Cheat sheet for viewer intervention (2023)

looking

A bystander is a person who observes or witnesses a situation of discrimination or violence committed by a perpetrator against a victim and has the right toChancetolerate, intervene or do nothing (Rodenhizer-Stämpfli et al., 2018; Barnyard, 2011, cited in Henson et al., 2020).

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An upstander is a spectator who recognizes and recognizes acts or expressions of injustice.Take a positioninterrupt and challenge situations that normalize discrimination and potential violence. (Nelson et al., 2011; Grantham, 2011; Parrott et al., 2020).

Promoter of the Revolt

To encourage the shift from bystander to awareness, we must motivate and educate bystanders to give them the ability and confidence to stand up to racism and racially motivated violence. Promoters include:

• Knowledge and awareness of discrimination and the harm it can cause (Nelson et al., 2011)
• A person's confidence and intention to successfully intervene in a discriminatory situation, also known as bystander self-efficacy (Parrott et al., 2020; Muja et al., 2021)
• Members of non-excluded groups confronted with perpetrators of discrimination (Gulker et al., 2013)
• Affective empathy, which involves empathetic concern and sharing the feelings or emotions of another person (Menolascino & Jenkins, 2018)
• Assertiveness (Jenkins & Nickerson, 2019)
• Desire to educate offenders (Nelson et al., 2011)
• Social norms that do not condone racism (Nelson et al., 2011)
• Education, training and programming of auditory interventions (Gabriella et al., 2021; McMahon et al., 2021)

obstacles to get up

Most of us can identify with the hesitation that arises when observing an aggressive or violent situation. Identifying these obstacles to ascension is one of the first steps in moving from bystander to insurgent. Barriers include:

• Social and economic costs of not being an Upstander (Kawakami et al., 2019)
• Marginal challengers are not taken seriously or seen as complainers (Kawakami et al., 2019; Gulker et al., 2013)
• Not knowing or interpreting a situation as discriminatory or biased (Kawakami et al., 2019)
• No social relationships with victims of discrimination or prejudice (Liebst, 2019)
• Fear of Retribution (Haynes-Baratz, 2021)
• Perpetrator status or perceived power (Haynes-Baratz, 2021)
• Social norms that tolerate discrimination or marginalization (Nelson et al., 2011)
• Avoid conflicts (Nelson et al., 2011)
• Perception of own actions or knowledge as ineffective to intervene (Nelson et al., 2011)

interpersonal level

Levantar-se em 5 passos (Rodenhizer-Stämpfli et al., 2018; Nelson et al., 2011)

1. Recognize and interpret a situation of discrimination/emergency.
2. Assess the nature of the incident and decide if intervention is necessary.
3. Take responsibility for the intervention.
4. Know and decide how to approach the situation.
5. Make the decision to act.

The 5 D's of Hollabacks! for spectator intervention: (Hollaback!, 2017)

1. To bend:Defuse the situation indirectly by interrupting the harasser and target (e.g., riot, small talk, etc.).
2. Delegate:Ask a third party to help you intervene, preferably someone in authority.
3. Document:If it is safe to do so and someone is already helping the target, take notes or video of the discriminatory situation (permission to share the situation belongs to the target).
4. Delay:Let the person know they have been discriminated against/harassed (eg support, offer to help, etc.).
5. Direct:Once everyone is physically safe, speak out loudly and clearly against the bullying/discrimination that is taking place (prioritize helping the victim over approaching the bully).

municipal level

• Public awareness campaigns that highlight the severity of exclusion and encourage speaking out, even against what may appear to be minor offenses (but are not), such as discriminatory jokes and stereotypes (VicHealth, 2010).
• Community leaders, role models, and peers who engage in prosocial and helpful behaviors can have influential effects in shifting social norms toward bystander intervention (VicHealth, 2010).
• Anti-bias campaigns that use messages that emphasize both our similarities and our differences (VicHealth, 2010).

institutional level

• When cases of prejudice and discrimination arise, people first turn to their leaders or managers to resolve the issue. Therefore, these individuals must be prepared to act at this time (Ashburn-Nardo et al., 2019).
• Provide training and programs that educate employees on how to create an inclusive, non-discriminatory work environment (VicHealth, 2010).
• Have a work environment that encourages respect, listening, and appropriate behavior (Haynes-Baratz, 2021).
• Honest behavior by school administrators and teachers against bullying is significantly associated with direct intervention, peer response, and self-efficacy (Farley, 2018).

macro letter

• Educating people about the occurrence and possible harm of structural bias can contribute to bystander/allied actions (Brown et al., 2021).
• Changing the perception of non-excluded people that intent trumps effect when it comes to characterizing a situation as discriminatory/biased (Brown et al., 2021).
• Foster a willingness to confront strange offenders as well as a desire to confront other offenders (Brown et al., 2021).

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• WHAT#equity achata a curva
• Victorian Foundation for Health Promotion: review of bystander approaches in support of preventing race-based discrimination
• UMass Lowell: Spectator Training
• Hello! Bystander Intervention Training
• CDC: Socioecological Model: A Framework for Prevention
• Asian Americans Advancing Justice - LA: Bystander Intervention Training
• To speak! 2021: response to everyday fanaticism