1. Respect for All: Bystander

2. Lesson Objectives: Students will be able to …  Define what it means to be a “Bystander” and describe the impact it may have in certain situations  Apply the social-psychological theory of the Bystander Effect to everyday life  Identify the factors that influences when a person helps someone in need

3. HANDOUT Bystander Scenes from Our School Think about your experiences in this school, moments when you’ve witnessed people being unkind and rude; even downright mean. You’re not putting your name on this paper, so be as honest as possible. For example, a student at another school wrote, “A friend of mine calls me a retard every time I do something embarrassing. Inside I cringe every time he says it. My favorite cousin has a learning disability and the word retard is not a word I EVER use. Write from your own bystander position detailing three scenes you watched and did nothing to stop. Don’t use other people’s names, but be as detailed as possible. Scene 1: Scene 2: Scene 3:

4. Bystander Effect: Video https://www.youtube.com/watch?v=OSsPfbup0ac

5. Discussion Questions Define the term Bystander What is the Diffusion of Responsibility as described by psychologist? Describe what happens with Peter early in the video? Why does this occur? Describe what happens with Ruth? Why does this occur? Does the Bystander Effect/Bystander Apathy apply to your day-to-day interactions on campus

6. When To Take Action BEFORE The Abuse Begins. This is not always possible, but often you can see warning signs that the “smaller stuff” may escalate. Subtle diversion or distraction can sometimes head off more serious aggression. DURING The Act. However, at this point, emotions are high, and people may not want to hear what you have to say, making you more visible and a possible target. Attempts to intervene may actually heighten the hostility, making the situation worse for the victim. An important consideration is the relationship between you and the aggressor. AFTER The Abuse. While this may be a less assertive response, it can still be effective in supporting the victim and in helping the abusers understand the pain they have caused and the seriousness of their actions. So what specific actions can be taken at these different points that would be safe and effective? BEFORE: Try distracting the aggressor, such as by changing the subject or by suggesting an activity that would refocus attention to a “safe” activity. Often the more people become involved, the more serious the bullying becomes, so the goal is to head off the confrontation before it begins. DURING: Try reasoning if the primary aggressor is a friend or can be swayed with logic, possibly pointing out the harm and the risks of engaging in behavior that could have serious consequences. Also recognize when the situation has gotten out of hand and requires adult intervention. AFTER: Empathy and support can “soften the blow.” Seeking out the victim afterwards to make kind comments or gestures can go a long way to help alleviate the pain and humiliation of being bullied. If physical abuse has occurred, you may want to encourage the victim to seek adult intervention.