1. 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

2. 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

3. 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%)

4. 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).
Integration seamlessly merges the programs together beyond just collaborating on an issue or single program.

5. 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),
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: /
Burn, S. (2009). A situational model of sexual assault prevention through bystander intervention. Sex Roles, 60, doi: /s

6. 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),
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: /
Burn, S. (2009). A situational model of sexual assault prevention through bystander intervention. Sex Roles, 60, doi: /s

7. 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

8. 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

9. 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.

10. 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

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

12. 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

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

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