Abstract
While bystander intervention programs have been implemented to help prevent sexual violence on campus, little is known about the impact of these programs on faculty members. We examined faculty perspectives and motivations regarding participation in a faculty-focused bystander intervention program. We facilitated three faculty focus groups (N = 10) in 2017 at a southwestern university in the U.S. Faculty were recruited through their voluntary participation in a faculty bystander intervention program. We found that faculty gained a variety of new skills from their participation in this program including new vocabulary to facilitate sensitive conversations, increased awareness regarding best practices for intervention, and practical tools to apply when intervening. Study results also revealed strategies for implementing faculty-focused bystander intervention programs that will increase the likelihood that they will affect changes in bystander behavior at all levels of the university and promote cultures of non-violence at institutions of higher education.
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The data that support the findings of this study are available from the corresponding author, NE, upon reasonable request. The data are not publicly available due to them containing information that could compromise research participant privacy/consent.
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Study funded by the Texas Christian University Research and Creative Activities Fund.
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Study funded by the Texas Christian University Research and Creative Activities Fund.
Conflicts of Interest/Competing InterestsThe authors have no conflicts of interest to declare that are relevant to the content of this article.
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Appendix A: Focus Group Guide
Appendix A: Focus Group Guide
Involvement in the Faculty Bystander Intervention Program (FBIP).
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Why have you committed to being involved in this initiative?
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What was your motivation for involvement in this initiative?
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Has your involvement in this initiative benefitted you? If so, how?
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Has your involvement in this initiative benefitted students? If so, how?
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What do you see as your role in changing the culture on campus regarding sexual violence?
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Has your perception of your role changed based on your involvement in the FBIP?
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What do you see as your role in changing the culture on campus, in general?
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Has your perception of your role changed based on your involvement in the FBIP?
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FBIP Skills Development.
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What new skills have you learned through your involvement in this initiative?
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How will/have you use(d) the skills you have learned when interacting with students?
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How will/have you use(d) the skills you have learned when interacting with colleagues?
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How would/do you address sexual violence on campus?
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If you acted as pro-social bystander, do you believe there would be the repercussions?
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If so, what would those be? (TCU, college, department)
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Do you believe you have the skills to teach others how to be pro-social bystanders?
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Do you have suggestions on ways to encourage faculty to act as pro-social bystanders on campus?
The FBIP.
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What worked well in the FBIP?
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What could be improved in the FBIP?
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How do you think your involvement in the FBIP has been received by your college?
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Have you experienced any victories or challenges through involvement in the FBIP?
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If so, please share (if they share a challenge, ask for further information about strategies they used to overcome that challenge).
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Do you have suggestions on how to improve the implementation of the FBIP?
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Do you have suggestions on how to recruit more faculty to participate in the FBIP?
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Elias-Lambert, N., Leat, S.R. & Grace, J. Bystander Intervention Programming with Faculty: Recommendations for Institutions of Higher Education. J Primary Prevent 43, 257–275 (2022). https://doi.org/10.1007/s10935-022-00669-0
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DOI: https://doi.org/10.1007/s10935-022-00669-0