Getting Everyone Involved: Issues that
need to be addressed in the mobilization of bystanders
by Jill Weisensel
Our society is one that fosters the “win at all costs” attitude and the advancement of “self over
others.” With this mindset it is no wonder that we forget to help each other, especially those less
fortunate.
Concepts of bystander intervention and ethical intervention
are well understood as they pertain to law enforcement
and security professionals. They are also commonly
understood by managers, supervisors, and disturbance
resolution specialists. It’s easy to “sell the need” for a
bystander intervention strategy to people in positions of
power. People in positions of authority generally realize
that they SHOULD act and that they have a professional
responsibility to act.
Banking on the
belief that “most
people will act
because it is the
right thing to do”
is misguided.
It’s a whole different story though when trying to
convince the average student, employee, or citizen to
intervene when they become aware of a wrongful or
potentially dangerous situation.
There are many factors (above just assessing the nature of the offense and whether it would be
safe to intervene) that will determine whether or not a “bystander” will choose to step-up and
engage in the prevention a potential harmful situation. Research has shown that arbitrary factors
such as the potential victim’s attractiveness, or the sex of the person being wronged, will impact
a bystander’s decision to act.
More so, a bystander’s decision to intervene will hinge greatly upon two factors: whether
or not they feel a RESPONS I BI LITY to act, and whether or not they feel they are
CAPABLE of acting.
Let’s take a closer look at this. First of all, for the average student, employee, or citizen to feel a
responsibility to act, we have to assume that they have a “community based” belief system by
which they live by. Most people aren’t generally motivated to do something for someone else
unless there is a specific benefit or reward for them. (Think: WIIFM principle).
In the case of bystander intervention, very rarely is there a specific benefit for the person
intervening, other than for them to know that intervening is simply the “right thing to do.”
Banking on the belief that “most people will act because it is the right thing to do,” is misguided.
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Research has also shown that when there are several people aware of a wrongful situation or of a
person in need of help, the LESS likely it is that they will intervene. Most of the time, it is
because of the assumption that “it is someone else’s problem,” or that “someone else will take
care of it.” (See: Bystander effect.)
We need to teach and train people to develop a stronger sense of community that is dependent
upon an internal locus of control, not on rewards or punishments, or by “what’s in it for them.”
For those people with a strong sense of civility, KNOWING that something is the right
thing to do STILL isn’t enough.
The people who know they should act are often deterred from intervening because they fear the
personal cost of intervention is too high, the risks are too great, and the fear of doing more harm
than good.
In order to motivate people to do the right thing, we need to raise their expectations, establish
civility parameters, and raise their belief in what is expected of them (as citizens, co-workers,
parents, etc.) by recognizing respectful social norms, by becoming intolerant of those norms and
behaviors that aren’t, and therefore resulting in stronger social contracts and behavior change.
parameters that include treating people with dignity and respect (see: Five Maxims or the CURE
program).
By collectively mobilizing, engaging, and becoming intolerant of unacceptable behavior (no
matter how small) in an effort to prevent the escalation to more harmful and dangerous behaviors
(See: Gateway Behaviors). Inappropriate behavior (think: disrespectful language, actions,
bullying, predatory behavior) CANNOT survive in an environment that won’t allow it. We need
to create that environment.
However, “telling” people what they should do, and educating them about what they are
supposed to do, is still only part of the equation. We need to TRAIN people HOW to do it. We
need to train people HOW to act, so that they feel CAPABLE of acting.
One of the ways to do this is through interactive bystander scenario training. It’s much more than
delivering facts and information on a PowerPoint. It’s about getting people involved in the
material, by discussing the scenarios and allowing them to participate in the development of the
solutions.
Having them participate by practicing the strategies will help them develop competency. Sound
bystander training needs to address aspects of threat assessment and when it is safe to act. It
needs to demonstrate a well-developed plan, and an effective communication model. The
communication model as trained through Verbal Defense and Influence (VDI) has continually
proven to diffuse conflict through conversation.
The VDI tenets empower people to act without having to resort to avoidance behaviors or
violence. VDI programming is grounded by values of respect and empathy, and teaches people to
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10352 N. Port Washington Road, Mequon, WI 53092
actively listen (See: LEAPS), and trains them to respond appropriately and professionally, rather
than react emotionally and personally.
Jill Weisensel
Consultant, Verbal Defense & Influence
___
Jill has developed bystander intervention programming for bullying and
sexual violence prevention, with a particular focus on threat assessment and
bystander mobilization.
Jill is a consultant/instructor for Verbal Defense and Influence. Additionally, she directs and
manages shift patrol operations within an urban campus environment. She has a Master’s
degree in Kinesiology with an emphasis in Sports Psychology from the University of WisconsinMilwaukee, and her Bachelor’s degree in Criminal Justice and Sociology from Carthage
College.
www.vistelar.com 877-690-8230
10352 N. Port Washington Road, Mequon, WI 53092