Document Title: Rape Prevention Through Bystander Education: Bringing a Broader Community Perspective to Sexual Violence Prevention

By Victoria L. Banyard, E. G. Plante, M. Moynihan. 2004

794 citations recorded by the source corpus.

Subfields: Clinical Psychology, Gender Studies, Health

View Paper: https://www.semanticscholar.org/paper/1fed905aabafd681520ad179b304c225477ad684

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Citations in the corpus

#HowIWillChange: Engaging men and boys in the #MeToo movement. (2019, background): “These theories have resulted in the development of a variety of prevention and intervention programs, such as community-based education programs, bystander intervention programs on college campuses, and high school programs targeting male athletes (Banyard et al., 2004; Flood, 2011; Katz, 1995; Mill”
Workplace Bullying, Mobbing and General Harassment: A Review (2013, positive): “More recent adaptations of this program have found long-term, positive benefits, with improvements in attitudes, knowledge and behaviour (for information see Banyard et al. 2007; Banyard et al. 2004; Katz 1995).”
Pornography Viewing among Fraternity Men: Effects on Bystander Intervention, Rape Myth Acceptance and Behavioral Intent to Commit Sexual Assault (2011, background): “Such bystander behavior has been the topic of much research in the area of sexual assault prevention during the last decade (Banyard, Moynihan, & Plante, 2007 ; Banyard, Plante, & Moynihan, 2004 ).”
Sorority Women’s and Fraternity Men’s Rape Myth Acceptance and Bystander Intervention Attitudes (2013, positive): “Consistent with previous findings that have identified a negative correlation between RMA and bystander willingness (Banyard et al., 2004), sorority women reported a greater willingness to intervene in sexual assault situations than did fraternity men.”
Understanding the Role of Technology in Adolescent Dating and Dating Violence (2015, background): “These messages involve teaching bystanders how to intervene in situations where dating and sexual violence is about to occur (Banyard et al. 2004).”
Report on the AAU Campus Climate Survey on Sexual Assault and Sexual Misconduct (2015, methodology): “A core set of 53 questions was asked of every respondent, including Background (A), Perceptions of Risk (B), Resources (C), Harassment (D), Stalking (E), Sexual Violence (G), Sexual Misconduct Prevention Training (H), Perceptions of Responses to Reporting (I), and Bystander Behavior (J).”
A Situational Model of Sexual Assault Prevention through Bystander Intervention (2009, background): “Recent recommendations for more effective sexual assault prevention programs include a focus on the role of the bystander (Banyard et al. 2004; Berkowitz 2002; Schewe 2002).”
Evaluation of a Sexual Assault Risk Reduction and Self-Defense Program: A Prospective Analysis of a Revised Protocol (2008, background): “Prevention programs take an array of forms, including educational programming with criminal justice agencies to improve service provision to victims (Littel, 2001), bystander interventions to empower individuals to intervene when they witness potentially threatening dating situations ( Banyard, Plan”
What difference do bystanders make? The association of bystander involvement with victim outcomes in a community sample (2015, background): “Gaps in Existing Literature on Bystanders Perhaps surprisingly, given the huge interest in teaching youth how to be more active, helpful bystanders (Banyard, Moynihan, Cares, & Warner, 2014; Banyard et al., 2004), we have relatively little basic epidemiological information about bystanders.”