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Using the Bystander Approach to Counter Incivility on Campus

Using the Bystander Approach to Counter Incivility on Campus . Dr. Dan Bureau University of Memphis MIMSAC, Friday May 13, 2011. Purpose.

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Using the Bystander Approach to Counter Incivility on Campus

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  1. Using the Bystander Approach to Counter Incivility on Campus Dr. Dan Bureau University of Memphis MIMSAC, Friday May 13, 2011

  2. Purpose • The purpose of this session is to educate participants on the bystander framework, examine scenarios in which this approach might be useful, and explore possible approaches of its enactment.

  3. Attendees will be able to identify the stages of bystander framework. • Attendees will be able to explain actions used to successfully complete each stage of the bystander framework. • Attendees will be able to demonstrate their understanding of how to apply bystander model tactics.

  4. Dante Alighieri (Italian Author and Poet. Considered one of the greatest poets in all literature, 1265-1321) “The hottest places in hell are reserved for those who in times of great moral crises maintain their neutrality”

  5. we’re committed to Students, inclusion, and community; of course we’ll intervene

  6. Situational ambiguity • Perceived cost • Diffusion of responsibility • Similarity • Mood • Gender • Attributions of cause of need • Social norms • http://www.uwlax.edu/faculty/cerbin/ls/PSY%20Research%20Lesson%20Model%20of%20Bystander%20Intervention.htm

  7. BYSTANDER FRAMEWORK STAGES Toward Action • Notice the behavior • Interpret the behavior as a problem • Feel responsibility to take action • Know what to do • Possess the capacity to act • Act

  8. Stage 1: Noticing the behavior • Assume that incivility occurs; examine where it is most profound • Consider how incivility can occur anywhere and anytime; who are your most likely culprits? Who might you not expect? • Have a clear understanding of institutional and/or personal definitions of civility and therefore the lack of civility • What is the institutional culture like?

  9. Stage 2: Interpreting thebehaviors as a problem • Know the legal and policy definitions • Understand the environment • What is and is not accepted by others in the context • When is incivility ever taken out of context? • Learn historical interpretations of the actions as a problem • Voluntary; coercion; peer influence • Assumptions about incivility as something that one does a “little” or “a lot” • Are the little things worth tackling?

  10. Stage 3: Feel responsibilityfor taking action • Consider your threshold for intervention • Consider how others have intervened and when • Determine if someone else is best poised to address issue • Challenge the social norms about the behavior • Address the political nuances; what can you tackle? • How has incivility impacted you? How does that influence your sense of responsibility?

  11. Stage 4: Know what to do • What are the messages sent by senior leadership regarding intervening? • What is within your purview given your level of experience? Position on the hierarchy? • How have you and others been trained to intervene? What are the skills you have? Need? • Who are your allies? In and outside of institution? • What does the policy say? What does the law say? Handbook? Crisis Management Plan?

  12. Stage 5: Possessing thecapacity to act • Have the knowledge to recognize, skills to act, demeanor to confront, and patience in the follow-through • Bystander intervention likely doesn’t stop with the act of intervening. • Commit the personnel and fiscal resources to helping those you influence have capacity • Attend to the nuances of your position and the institution; overstep with caution but do not turn the cheek • If you have leadership support for intervention, then common sense may be enough

  13. To consider… • In which stage is my institution in relation to civility? • In which of the key action areas are we doing well? • In which are we lacking? • What would be needed to move the institution forward?

  14. BYSTANDER FRAMEWORK STAGES Toward Action • Notice the behavior • Interpret the behavior as a problem • Feel responsibility to take action • Know what to do • Possess the capacity to act • Act

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