2. It is imperative that those in attendance today feel free to have an open, honest, and non-judgmental discussion about the material presented and to consider their ability to make a significant difference.
Raise awareness of helping behaviors
Increase motivation to help
Develop skills and confidence when responding to problems or concerns
Ensure the safety and well-being of yourself and others
Goals of Step Up!

3. What are the 3 BIGGEST issues you see?
Hazing
Discrimination
Anger Issues
Sexual Assault
Academic Misconduct
Alcohol
Depression
Disordered Eating
Gambling
Relationship Violence
What are the 3 BIGGEST issues you see?

4. A. The five decision making steps
Notice the Event
Interpret it as a problem
Assume Personal Responsibility
Know How to Help
Step-Up!
Including barriers to making each step and strategies to overcome those barriers
A. The five decision making steps

5. A. What Variables Affect Helping
Individual-A person’s knowledge, skill set, confidence, sense of social responsibility, etc.
Situational-Severity of need; are there other people around? What are the costs of helping?
Victim-Do you know the person? Do you think they deserve help? Will they accept help?
Situational is the most important variable (Dovidio, et al., 2006)
A. What Variables Affect Helping

6. B. Factors that affect helping
Ambiguity
Is it a problem? Is it not? Error on the side of caution and INVESTIGATE!
Conformity
Informational Influence-when you think someone knows more than you do, or has more information than you, you will follow their lead.
Pluralistic Ignorance-the majority know there is something wrong but no one else looks concerned so you think you must be the only one and you don’t do anything.
Normative Influence-you go along with the group to fit in, to be liked of to be accepted by the group.
Groupthink-when members try to minimize conflict and reach consensus without critically testing, analyzing and evaluating ideas. Groupthink may cause groups to make hasty irrational decision where individual doubts are set aside due to a desire to avoid being seen as foolish or to avoid embarrassing or angering other members of the group.
Spiral of Silence-if one thinks that they are in the minority they are less likely to voice an opinion. So people who don’t directly engage in problematic situation still contribute to the problem with their silence.
The second step of the 5 step model is to interpret events as problems instead of shirking responsibility.
B. Factors that affect helping

7. Step 2: INTERPRET IT AS A PROBLEM
Ask yourself…
Does it go against your morals?
Does this problem go against the norm in a negative way?
Is this problem hurting you or the other people?
Step 2: INTERPRET IT AS A PROBLEM

8. Step 3: Assume Responsibility
Bystander Effect: People are more likely to intervene when they are alone than when they are part of a group.
Research shows that if you are alone you will help 80% of the time but if you are in a group you will help only 20% of the time because of the diffusion of responsibility-you think someone else will do something. (Think back to the first video.)
This occurs because of responsibility diffusion.
Responsibility assumed and number of people present is an inverse relationship
There are many documented occurrences where bystander effect has resulted in loss of life.
Do not rationalize away responsibility.
Verbalize your intentions-you are more likely to help that way.
Engage others- I’ll do A and you do B.
Other reasons people don’t act:
Others more qualified or skilled
Afraid of peer judgment
Simply do not feel responsible
Step 3: Assume Responsibility

9. If something is ambiguous look into it! See what others think.
Error on the side of caution and investigate.
Be mindful of group pressure and be prepared to react to it. Break through Pluralistic Ignorance and the Spiral of Silence and take a stand.
If you are a victim, let others know you need help- be specific if possible (i.e., “You there in the red shirt, please help.”)
Strategies

10. Many times people WANT to help but they either don’t know what to do (knowledge) in a particular situation or how to do it (skills).
Help can come in two forms:
Direct:
Indirect:
NEVER put yourself in harm’s way but again, DO SOMETHING.
Be prepared-Think about what you would do in certain situations so when and if that situation arises, you will have a game plan. It’s harder to think clearly when suddenly put in a difficult situation.
Strategies for Effective Helping
Step 4: Know How to Help

11. Step 5: Implement Step UP!
The challenges at this step are that there are always costs involved and the assumption is that when people decide on what actions to take they try to minimize cost and maximize reward.
Costs of intervening vs.. Costs of not intervening.
Strategies:
Carefully consider the situation before taking action.
BE THE FIRST!
Create shared and agreed upon standards of behavior and expectations within any group or organization.
Step 5: Implement Step UP!

12. When noticing a problem: What would you want someone to do for you or a loved one in the same situation?
Imagine how the other person thinks and feels
Imagine being in the same situation
Imagine you are the other person
Traits that are highly related to High Perspective Taking are; patience, reasonableness, and sensitivity. Traits negatively related to High Perspective Taking were aggressiveness and sarcasm.
Perspective Taking

13. Obedience to Authority: Milgram Experiment
One more challenge to helping is when people do things because a perceived authority figure told them to.
“All evil starts with 15 volts.”-Philip Zimbardo. All Problems start off as minor incidents and gradually escalate-people will keep pushing the limits because it is accepted by the larger group. Action for prevention must be immediate to prevent escalation.
The colligate problem of hazing is a form of Obedience to Authority.
1964 study was repeated in 2009 with the same results. 2/3 of the subjects went all the way to the end.
Obedience to Authority: Milgram Experiment

14. The S.E.E. Model Safe Responding Early Intervention Effective Helping
Never put yourself in harm’s way but talk to someone, make a phone call (911 if necessary) and/or engage others.
Early Intervention
“All evil starts with 15 volts”-Intervene early before the problem becomes a crisis or disaster.
Effective Helping
Know what to do and how to do it. Remember the Law of Deliver: Who (person\s), What (content), When (timing), Where (location\privacy),Why (reasons), and How (tone).
The S.E.E. Model

15. Emergency Helping Stay calm Gather information
Consider your options-direct\indirect helping
Provide support but do not become enmeshed
Know your limits-walk-away if the situation is unsafe
Emergency Helping

16. Non-Emergency Helping
Consider the frequency, duration and severity of the problem
Define the problem and the barriers
Determine the goal; develop a game plan
Set boundaries-don’t enable
Maintain respect
Consider options; know referrals
Non-Emergency Helping

17. Intervention Styles Turtle-Doesn’t want to get involved
Teddy Bear- Just wants to be liked
Shark-Wants to save the day
Fox-Gives thought and perspective to intervention
Owl-Most creative, experienced and successful problem solver; highest in social and emotional intelligence
Intervention Styles

18. Friends Helping Friends
I care
I see
I feel
I want
I will
Friends Helping Friends

19. Top 5 Reasons we intervene
It was the right thing to do
I would want someone to help me in the same situation
Someone needed help
We should look out for one another
So the situation wouldn’t escalate
Top 5 Reasons we intervene

20. Implement Step UP! Notice the event Interpret it as a problem
Assume personal responsibility
Know how you can be helpful
Step up!
Implement Step UP!

21. You are at a party. During the last hour notice one of your male friends has been talking to a young woman. They seem to be having a good time but it is clear that the woman has had too much to drink. At one point your friend walks by you and you hear him say he is going to get her “one more” and “that should be enough.” A few minutes later you see him put his arm around the young woman and lead her upstairs. What do you do?
Scenario

22. Even if someone is incapacitated due to alcohol or other drugs, even if the individual says yes, it is considered sexual assault.
Sexual Assault

23. Questions Do you know someone that has been sexually assaulted?
How would you react if it was your sister/mother?
How does gender impact this situation?
Is this a special issue for you? If yes, how?
How do you define masculinity? Femininity?
Does masculinity need to be “proved” more than femininity?
Is there more pressure to act masculine than feminine?
What does it mean to be weak?
What kind of things does your peer group believe about rape?
Is it perceived as a real problem or over exaggerated?
Are there sexual assault cases currently in the news and what lessons are to be learned?
Are there contradictory messages about sex in our society?
Questions

24. Definitions United States Law includes two types of sexual assaults:
Sexual Abuse
Act in which an individual is forced to engaged in sexual activity by use of threats or other fear tactics, or other instances in which an individual is simply unable to decline.
Aggravated Sexual Abuse
When an individual is forced to submit to sexual acts by use of physical force; threats of death, injury, or kidnapping; or substances that render that individual unconscious or impaired.
Definitions

25. Research suggests that around 4-6% of the male population commits acts that constitute sexual assault. These men are from every economic group, cultural background, and social background, including student athletes.
“High profile” individuals (athletes, leaders, etc.) attract more media attention.
Important to engage in appropriate sexual boundaries.
Step Up! and intervene in an effort to decrease the incidence of sexual assault within our own communities.
Considerations

26. Be aware of comments and behaviors from others that would indicate they were planning on having sexual intercourse even if their partner is unwilling.
Notice if someone is getting ready to have sexual intercourse with a partner who is incapacitated.
Don’t pressure or encourage someone to drink or have sex as often or with as many people as possible.
Don’t joke about sexual assault; comments and jokes that are meant to “ease the tension” or are “just kidding around” can trivialize the severity of the behavior.
Know your level of comfort with conversations and talk about sexual behavior. If you find groups or individuals who talk about sexual relationships that are not in sync with how you feel, or the type of relationship you want, don’t be afraid to state your position.
Many perpetrators are unaware that what they have done is a crime. (They may say, “Yeah, that was messed up, but it was fun.”) Let them know that what they did was not right and was against the law.
Action Steps

27. Action Steps Continued
If you are aware that a sexual assault has occurred or are told of an assault occurring;
Believe the person
Tell the victim it is not his or her fault
Encourage a report (to campus or local police, to the Dean of Students, to a campus Health Clinic, counselor, etc.) Realize however, there may be reasons why that person does NOT want to report. Respect that decision.
Don’t pry or try to get information out of the person is he/she is unwilling to be forthcoming with information….Be ready to listen when the individual is ready to talk
If you learn the perpetrators identity, don’t suggest physical or any other form of retaliation
Know available resources
Listen
Be patient
Action Steps Continued

28. You must have consent to engage in any and all sexual behaviors Consent is hearing the word “yes.” It is not in the absence of hearing “no.” It’s the Law.
Up to 75% of the physical and sexual assaults that occur on college campuses involve the abuse of alcohol by assailants, victims, or both.
According to the UCR (Uniform Crime Report), in a study surveying more than 6,000 students at 32 colleges and universities in the US:
More than 90% of sexual assaults are committed by people the victim knew (dating, partner, boyfriend, friend, classmate, etc.)
Although the majority of sexual assaults are not reported to law enforcement, recent research indicates that report rates are increasing.
Less than 2% of reports to police are considered false reports.
Men can be victims as well. The majority of reported sexual assault cases involve male perpetrators and female victims.
Did you know….?

29. Resources Local National
Local Resources for Sexual Assault/ Relationship Violence
Campus Counseling Services
Campus Health Clinic
Campus Police
Residence Life Director
Coaches/ Athletic Directors
The Rape, Abuse & Incest National Network (RAINN)
RAINN
HOPE (4673)
National Sexual Violence Resource Center
NSVRC
(Toll Free)
Male Survivor
MaleSurvivor
Mentors in Violence Prevention
MVP National
Men Can Stop Rape
Resources

30. Implement Step UP! Notice the event Interpret it as a problem
Assume personal responsibility
Know how you can be helpful
Step up!
Implement Step UP!