DV and SV situations. While both males and females were more likely to state that they would intervene indirectly rather than directly, females were even less likely to intervene directly than were males for both situations. Attitudes indicative of gender equality further increased the intention to intervene for DV and SV situations in multivariate models. Gender equality attitudes, however, decreased the intentions to intervene directly in DV but not SV situations. Limitations and implications are discussed.

UNASSIGNED: Bystander intervention (BI) is a prevention approach commonly used for interpersonal violence, but is less studied for problematic alcohol use (PAU). Domestic graduate and international students\' life experiences bring a unique context for the potential application of BI to PAU.
UNASSIGNED: We conducted a mixed methods study that consisted of a needs assessment and focus groups at a southeastern university in the U.S. The aims of this study were to understand (1) differences in PAU BI opportunities for domestic graduate versus international students, (2) reasons for differences in PAU BI use, and (3) barriers/facilitators in use of PAU BI.
UNASSIGNED: Overall, participants had few opportunities to use BI. Domestic graduate students had slightly more opportunities compared to international students. Most prominent reasons for lack of opportunities included not wanting to drive, the cost of drinking, and holding a graduate student identity (e.g. not interested in heavy drinking). Trusting others to be responsible for themselves was a common barrier noted for not using BI for PAU.
UNASSIGNED: PAU BI programs should contextualize experiences of domestic graduate and international students to provide appropriate skill development that considers unique barriers and facilitators to intervention use.

UNASSIGNED: This article presents a scoping review of reviews on the topic of Sexual Harassment (SH) in the workplace, a subject that has garnered significant global attention. The phenomenon of SH poses a critical challenge to equal opportunity and gender equity in the workplace.
UNASSIGNED: The review aims to synthesize existing research, focusing on the antecedents, consequences, and interventions related to SH.
UNASSIGNED: The inclusion and exclusion criteria were established based on the research question, which was adapted from the PICO strategy. A protocol was devised following the \"DS-CPC\" format, which encompasses considerations related to Documents, Studies, Construct, Participants, and Contexts. The search was carried utilizing several automated databases, specifically focusing on the fields of Psychology, Behavioral Sciences, and Health. Preliminary search yielded a total of 468 articles, and the review ultimately encompassed a total of 22 articles.
UNASSIGNED: This review critically examines the complexity of SH, including the role of bystanders, the perpetuation of myths and misconceptions, and the exploitation of power imbalances by harassers. It also explores the manifestation of SH in male-dominated workplaces and the varying levels of organizational awareness and response to such incidents. The review highlights the importance of fostering an organizational culture that not only acknowledges and protects victims but also implements effective measures to penalize perpetrators.
UNASSIGNED: It aims to elucidate the intricacies of SH and advocate for a workplace environment characterized by respect and accountability. Through this comprehensive analysis, the article seeks to inform and guide future research, policy development, and organizational practices concerning SH.

Sexual violence is framed along a continuum that includes (but is not limited to) sexual harassment and sexual assault. While a few studies have evaluated students\' predispositions and orientations around engaging in bystander intervention (BI) to prevent sexual assault, little has been done for preventing sexual harassment. The purpose of this study was to evaluate theory-based differences in college students\' willingness to engage in BI for preventing either sexual assault or sexual harassment. Students were surveyed at two time points. At T1, intentions, attitudes, perceived norms, and perceived behavioral control (PBC) for BI to prevent sexual assault were evaluated, and the same variables were evaluated at T2 for sexual harassment. Independent t-tests evaluated differences between groups. Linear regression analyses were used to evaluate determinants of intentions for BI for both groups. Students\' attitudes toward BI/sexual assault were significantly higher than students\' attitudes toward BI/sexual harassment (p = .019; d = .22). Conversely, students\' PBC toward BI/sexual harassment was significantly higher than students\' PBC for BI/sexual assault (p ≤.001; d = .49). Attitudes (p < .001) and PBC (p < .001) explained 45.9% of the variance of intentions for BI/sexual assault, while perceived norms (p < .001) and attitudes (p < .001) explained 28.4% of the variance of intentions for BI/sexual harassment. Sexual violence, encompassing both sexual assault and sexual harassment, is a pervasive issue on college campuses. More attention should be focused on preventing sexual harassment, as it can create a downstream effect. Furthermore, specific BI practices should be investigated to understand which are more effective at preventing sexual harassment and sexual assault.

BACKGROUND: Violence is a leading cause of death and disability for young people and has serious impacts on prospects across the lifecourse. The education sector is a crucial setting for preventing youth violence through incorporating programmes that address attitudes and behaviours. The Mentors in Violence Prevention (MVP) programme aims to change harmful attitudes and norms, and increase non-violent bystander intervention, through a peer mentoring approach. To date there is limited evidence on the effectiveness of the intervention in UK school settings. The aim of the current study was to evaluate the impact of the programme on students\' attitudes and knowledge related to violence prevention.
METHODS: The study employed a mixed methods design. Pre and post surveys measured changes in students\' (aged 11-18) attitudes and knowledge related to violence prevention and bystander behaviour, gender stereotyping, acceptability of violence, and perceptions of others\' willingness to intervene. Interviews/focus groups with programme delivers and students, and anonymised programme data were used to explore and supplement survey findings.
RESULTS: Overall, perceptions of the programme content and delivery were positive. Several beneficial impacts of the programme were found for mentors (students delivering the programme), including significant positive changes on measures of knowledge and attitudes towards violence prevention and the bystander approach, acceptability of violence perpetration, and perceptions of other students\' willingness to intervene (effect sizes were small-medium). However, the study found no significant change on any of the outcomes amongst mentees (younger students receiving the programme from mentors). Despite this, qualitative evidence suggested mentees enjoyed the content of the programme and the peer-led delivery, and this built relationships with older students. Qualitative evidence also identified additional benefits of the programme for mentors, including leadership and communication skills, and increased confidence and supportive relationships.
CONCLUSIONS: Evidence from this study suggests MVP is effective as a targeted programme for mentors, but no significant evidence was found to demonstrate its effectiveness as a universal bystander and violence prevention programme for mentees. Whilst further research with more robust study design is needed, developing mentors as leaders in violence prevention is a valuable impact of the programme in its own right.