What is the Evidence that Bringing in the Bystander® College Works?

The potential impact of bystander intervention programming for sexual and relationship violence and stalking was codified when the Campus Sexual Violence Elimination Act amended the Clery Act to require all colleges and universities that receive federal funding to provide bystander intervention programs that teach students skills to safely and effectively intervene if they witness interpersonal violence. As campus administrators seek to select a bystander intervention program for their campus, they might ask, "How do I know if it works?"1

How Do We Know a Prevention Program Works?

Many prevention programs claim to be 'evidence-based', but what does that really mean?

Evidence-informed programs have been developed based on the best available research and engagement with the program's intended audience. Evidence-based programs must clear a higher bar. The Centers for Disease Control and Prevention (CDC) defines evidence-based decision making as combining the best available research with practice expertise.2 Therefore, effective programs have clear learning objectives that have been rigorously evaluated with valid and reliable measurement.3 Bringing in the Bystander® (BITB) College is both evidence-based AND is regularly updated so that it is based on the current best available evidence.

What is the Evidence that Bringing in the Bystander® College Works?

In 2007, the first study evaluating BITB College was published. It found that a group receiving BITB improved in bystander-related knowledge, attitudes and behaviors and that those effects continued through a year of follow-ups.4 16 years later, BITB College is now the campus sexual assault bystander intervention program with the most replicated empirical support for effectiveness in increasing positive bystander knowledge, attitudes, efficacy and behavior as demonstrated through the highest form of scientific evidence: systematic reviews and meta-analyses.5,6,7,8 BITB College has also been found to be more effective at increasing these positive outcomes than traditional awareness-raising programming.9,10 Studies have also replicated the 2007 finding that these outcomes persist after one year.11

How Can We Maximize Prevention Program Effectiveness?

BITB College works but ending sexual and relationship violence on college and university campuses will require a comprehensive approach to prevention. Research also shows that BITB College is effective in synergy with the Know Your Power® College marketing campaign toolkit and other programs.12,13,14

In What Contexts Has BITB Been Evaluated?

BITB has been implemented on over 500 college and university campuses across the United States, Canada and beyond, and many campuses conduct local process and outcome evaluations of their version of the program. Soteria Solutions partners with colleges and universities to adapt BITB to meet the unique needs of their campus communities. Rigorous evaluation studies of BITB have been published that focus on adaptations specifically for religiously affiliated colleges15, sororities16, Canadian colleges17, commuter campuses18 and athletes19. Outside of the college context, evaluations of BITB adaptations for high schools20 and the military21 have also been published in peer-reviewed journals. Adaptations and evaluations of BITB for college students in STEM, LGBTQ+ college students and workplace settings are in progress.

Dr. LB Klein is Director of Evaluation and Implementation with Soteria Solutions and an assistant professor in the Sandra Rosenbaum School of Social Work and core faculty member of the Sexual Violence Research Initiative at the University of Wisconsin-Madison.

To learn more about our solutions for College click here. To download our College PDF to share with colleagues, click here.

Call us or contact Soteria Solutions to help you create and maintain a safe and respectful learning and living environment on your college campus.



References:

  • 1 For more on questions to ask as you consider prevention programs or products, see Klein, L. B., Rizzo, Andrew J., & Stapleton, J. G. (2016). Choosing prevention productions: Questions to ask when considering sexual and relationship violence and stalking prevention products. Prevention Innovations Research Center. Durham, NH. https://scholars.unh.edu/cgi/viewcontent.cgi?article=1001&context=pirc_reports
  • 2 Puddy, R. W. & Wilkins N. Understanding Evidence Part 1: Best Available Research Evidence: A Guide to the Continuum of Evidence of Effectiveness. Atlanta, GA, 2011. https://www.cdc.gov/violenceprevention/pdf/understanding_evidence-a.pdf
  • 3 The evidence-based measures used to evaluate BITB College are publicly available via Prevention Innovations Research Center at the University of New Hampshire here: https://www.unh.edu/research/prevention-innovations-research-center/bystander-program-evaluation-measures
  • 4 Banyard, V.L., Moynihan, M.M., & Plante, E.G. (2007). Sexual violence prevention through bystander education: An experimental evaluation. Journal of Community Psychology, 35(4), 463-481. https://doi.org/10.1002/jcop.20159
  • 5 Jouriles, E. N., et al. (2018). Bystander programs addressing sexual violence on college campuses: A systematic review and meta-analysis of program outcomes and delivery methods. Journal of American College Health, 66(6). https://doi.org/10.1080/07448481.2018.1431906
  • 6 Kettrey, H. H., Marx, R. A., & Tanner-Smith, E. E. (2019). Effects of bystander programs on the prevention of sexual assault among adolescents and college students: A systematic review. Campbell Systematic Reviews, 15(1-2). https://doi.org/10.4073/csr.2019.1
  • 7 Mujal, G. N., et al. (2021). A systematic review of bystander interventions for the prevention of sexual violence. Trauma, Violence, and Abuse, 22(2), 381-396. https://doi.org/10.1177/1524838019849587
  • 8 Storer, H. L., Casey, E., & Herrenkohl, T. (2016). Efficacy of bystander programs to prevent dating abuse among youth and young adults: A review of the literature. Trauma, Violence, and Abuse, 17(3), 265-269. https://doi.org/10.1177/1524838015584361
  • 9 Palm Reed, K.M., Hines, D.A., Armstrong, J.L., & Cameron, A.Y. (2015). Experimental evaluation of a bystander prevention program for sexual assault and dating violence. Psychology of Violence, 5(1), 95-102. https://psycnet.apa.org/doi/10.1037/a0037557
  • 10 Peterson, K., et al (2016). An evaluation of two dating violence prevention programs on a college campus. Journal of Interpersonal Violence, 33(23), 3630-3655 https://doi.org/10.1177/0886260516636069
  • 11 Moynihan. M. M., et al. (2015). Encouraging responses in sexual and relationship violence prevention: What program effects remain one year later? Journal of Interpersonal Violence, 30, 110-132. https://doi.org/10.1177/0886260514532719
  • 12 Potter, S. J. (2012). Using a multimedia social marketing campaign to increase active bystanders on the college campus. Journal of American College Health, 60(4), 282-295. https://doi.org/10.1080/07448481.2011.599350
  • 13 Banyard, V., et al. (2018). Multiple sexual violence prevention tools: Doses and boosters. Journal of Aggression, Conflict, and Peace Research, 10(2), 145-55. https://doi.org/10.1108/JACPR-05-2017-0287
  • 14 Cadaret, M. C., Johnson, N. L., Devencenzi, M. L., & Morgan, E. M. (2021). A quasiexperimental study of the Bystander Plus Program for changing rape culture beliefs. Journal of Interpersonal Violence, 36(19-20). https://doi.org/10.1177/0886260519872981
  • 15 Inman, E. M, Chaudoir, S. R., Galvinhill, P. R., & Sheehy, A. M. (2018). The effectiveness of the Bringing in the Bystander® Program among first year students at a religiously-affiliated liberal arts college. https://doi.org/10.5964/jspp.v6i2.971
  • 16 Moynihan, M. M., et al. (2011). Sisterhood may be powerful in for reducing sexual and intimate partner violence: An evaluation of the Bringing in the Bystander in-person program with sorority members. Violence Against Women, 17, 703-719. https://doi.org/10.1177/1077801211409726
  • 17 Senn, C. Y. & Forrest, A. (2016). "And the one night when I went to class…": The impact of sexual assault bystander intervention workshops incorporated in academic courses. Psychology of Violence. http://dx.doi.org/10.1037/a0039660
  • 18 Cares, A.C., et al. (2014). Changing attitudes about being a bystander to violence: Translating an in-person sexual violence prevention program to a new campus. Violence Against Women, 21(2), 165-187. https://doi.org/10.1177/1077801214564681
  • 19 Moynihan, M.M., et al. (2010). Engaging intercollegiate athletes in preventing and intervening in sexual and intimate partner violence. Journal of American College Health, 59(3), 197-204. https://doi.org/10.1080/07448481.2010.502195
  • 20 Edwards, K. M., et al. (2019). Evaluation of a bystander-focused interpersonal violence prevention program with high school students. Prevention Science, 20, 488-498. https://doi.org/10.1007/s11121-019-01000-w
  • 21 Potter, S.J. & Moynihan, M.M. (2011). Bringing in the Bystander in-person prevention to a U.S. military installation: Results from a pilot study. Military Medicine, 176(8), 870-875. https://doi.org/10.7205/milmed-d-10-00483
Jennifer Scrafford