Strategies for Developing, Implementing, and Sustaining Sexual Harassment Bystander Intervention Programs for Faculty, Staff, and Graduate Students (2023) / Chapter Skim
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Bystander Intervention Programs
Pages 4-23

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From page 4...
... Bystander intervention programs have the potential to create change in an institutional climate by adequately preparing individuals who may witness sexual harassment to recognize and disrupt problematic behavior, demonstrating intolerance for harassment at the community level (Banyard, 2015; Elias-Lambert et al., 2022; Holland et al., 2016)
From page 5...
... Specifically, program staff developing training programs can account for five major factors that have been shown to promote bystander behavior across the various environmental levels of the ecosystem (McMahon, 2015) : • Social norms (bystanders are more likely to intervene if the harassing behavior contradicts established norms)
From page 6...
... The fluidity in power dynamics in the academic workplace, resulting from changes in positions (e.g., department chair appointments) , can also affect bystander behavior because leadership changes can change culture (and subsequently social norms)
From page 7...
... The goal was to provide useful information from those who have developed programs to other institutions interested in building and launching their own programs, recognizing that tailored approaches are needed for each specific context. This paper ends with a list of research areas that could fill gaps in identifying best practices for developing and implementing the training programs, determining the characteristics of an effective training program, and assessing the effectiveness of bystander intervention training programs (both for those who have taken the training and its effect on reducing sexual harassment within an institution)
From page 8...
... b. Who, from an institutional leadership standpoint, needs to be involved in championing bystander intervention programs and how should they be involved in the program (e.g., should leadership be involved in the program?
From page 9...
... 4. "Internal Program Sustainability and External Program Applications" – This category highlights next steps institutions may have planned to expand their program and/or methods that program staff have flagged that could be helpful for other institutions.
From page 10...
... to all benefits-eligible staff and faculty to determine the potential effect of the bystander intervention training components. a For more information on this program, see https://webassets.nationalacademies.org/files/PGA-CWSE-19-P-164/repository/year-1/bystander-videoproject how-we-speak-up-creating-a-culture-of-inclusivity-harvard-university.pdf.
From page 11...
... Program Evaluations Presession surveys, and a specific survey to all benefits-eligible staff and faculty, to assess creation of a "culture of inclusivity," while recognizing common barriers/ successful strategies Internal Program Formal and informal evaluation to ensure participant relevance/differentiation Sustainability and to lived experience/application; high-level administrative faculty and leadership External Program support to lend credibility Applications 11
From page 12...
... Portions of the workshop, including the scenarios presented during the workshop, are led by all the members of the working group, including faculty, staff, graduate students, and OEOD/Title IX representatives. Institutional Support: Who and What Is Involved Recognizing that graduate students in field research are in need of resources to address discrimination and sexual harassment in their environments, the Director of the UCI Center for Environmental Biology worked with the OEOD/Title IX Office to develop this program.
From page 13...
... Internal Program Sustainability and External Program Applications UCI's program staff found that engaging and collaborating with multiple stakeholders, including graduate students, faculty, and staff, to develop, implement, and evaluate the program promotes "buy-in" from the institution, which also helps with sustaining the program. The program team is exploring requests to expand the training to faculty populations and other departments conducting field work.
From page 14...
... to take steps to reduce the risk of sexual harassment. Program staff find that an essential component for sustaining the program is having an extensive collaboration across multiple university offices and stakeholders.
From page 15...
... Internal Program Sustainability and External Program Applications To maintain Rutgers' program, the staff found it essential to sustain collaboration across the multiple stakeholders involved in the program. Rutgers University, "Trauma-Informed Bystander Intervention Workshops for Faculty and Staff," initiated in late 2019 Strategies for a Training Demonstrate the need for prevention in departments and respond to their needs Program Focused on in development; leverage an existing strategy and consider power differentials and Faculty, Staff, and anti-oppression frameworks in skills-practice opportunities Graduate Students Institutional Support: Share resources that demonstrate the importance of similar programs and identify Who and What Is partners across campus who can promote the program and speak to its importance Involved Program Evaluations Post-training evaluations for participant satisfaction; hope to include measures on perceived ability to act Internal Program Collaboration is key to sustainability Sustainability and External Program Applications 15
From page 16...
... Based on the success and positive reception to the early stages of this work, requests by departments and units led to the program staff tailoring the curriculum to meet the needs of the departments and units -- and the faculty and staff in those environments -- requesting the training. The trainings help faculty, staff, and graduate students practice skills related to addressing microaggressions across a diversity of identities while creating space to acknowledge common challenges people confront when considering intervening.
From page 17...
... Icahn School of Medicine at Mount Sinai, "Microaggressions 101 and 102: Taking Action," initiated in early-2021 Strategies for a Training Consult with department or unit leadership to tailor the training curriculum to the Program Focused on needs of the faculty, staff, and graduate students undergoing the training, keeping Faculty, Staff, and in mind the challenges of microaggressions and power differentials Graduate Students Institutional Support: Buy-in from senior leadership; co-sponsorship by the Office of Gender Equity in Who and What Is Science and Medicine and the Office for Diversity and Inclusion; leaders often are Involved the individuals requesting the training for their teams Program Evaluations Post-training evaluation that asks participants to self-assess and about their confidence in applying lessons/skills learned Internal Program Making supportive resources available after the training, and assessing/tailoring Sustainability and participant needs prior to training delivery External Program Applications c ISSM's Microaggressions 101: Taking Action program staff has kindly offered to share portions of its training curriculum with institutions who are interested in applying this program.
From page 18...
... Institutional Support: Who and What Is Involved Program staff find that the success and credibility of the preexisting ARROWS program helps with generating institutional support and buy-in for the Beyond Bystanders program. Furthermore, the support of Boston University's Provost's Office results in additional collaboration with graduate student organizations, STEM department chairs, and offices related to prevention education and supporting graduate students.
From page 19...
... According to the program staff, having an environment that collaborates across various groups and offices in the institutions and that supports the creation of a program is necessary for implementing the Beyond Bystanders program in other institutions. Boston University, "Beyond Bystanders," initiated in mid-2018 Strategies for a Training Peer-led, peer-facilitated training sessions, with discussions and practice scenarios Program Focused on and an emphasis on male graduate students Faculty, Staff, and Graduate Students Institutional Support: Helping program credibility and success by building off the foundation of the Who and What Is existing Boston University ARROWS program, along with institutional support and Involved content advice from a broad campus coalition Program Evaluations Pre- and post-test measures to assess the efficacy of the program Internal Program Broad campus buy-in to ensure the program is trusted and well-supported, Sustainability and and a campus environment that encourages sustainability (in consistency, peer External Program facilitation, and financial support/staffing)
From page 20...
... and CARE at SARC. Strategies for a Training Program Focused on Faculty, Staff, and Graduate Students UCSD's program staff reported having to invest a substantial amount of time and effort to create scenarios reflective of the employee experience that took into consideration power dynamics found in the workplace.
From page 21...
... UCSD's program team noted that other institutions, especially those that have medical centers, could apply the UCSD Bystander Intervention Program for Faculty and Staff by assessing the power dynamics in environments that affect training attendees and developing scenarios that reflect the situations they may face. University of California, San Diego, "Bystander Intervention Program for Faculty and Staff," initiated in mid-2020 Strategies for a Training Create scenarios reflective of the employee experience that take into consideration Program Focused on intersectionality and power dynamics found in the workplace Faculty, Staff, and Graduate Students Institutional Support: Program consultation with university leadership, human resources representatives, Who and What Is and the Sexual Assault Resource Center (SARC)
From page 22...
... The Director of Student Wellness or Dean of Student Inclusion and Engagement are also typically involved by co-facilitating the trainings. Program Evaluations Wellesley's program staff saw the active engagement and participation from departmental leaders as an indicator of the success of the program.
From page 23...
... Wellesley College, "Sexual Harassment Prevention Training with Bystander Intervention," initiated during the 2020-2021 academic year Strategies for a Training The Wellesley program was geared to undergraduate students and staff, as Wellesley Program Focused on College does not have graduate students. There are potential plans to expand the Faculty, Staff, and program to serving faculty Graduate Students Institutional Support: Broad buy-in is generated from leadership across the institution (president, provost, Who and What Is student affairs, human resources, athletics, residential life)


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