Bystander Intervention

Throughout life, one is to see many people they don’t know Humans walk past each other and no interaction occurs. Depending on a particular situation one might be in, it can change the ability to react, help and care for a stranger in need. In the article “We are all bystanders”, by Jason Marsh and Dacher Keltner, it shows how in certain settings people don’t act to help another, even though one might want to. “Everyday Stuart would board the bus and a couple of boys would tease him. I would sit silent and watch. I wish I would’ve helped” (Marsh/Keltner 3). People develop a feeling that prevents them from caring for strangers. This is due to a thought of peer pressure or judgement that could be given to an individual for taking action.

In the book Bystander, Eric, the protagonist, was a bystander, who noticed about bullying but, never did anything about it. Eric learned to take action for what is right to prevent from bullying and not be a bystander. As Eric realized that he was a bystander, he learned to stand up and confront the bullies.

In the book “Bystander by James Preller the main character Eric is a thirteen year old 7th grade boy who faces difficulties that change him as a person and how he views things. Eric’s parents get divorced causing his little brother Rudy, his mom and himself to move to Long Island from Ohio. Eric’s mom then enrolls Eric into a new school in which he does not fit into and he when he eventually fits in he finds the wrong friends.

What is the “Good Samaritan rule and when does it apply. A “Good Samaritan is an individual who usually goes out of their way to help someone or somebody in a time of need. This can be carried out in the time of an emergency on a voluntary basis. Under this rule a person is not legally obligated to render aid to someone unless they are in unconscious state and cannot respond.

In the novel Bystander, Eric, the main character, learns how to choose the right friends and even though he get’s betrayed he doesn’t back down-he keeps trying desperately to make bonds and friends with the “right” friends .

Four people sit in a room, one directly behind the other. In front is the victim, behind is the perpetrator, behind them is the witness, and in the very back is the authority. The victim turns their back to the 3 people behind. On top of the victim's head is temptation. The authority, gets up from their chair, says to the bystander, “Let me know if you need anything”, and steps outside of the room. The perpetrator with a lack of authority, has a chance. The perpetrator grabs the temptation and the victim does not notice. The witness does notice but does not notify the authority and becomes the bystander. With all 4 components, a crime has occurred and will continue to until something changes. The people are stuck in their roles until anything changes. In a quote from Miles Lehrman, a holocaust survivor, he states, “A perpetrator is not the most dangerous enemy.

Victims, Perpetrators, and Bystanders. These three varieties of personalities are present in places where troubles arise. Daily, innocent human beings are victimized by the unjust actions done by perpetrators. While this commotion is in procession, bystanders are left to watch the situation unfold. All sufferers hope that a bystander will assist them. Now that’s not the case, bystanders fear various circumstances that may arise. Some of these circumstances could mean life or death. They understand that it is their responsibility to help but they don’t help. This point is confirmed in an article form Ponder Pop Culture, written by All Things PR, it answers “Will we intervene? Nope.”

The objective of this study was to indicate the reasons as to why such demoralizing and inhumane lack of intervention was given to the young women who was stabbed to death in a residential area of New York City. Researchers presumed the reasons as to why bystanders refused to intervene, ranged from imbrute demeanor, unwanted liability and the application of unperceived aid. These considerations lead researchers to develop the hypothesis that the more bystanders that

The Safe Start Initiative has two specific goals: 1) to serve children exposed to violence and their families using the most evidence-informed services to date. This service delivery approach will ultimately create a comprehensive service delivery system encompassing prevention, early intervention, treatment, and acute response which improves the access, delivery, and quality of services for children at high risk of being exposed to violence and for those who have already been exposed. 2) To conduct high quality research to test the practices to improve the knowledge and evidence-base for services to children exposed to violence and their families.

On a smaller scale though, a number of interventional programs have been developed to address childhood aggression. One in particular called The Second Step Violence Prevention Curriculum, is a school-based program for elementary school aged children intended to teach social skills relating to managing anger, controlling impulses, and promoting prosocial behavior such as empathy. This program was established by the Committee for Children, they are a global nonprofit focused on promoting social and academic success in children based in Seattle, Washington (Committee for Children, 2014). Most intervention programs are addressing aggression as a developmental outcome during adolescence, when recent studies are proving that intervening during adolescence misses the sensitive period. This program has been evaluated by Taub (2001) of its' effectiveness in the United States. Second Step works as a interactive program integrated into the elementary school curriculum. The lessons incorporate modeling prosocial behavior, role-play, and feedback. Role-playing is actually the biggest component of the program. During this portion the teacher models good behavior, the children practice it, feedback is given, and positive reinforcement is encouraged. These lessons are conducted two days per week for 30 minutes at a time. School counselors had extensive training in workshops hosted by the creators in Seattle, and then they would come to the school to train the entire staff. Taub (2011) evaluated 790 2nd and 3rd grade students. There was a control school that did not practice Second Step and an intervention school that incorporated the curriculum for a whole year. After a two-week follow up, results illustrated a significant difference between the behaviors in both groups in the playground and cafeteria

So how can one correct and/or prevent the occurrence of intimate domestic violence among this impressionable population? Prevention should begin no later than middle school age. Stopping the problematic behavior before it starts its key. However, the world isn’t perfect therefore student may participate in programs to help control anger management and build social skills.

" There is two types of evil in this world, those who do evil things, and those who what the evil things being done and do nothing about it " - Tina Fay Being a bystander is much worse than a bully because if this victim commits suicide or tries to harm themselves, you would have to deal and live with the guilt and it would most likely be on your mind for the rest of your life, so being a bystander is much worse than being a bully because you have to deal with the guilt, you'll get in trouble either way because you were involved, and you encourage the bully to keep harming the vicitim and by laughing or doing nothing you're telling the bully that it is okay to continue whatever he or she is doing to the victim.

For over the past 35 years, the Committee for Children has served over 26,000 schools, 70 countries, and approximately 10 million students initially focusing on sexual abuse prevention through a program called Talking about Touching. However, over the years, the Committee for Children evolved and developed the Second Step® program to help prevent children becoming abusers themselves by building skills such as empathy, self-regulation, and managing emotions. Finally, after several revisions, the Committee for Children created the Second Step® Suite which incorporated the programs for Social-Emotional Learning (SEL), Bullying Prevention, and Child Protection. The core

During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and

Latane and Darley stated that there are three processes that may interfere with one’s following the five-step intervention model to help an individual in need. The first process is Diffusion of Responsibility. Diffusion of Responsibility is the belief that the more people that are around, the personal