119 The Professional Counselor™ Volume 14, Issue 2, Pages 119–134 http://tpcjournal.nbcc.org © 2024 NBCC, Inc. and Affiliates doi: 10.15241/mp.14.2.119 Examination of the Bystander Intervention Model Among Middle School Students: A Preliminary Study Researchers have utilized the Bystander Intervention Model to conceptualize bullying bystander behavior. The five-step model includes Notice the Event, Interpret the Event as an Emergency, Accept Responsibility, Know How to Act, and Decision to Intervene. The purpose of this study was to examine outcomes of an evidence-based bystander training within the context of the Bystander Intervention Model among middle school students (N = 79). We used a quasi-experimental design to examine differences in outcomes between bystanders and non-bystanders. We also assessed which of the steps were uniquely associated with posttraining defending behavior. Results indicated a significant increase in Know How to Act for both groups. In contrast, we found increases in Notice the Event, Decision to Intervene, and defending behavior among bystanders only. Finally, Notice the Event and Decision to Intervene were uniquely associated with posttraining defending behavior. We discuss implications of these findings for counselors. Keywords: Bystander Intervention Model, bullying, bystander training, defending behavior, middle school School bullying is a significant problem in the United States, with one out of four students reporting being a target of bullying (U.S. Department of Education, 2019). Bullying is defined as any unwanted aggressive behavior(s) by another youth or group of youths, who are not siblings or currently dating, that involves an observed or perceived power imbalance, and is repeated multiple times or is highly likely to be repeated (Centers for Disease Control and Prevention [CDC], 2020). Bullying peaks in middle school, with 28% of middle school students reporting being a target of school bullying (CDC, 2020). According to a meta-analysis examining consequences of bullying victimization, among middle school students, targets of bullying reported a wide range of socio-emotional consequences, including anxiety, post-traumatic stress, depressive symptoms, poor mental and general health, non-suicidal self-injury, suicidal ideation, and suicide attempts (Moore et al., 2017). Researchers have also established mental health risks associated with witnessing bullying among middle school students, including anxiety and depressive symptoms (Doumas & Midgett, 2021; Midgett & Doumas, 2019). The Role of Bystanders The majority of students (80%) have reported observing bullying as a bystander (Wu et al., 2016). A bystander is a student who witnesses a bullying situation but is not the target or the perpetrator (Twemlow et al., 2004). Bystanders can respond to bullying in several ways, including encouraging the bully by directly acting as “assistants” or indirectly acting as “reinforcers,” walking away from bullying situations acting as “outsiders,” or attempting to intervene to help the target by acting as “defenders” (Salmivalli et al., 1996). As such, bystanders play an important role in inhibiting or exacerbating bullying situations. Although most students intentionally or unintentionally reinforce bullying by acting as “assistants,” “reinforcers,” or “outsiders” (Salmivalli & Voeten, 2004), a single high-status student or group of students acting as “defenders” can shift attention and power away from the perpetrator (Salmivalli et al., 2011), thereby discontinuing reinforcement, modeling Matthew Peck, Diana M. Doumas, Aida Midgett Matthew Peck, PhD, LPC, is an assistant professor at the University of Arkansas. Diana M. Doumas, PhD, LPC, is Distinguished Professor of Counselor Education at Boise State University. Aida Midgett, PhD, LPC, is a professor at Boise State University. Correspondence may be addressed to Matthew Peck, 100 Graduate Education Building, University of Arkansas, Fayetteville, AR 72701, mattpeck@uark.edu.
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