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. Bystander Test Instructions: Read each of the following four (4) scenarios and try to imagine being present in each situation. Answer the questions for each scenario. 1. A group of friends get together on a Friday night. They call friends on their cell phones and send texts back and forth to other kids at school. One girl suggested they make a list of the “10 things we hate” about another student at school. The group shared their “hate” list with about 20 other students through texts. One student printed out a version of the text that had some very hurtful language and brought it in to school on Monday. It was passed around and shared with several students. In your opinion what is the likelihood that someone would stand up for the student that is being harassed? Indicate your opinion by putting an “X” on the scale. 1---------------- 2 ----------------- 3 ------------------- 4 ------------------- 5 ---------------- 6 ---------------- 7 Very likely to help Very unlikely to help What factors do you think would influence whether someone would help or not help. List the factors in the columns below. Factors that would influence someone to help Factors that would influence someone not to help

4. Bystander Test A young lady walks into the cafeteria at lunch. She is a freshman at Oak Ridge High School. She sits down at a table near the window and is immediately told to “Get Up … Get Out … and go to the Multi-Purpose Room where all the other freshman hang out during lunch.” In your opinion what is the likelihood that an onlooker would help in this situation? Indicate your opinion by putting an “X” on the scale. 1---------------- 2 ----------------- 3 ------------------- 4 ------------------- 5 ---------------- 6 ---------------- 7 Very likely to help Very unlikely to help What factors do you think would influence whether an onlooker would help or not help. List the factors in the columns below. Factors that would influence onlooker to help Factors that would influence onlooker to not help

5. Bystander Test This student is new to Oak Ridge High School. The student spends most of his/her time in class working alone and not interacting with other students. The student spends Nutrition Break in classrooms studying and eats alone during lunch. In your opinion what is the likelihood that an onlooker would help in this situation? Indicate your opinion by putting an “X” on the scale. 1---------------- 2 ----------------- 3 ------------------- 4 ------------------- 5 ---------------- 6 ---------------- 7 Very likely to help Very unlikely to help What factors do you think would influence whether an onlooker would help or not help. List the factors in the columns below. Factors that would influence onlooker to help Factors that would influence onlooker not to help

6. Bystander Test This student is called derogatory names due to the color of her skin and socio-economic status. The student laughs it off because her classmates proclaim, “They are just joking.” However it has become obvious to you that the derogatory names are bothering the student. In your opinion what is the likelihood that an onlooker would help in this situation? Indicate your opinion by putting an “X” on the scale. 1---------------- 2 ----------------- 3 ------------------- 4 ------------------- 5 ---------------- 6 ---------------- 7 Very likely to help Very unlikely to help What factors do you think would influence whether an onlooker would help or not help. List the factors in the columns below. Factors that would influence onlooker to help Factors that would influence onlooker not to help

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

8. 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

9. 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.