• It is imperative that those in attendance today feel free to
have an open, honest, and non-judgmental discussion
about the material presented and to consider their ability
to make a significant difference.
• Raise awareness of helping behaviors
• Increase motivation to help
• Develop skills and confidence when responding to
problems or concerns
• Ensure the safety and well-being of yourself and others
Goals of Step Up!
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Hazing
Discrimination
Anger Issues
Sexual Assault
Academic Misconduct
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Alcohol
Depression
Disordered Eating
Gambling
Relationship Violence
What are the 3 BIGGEST
issues you see?
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Notice the Event
Interpret it as a problem
Assume Personal Responsibility
Know How to Help
Step-Up!
A. The five decision
making steps
• Individual-A person’s knowledge, skill set, confidence,
sense of social responsibility, etc.
• Situational-Severity of need; are there other people
around? What are the costs of helping?
• Victim-Do you know the person? Do you think they
deserve help? Will they accept help?
A. What Variables Affect
Helping
• Ambiguity
• Is it a problem? Is it not? Error on the side of caution and INVESTIGATE!
• Conformity
• Informational Influence-when you think someone knows more than you do,
or has more information than you, you will follow their lead.
• Pluralistic Ignorance-the majority know there is something wrong but no
one else looks concerned so you think you must be the only one and you don’t
do anything.
• Normative Influence-you go along with the group to fit in, to be liked of to
be accepted by the group.
• Groupthink-when members try to minimize conflict and reach
consensus without critically testing, analyzing and evaluating ideas.
Groupthink may cause groups to make hasty irrational decision where
individual doubts are set aside due to a desire to avoid being seen as
foolish or to avoid embarrassing or angering other members of the group.
• Spiral of Silence-if one thinks that they are in the minority they are less
likely to voice an opinion. So people who don’t directly engage in
problematic situation still contribute to the problem with their silence.
B. Factors that affect helping
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Ask yourself…
Does it go against your morals?
Does this problem go against the norm in a negative way?
Is this problem hurting you or the other people?
Step 2: INTERPRET IT AS A
PROBLEM
• Bystander Effect: People are more likely to intervene when they are alone than
when they are part of a group.
• Research shows that if you are alone you will help 80% of the time but if you
are in a group you will help only 20% of the time because of the diffusion of
responsibility-you think someone else will do something. (Think back to the
first video.)
• This occurs because of responsibility diffusion.
• Responsibility assumed and number of people present is an inverse
relationship
• There are many documented occurrences where bystander effect has resulted in
loss of life.
• Do not rationalize away responsibility.
• Verbalize your intentions-you are more likely to help that way.
• Engage others- I’ll do A and you do B.
Step 3: Assume
Responsibility
• If something is ambiguous look into it! See what others
think.
• Error on the side of caution and investigate.
• Be mindful of group pressure and be prepared to react to
it. Break through Pluralistic Ignorance and the Spiral of
Silence and take a stand.
• If you are a victim, let others know you need help- be
specific if possible (i.e., “You there in the red shirt, please
help.”)
Strategies
• Many times people WANT to help but they either don’t know
what to do (knowledge) in a particular situation or how to do
it (skills).
• Help can come in two forms:
• Direct:
• Indirect:
• NEVER put yourself in harm’s way but again, DO
SOMETHING.
• Be prepared-Think about what you would do in certain
situations so when and if that situation arises, you will have a
game plan. It’s harder to think clearly when suddenly put in a
difficult situation.
Step 4: Know How to Help
• The challenges at this step are that there are always costs
involved and the assumption is that when people decide
on what actions to take they try to minimize cost and
maximize reward.
• Costs of intervening vs.. Costs of not intervening.
• Strategies:
• Carefully consider the situation before taking action.
• BE THE FIRST!
• Create shared and agreed upon standards of behavior and
expectations within any group or organization.
Step 5: Implement Step
UP!
• When noticing a problem: What would you want someone
to do for you or a loved one in the same situation?
• Imagine how the other person thinks and feels
• Imagine being in the same situation
• Imagine you are the other person
• Traits that are highly related to High Perspective Taking are;
patience, reasonableness, and sensitivity. Traits negatively
related to High Perspective Taking were aggressiveness and
sarcasm.
Perspective Taking
• One more challenge to helping is when people do things
because a perceived authority figure told them to.
• “All evil starts with 15 volts.”-Philip Zimbardo. All
Problems start off as minor incidents and gradually
escalate-people will keep pushing the limits because it is
accepted by the larger group. Action for prevention must
be immediate to prevent escalation.
• The colligate problem of hazing is a form of Obedience to
Authority.
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Obedience to Authority:
Milgram Experiment
• Safe Responding
• Never put yourself in harm’s way but talk to someone, make
a phone call (911 if necessary) and/or engage others.
• Early Intervention
• “All evil starts with 15 volts”-Intervene early before the
problem becomes a crisis or disaster.
• Effective Helping
• Know what to do and how to do it. Remember the Law of
Deliver: Who (person\s), What (content), When (timing),
Where (location\privacy),Why (reasons), and How (tone).
The S.E.E. Model
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Stay calm
Gather information
Consider your options-direct\indirect helping
Provide support but do not become enmeshed
Know your limits-walk-away if the situation is unsafe
Emergency Helping
• Consider the frequency, duration and severity of the
problem
• Define the problem and the barriers
• Determine the goal; develop a game plan
• Set boundaries-don’t enable
• Maintain respect
• Consider options; know referrals
Non-Emergency Helping
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Turtle-Doesn’t want to get involved
Teddy Bear- Just wants to be liked
Shark-Wants to save the day
Fox-Gives thought and perspective to intervention
Owl-Most creative, experienced and successful problem
solver; highest in social and emotional intelligence
Intervention Styles
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I care
I see
I feel
I want
I will
Friends Helping Friends
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It was the right thing to do
I would want someone to help me in the same situation
Someone needed help
We should look out for one another
So the situation wouldn’t escalate
Top 5 Reasons we
intervene
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Notice the event
Interpret it as a problem
Assume personal responsibility
Know how you can be helpful
Step up!
Implement Step UP!
• You are at a party. During the last hour notice one of your
male friends has been talking to a young woman. They
seem to be having a good time but it is clear that the
woman has had too much to drink. At one point your
friend walks by you and you hear him say he is going to
get her “one more” and “that should be enough.” A few
minutes later you see him put his arm around the young
woman and lead her upstairs. What do you do?
Scenario
• Even if someone is incapacitated due to alcohol or other
drugs, even if the individual says yes, it is considered
sexual assault.
Sexual Assault
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Do you know someone that has been sexually assaulted?
How would you react if it was your sister/mother?
How does gender impact this situation?
Is this a special issue for you? If yes, how?
How do you define masculinity? Femininity?
Does masculinity need to be “proved” more than femininity?
• Is there more pressure to act masculine than feminine?
• What does it mean to be weak?
• What kind of things does your peer group believe about rape?
• Is it perceived as a real problem or over exaggerated?
• Are there sexual assault cases currently in the news and what
lessons are to be learned?
• Are there contradictory messages about sex in our society?
Questions
• United States Law includes two types of sexual assaults:
• Sexual Abuse
• Act in which an individual is forced to engaged in sexual
activity by use of threats or other fear tactics, or other
instances in which an individual is simply unable to decline.
• Aggravated Sexual Abuse
• When an individual is forced to submit to sexual acts by use
of physical force; threats of death, injury, or kidnapping; or
substances that render that individual unconscious or
impaired.
Definitions
• Research suggests that around 4-6% of the male
population commits acts that constitute sexual assault.
These men are from every economic group, cultural
background, and social background, including student
athletes.
• “High profile” individuals (athletes, leaders, etc.) attract
more media attention.
• Important to engage in appropriate sexual boundaries.
• Step Up! and intervene in an effort to decrease the
incidence of sexual assault within our own communities.
Considerations
• Be aware of comments and behaviors from others that would indicate they
were planning on having sexual intercourse even if their partner is unwilling.
• Notice if someone is getting ready to have sexual intercourse with a partner
who is incapacitated.
• Don’t pressure or encourage someone to drink or have sex as often or with as
many people as possible.
• Don’t joke about sexual assault; comments and jokes that are meant to “ease
the tension” or are “just kidding around” can trivialize the severity of the
behavior.
• Know your level of comfort with conversations and talk about sexual behavior.
If you find groups or individuals who talk about sexual relationships that are
not in sync with how you feel, or the type of relationship you want, don’t be
afraid to state your position.
• Many perpetrators are unaware that what they have done is a crime. (They may
say, “Yeah, that was messed up, but it was fun.”) Let them know that what they
did was not right and was against the law.
Action Steps
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If you are aware that a sexual assault has occurred or are told of an assault
occurring;
Believe the person
Tell the victim it is not his or her fault
Encourage a report (to campus or local police, to the Dean of Students, to a
campus Health Clinic, counselor, etc.) Realize however, there may be reasons
why that person does NOT want to report. Respect that decision.
Don’t pry or try to get information out of the person is he/she is unwilling to
be forthcoming with information….Be ready to listen when the individual is
ready to talk
If you learn the perpetrators identity, don’t suggest physical or any other form
of retaliation
Know available resources
Listen
Be patient
Action Steps Continued
• You must have consent to engage in any and all sexual behaviors
Consent is hearing the word “yes.” It is not in the absence of hearing
“no.” It’s the Law.
• Up to 75% of the physical and sexual assaults that occur on college
campuses involve the abuse of alcohol by assailants, victims, or both.
• According to the UCR (Uniform Crime Report), in a study surveying
more than 6,000 students at 32 colleges and universities in the US:
• More than 90% of sexual assaults are committed by people the victim
knew (dating, partner, boyfriend, friend, classmate, etc.)
• Although the majority of sexual assaults are not reported to law
enforcement, recent research indicates that report rates are increasing.
• Less than 2% of reports to police are considered false reports.
• Men can be victims as well. The majority of reported sexual assault
cases involve male perpetrators and female victims.
Did you know….?
Local
• Local Resources for Sexual
Assault/ Relationship
Violence
• Campus Counseling
Services
• Campus Health Clinic
• Campus Police
• Residence Life Director
• Coaches/ Athletic Directors
National
• The Rape, Abuse & Incest National
Network (RAINN)
• RAINN
• 1-80-656-HOPE (4673)
• National Sexual Violence Resource Center
• NSVRC
• 1-877-793-3895 (Toll Free)
• Male Survivor
• MaleSurvivor
• 1-800-783-4181
• Mentors in Violence Prevention
• MVP National
Resources
• Men Can Stop Rape
• Men Can Stop Rape
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Notice the event
Interpret it as a problem
Assume personal responsibility
Know how you can be helpful
Step up!
Implement Step UP!