Dr. Dan Bureau University of Memphis MIMSAC, Friday May 13, 2011

 The purpose of this session is to educate participants on the bystander framework, examine scenarios in which this approach might be useful, and explore possible approaches of its enactment.

 Attendees will be able to identify the stages of bystander framework.  Attendees will be able to explain actions used to successfully complete each stage of the bystander framework.  Attendees will be able to demonstrate their understanding of how to apply bystander model tactics.

 Dante Alighieri (Italian Author and Poet. Considered one of the greatest poets in all literature, )

 Situational ambiguity  Perceived cost  Diffusion of responsibility  Similarity  Mood  Gender  Attributions of cause of need  Social norms  0Research%20Lesson%20Model%20of%20Bystander %20Intervention.htm

 Notice the behavior  Interpret the behavior as a problem  Feel responsibility to take action  Know what to do  Possess the capacity to act  Act

 Assume that incivility occurs; examine where it is most profound  Consider how incivility can occur anywhere and anytime; who are your most likely culprits? Who might you not expect?  Have a clear understanding of institutional and/or personal definitions of civility and therefore the lack of civility  What is the institutional culture like?

 Know the legal and policy definitions  Understand the environment What is and is not accepted by others in the context When is incivility ever taken out of context?  Learn historical interpretations of the actions as a problem  Voluntary; coercion; peer influence  Assumptions about incivility as something that one does a “little” or “a lot” Are the little things worth tackling?

 Consider your threshold for intervention  Consider how others have intervened and when  Determine if someone else is best poised to address issue  Challenge the social norms about the behavior  Address the political nuances; what can you tackle?  How has incivility impacted you? How does that influence your sense of responsibility?

 What are the messages sent by senior leadership regarding intervening?  What is within your purview given your level of experience? Position on the hierarchy?  How have you and others been trained to intervene? What are the skills you have? Need?  Who are your allies? In and outside of institution?  What does the policy say? What does the law say? Handbook? Crisis Management Plan?

 Have the knowledge to recognize, skills to act, demeanor to confront, and patience in the follow-through Bystander intervention likely doesn’t stop with the act of intervening.  Commit the personnel and fiscal resources to helping those you influence have capacity  Attend to the nuances of your position and the institution; overstep with caution but do not turn the cheek  If you have leadership support for intervention, then common sense may be enough

 In which stage is my institution in relation to civility?  In which of the key action areas are we doing well?  In which are we lacking?  What would be needed to move the institution forward?

 Notice the behavior  Interpret the behavior as a problem  Feel responsibility to take action  Know what to do  Possess the capacity to act  Act