Cyndra Krogen-Morton Title IX Compliance Specialist Ken Morton Director of Campus Recreation Stephen F. Austin State University Nacogdoches, TX Building on Basics: Enlisting Student Employees in Bystander Intervention Leadership

Identify elements of bystander intervention training Identify campus collaboration opportunities for bystander intervention training Identify Identify how bystander intervention training enhances student professional and personal development Identify the basic skills learned from various student employment positions and how these are (similar and) a foundation for bystander intervention training Identify elementf bystander intervention training Identify campus collaboration opportunities for bystander intervention training Identify how bystander intervention training enhances student professional and personal development Identify the basic skills learned from various student employment positions and how these are (similar and) a foundation for bystander intervention training Identify elements of bystander intervention training

Health & Well-Being on College Campuses IHEs have a responsibility to equip students not just to pursue better jobs, but to successfully pursue better lives (Gallup, 2014) Factors impacting academic performance (ACHA NCHA, spring 2017) Stress (33.7%) Anxiety (26.2%) Sleep difficulties (22..2%) Depression (17.3%) Cold/Flu/Sore Throat (16.9%) Participation in extracurricular activities (11.6%) Concern for friend or family member (11.2%) Relationship difficulties (9.8%)

Collaboration Basics Collaborative Leadership & Collective Impact on campus To better use resources Demonstrate what employers are looking for in graduates Collaboration to integration Building relationships “Selling what you have to offer” Service to others Reliability Authenticity  In a recent blog post in the Harvard Business Review, Ben Hecht suggests that, while the concept of collaborative leadership is not a new one, “what we’re seeing around the country is the coming together of nontraditional partners and a willingness to embrace new ways of working together” (2013). https://www.aacu.org/publications-research/periodicals/deploying-collaborative-leadership-reinvent-higher-education Integration seamlessly merges the programs together beyond just collaborating on an issue or single program.

Factors Hindering Bystander Intervention Shyness Fear of misinterpretation High number of bystanders Failure to notice the situation Failed interpretation Failure to take responsibility Perceived lack of skill Perceived lack of support by others Banyard, V. L., & Moynihan, M. M. (2011). Variation in bystander behavior related to sexual and intimate partner violence prevention: Correlates in a sample of college students. Psychology of Violence, 1(4), 287-301. http://dx.doi.org/10.1037/a0023544 Bennett, S., Banyard,V.L., & Garnhart, L. (2014). To Act or Not to Act, That Is the Question? Barriers and Facilitators of Bystander Intervention. Journal of Interpersonal Violence, 29(3), 476 –496. doi: 10.1177/0886260513505210 Burn, S. (2009). A situational model of sexual assault prevention through bystander intervention. Sex Roles, 60, 779-792. doi:10.1007/s11199-008-9581-5

Factors Influencing Bystander Intervention Situational Less people present Emergency/unambiguous situation Social connection with victim Intrapersonal factors of active bystanders: High self-efficacy/confidence Empathy Sense of responsibility Prosocial tendencies Extroversion/Assertiveness Greater sense of community Peer judgment Factors Influencing Bystander Intervention Banyard, V. L., & Moynihan, M. M. (2011). Variation in bystander behavior related to sexual and intimate partner violence prevention: Correlates in a sample of college students. Psychology of Violence, 1(4), 287-301. http://dx.doi.org/10.1037/a0023544 Bennett, S., Banyard,V.L., & Garnhart, L. (2014). To Act or Not to Act, That Is the Question? Barriers and Facilitators of Bystander Intervention. Journal of Interpersonal Violence, 29(3), 476 –496. doi: 10.1177/0886260513505210 Burn, S. (2009). A situational model of sexual assault prevention through bystander intervention. Sex Roles, 60, 779-792. doi:10.1007/s11199-008-9581-5

Student Worker Attitudes, Knowledge, Skills, & Abilities Judgment De-escalation Emergency response Diversity Empathy Proactive customer service Initiative Policy enforcement Observation & recognition skills Finesse Confidence Fortitude Personal responsibility

Links Between Empowered Bystander Behavior and Student Employee Development Social connections High self- efficacy/confidence Empathy Sense of responsibility Prosocial tendencies Extroversion/Assertiveness Greater sense of community Peer attitudes

Potential Campus Partners Campus recreation departments Residence life Career services Orientation Tutors, mentors, and other student support programs First generation support programs Multicultural affairs others? These departments are at various levels on each campus. Choose ones with high levels of training and student worker empowerment.

How to Approach Potential Partners Benefits for directors How will it help their program area Better equip their students to respond to situations in life outside and inside of work environment Benefits to university Have more students on campus prepared to improve the campus climate. Strategic initiatives/plans tied to University Mission NACE Transformative experiences

Application to Professional Development Critical Thinking/Problem- solving Teamwork/Collaboration Professionalism/Work Ethic Oral/Written Communication Leadership Communication Initiative

Some things we asked during training How comfortable are you intervening in emergency situations at work? How comfortable are you intervening in emergency situations outside of work? If there is a difference, why? What skills would you need to overcome these? Same questions for non-emergency situations Some things we asked during training

The more people we can equip with the skills, aptitude and knowledge on how to intervene appropriately, the better our communities will be.

Contact Information Cyndra Krogen-Morton Title IX Compliance Specialist, Lumberjacks Care Office Stephen F. Austin State University mortonca1@sfasu.edu Ken Morton Director, Campus Recreation mortonkw@sfasu.edu