A Systematic Review of Bystander Interventions for the Prevention of Sexual Violence
Abstract
Introduction:
Bystander interventions have been successful in changing bystander attitudes and behaviors to prevent sexual violence. This systematic review was performed to summarize and categorize the characteristics of sexual violence bystander intervention programs and analyze bystander intervention training approaches for the primary prevention of sexual violence and assault.
Method:
From June to July 2017, the authors searched both published and unpublished American and Canadian studies from 2007 to 2017. The published sources included six major electronic databases and the unpublished sources were Google Scholar and the 40 program websites. From the 706 studies that resulted from this initial search, a total of 44 studies (that included a single bystander intervention program and assessments at both pretest and at least one posttest) were included.
Results:
Thirty-two percent of studies analyzed bystander behavior postintervention, and most found significant beneficial outcomes. The most frequently used training methods were presentation, discussion, and active learning exercises. Bringing in the Bystander and The Men’s Program had the most replicated empirical support for effectiveness.
Discussion:
There has been a substantive increase in quasi-experimental and randomized controlled trial approaches to assessing the effectiveness of this type of intervention since 2014. The training methods shared between these efficacious programs may translate to bystander interventions for other victimization types, such as child abuse.
Conclusion:
The use of in-person bystander training can make positive changes in attitudes and behaviors by increasing awareness of a problem and responsibility to solve it.
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Biographies
Gabriela N. Mujal, MHA, is a recent graduate of Saint Louis University’s Health Administration program. She is interested in the ways in which community organizations and system-level health-care interventions can address health disparities and deliver integrated care to decrease health inequities and to improve health outcomes and overall patient experiences.
Meghan E. Taylor, MPH, is a recent graduate from Saint Louis University’s College for Public Health and Social Justice. She contributes to research that focuses on developing a community-based training program aiming to prevent child maltreatment. She is interested in integrating transdisciplinary approaches and community-based participatory research to develop sustainable initiatives promoting child health in underprivileged populations.
Jessica L. Fry, MS, MPH, CPH, is a recent graduate of the College for Public Health and Social Justice at Saint Louis University. Her research for the past 6 years has focused on injury prevention specifically in the traffic and pediatric realms, respectively. She is most interested in program evaluation and design to create sustainable, accountable, and more effective programs.
Tatiana H. Gochez-Kerr, PhD, MSW, is a graduate of the School of Social Work, Saint Louis University. Her research incorporates theories and methodologies across ecology, behavioral science, sociology, social work, and criminology to understand the mechanisms by which children are victimized and the interventions that can help prevent their occurrence and facilitate recovery.
Nancy L. Weaver, PhD, MPH, is a Professor at Saint Louis University, College for Public Health and Social Justice, where she has directed numerous efforts to develop, implement, and evaluate public health approaches to support parents of young children. Her recent research has investigated programs to reduce childhood injuries and maltreatment and methods of disseminating effective programs to health-care organizations.
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Article first published online: June 16, 2019
Issue published: April 2021
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PubMed: 31204606
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