Running head: COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 1

Mock Institutional Review Board (IRB) Application

1: Investigator Information
Lauren Kelly, Bridgewater State University

2: Title of Study
College Student Bystander Norms in Sexual Violence Prevention

3: Research Question
Does Greek Life affiliation impact college student bystander norms when it comes to sexual
violence prevention?

Independent Variable: College Students

1. Fraternity students
2. Sorority students
3. Non-Greek Life affiliated students

Dependent Variable: Bystander attitudes and behaviors (norms)

4: Null and Alternative Hypotheses

Null hypothesis: Ho: µ1 = µ2 = µ3
There will be no significant difference between Greek Life and non-Greek Life affiliation in
terms of their bystander norms.

Alternative hypothesis: Ha: µ1 ≠ µ2 ≠ µ3

There will be significant difference between Greek Life and non-Greek Life affiliation in terms of
their bystander norms.

5A: Abstract Summary

Sexual violence is a major issue on colleges campuses throughout the country. Survivors of
sexual assault can experience a range of negative effects that impact their ability to persist and
succeed in college. Research has explored the effects and impacts on survivors, perpetration,
and victimization. However, there is emerging evidence and best practices that suggest the
importance of bystander intervention as a key factor in sexual violence prevention. While
single-gender violence prevention and risk reduction programs are most successful, there is less
research as to whether a bystander intervention is more successful in single or multi-gender
settings. Additionally, Greek Life is found to be a vulnerable population on college campuses
when it comes to campus sexual violence victimization and perpetration. Lastly, a community
approach to bystander intervention is found to be more successful than individual bystander
norms. Therefore, since sororities and fraternities foster their own set of community norms and
serve as influencers to the larger campus community, they are a population that needs further
research. Additionally, since Greek Life affiliation is typically determined by gender whereas
other student organizations are multi-gender, a comparison of different types of gender
representation will explore the success of a single- versus multi-gender approach to prevention.
COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 2

5B: Literature Review

With increasing attention and research, sexual violence continues to be a major public

health and campus safety concern in higher education. Between 20-25% of college women will

experience rape or attempted rape during college, with college men also experiencing sexual

violence just at lower rates (McMahon, Allen, Postmus, McMahon, Peterson, & Lowe Hoffman,

2014; Vladutiu, Martin, & Macy, 2011). Survivors of sexual violence experience a range of

physical, psychological, emotional, and academic challenges because of the trauma that

impacts them during and after their college experiences (Coker, Cook-Craig, Williams, Fisher,

Clear, Garcia, & Hegge, 2011; McMahon et al, 2014; Vladutiu et al, 2011). In response to this

epidemic, there have been mandates put in place that require sexual violence education

through the Clery Act, (Coker et al, 2011; Vladutiu et al, 2011), Campus Sexual Violence

Elimination Act, and Title IX (Coker, Bush, Swan, Williams, Clear, & DeGue, 2016). Programs

range from sexual assault awareness, risk reduction, perpetration and violence prevention, and

bystander intervention.

Colleges and universities can choose the approach and type of program to implement

on their campuses. As a result, there is no required approach or program (Vladutiu et al, 2011),

nor consensus of what is the best practice (Banyard, Eckstein, Moynihan, 2010; McMahon et al,

2014). Two commonly used programs are awareness raising and risk reduction. Awareness

programs seek to increase knowledge about the dangers of sexual violence, along with

intervention resources and services (Coker et al, 2011). Risk reduction programs are often

geared towards women, neglecting male students, and focus on reducing the likelihood of

being victimized. While these programs are effective in the short term, with increases in
COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 3

protective behaviors and attitude changes, there is no effect on changing the rate of sexual

violence (Coker et al, 2011). Violence and perpetration prevention programs are often geared

towards men either as potential perpetrators or witnesses to violence and has some success in

attitude change regarding rape (Gidycz, Orchowski, & Berkowitz, 2011). However, given the

limited effectiveness and need to address sexual violence on a community-level, there has been

a shift to offer bystander intervention either in addition to or in place of previous approaches.

Bystander intervention is seen as a promising practice with emerging research that

addresses sexual violence on an individual and community levels. Past bystander research has

explored the (un)likelihood of bystander intervention based on the influences from the

surrounding community including as the assumption that others will intervene, fear of looking

foolish, relying on others’ responses, confidence in skills, and modeling others’ bystander

behaviors (Coker et al, 2011). Bystander intervention aims to decrease defensiveness,

recognize problematic behavior, and empower individuals to challenge harmful norms and

safely intervene to reduce the likelihood of violence (Coker et al, 2016). Bystander intervention

operates on multiple continuums. First, situations that require bystander intervention can

range from emergency or high-risk situation to cultural norms that support sexism and violence

(McMahon et al, 2014). Individual and community level change are both required in when

using a bystander intervention approach. By increasing individual’s awareness, willingness, and

self-efficacy to challenge violence supportive norms and actions they will influence their social

networks and communities to create cultures that do not condone violence or violence-

supportive attitudes or behaviors (Banyard et al, 2010; Coker et al, 2016).

COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 4

Rooted in this understanding of bystander intervention, two models have emerged with

limited empirical research regarding effectiveness in adopting bystander attitudes and

behaviors, shifting community social norms, and preventing campus sexual violence: Bringing in

the Bystander and Green Dot. The Bringing in the Bystander model believes community norms

can facilitate violence, assaults are more likely to occur if no one intervenes, and violence can

be prevented if bystanders change attitudes and behaviors that condone or perpetuate

violence (Banyard et al, 2010). The goal of Bringing in the Bystander is to increase knowledge,

decrease violence-supportive attitudes, increase bystander behaviors, foster community

acceptance of prevention messages, and support survivors who disclose (Banyard, 2010 &

Coker et al, 2016). Similarly, Green Dot seeks to increase proactive bystander behaviors and

gain commitment to reducing sexual and dating violence on college campuses. However, the

Green Dot program is implemented in two phases. The first is through campus presentations

aimed at building awareness, presenting attainable steps to bystander intervention, and sharing

information about university services. The second phase is to identify leaders and influencers

on campus to go through a more intensive training on bystander skill building, strategies to

address barriers when intervening, and information about perpetration (Coker et al, 2011).

Given the existing body of research of bystander intervention, with Bringing in the

Bystander and Green Dot as primary models, there are emerging questions and continued

limitations to be addressed. While there are variations of programs offered and evaluated,

there is no consensus for defining or measuring bystander intervention and attitude and

behavior change in the context of sexual violence (McMahon et al 2014). Additionally, there is

a need to focus on target audiences who hold social capital and can impact community norms
COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 5

such as student athletes, fraternities and sororities, student leaders (Coker et al, 2011), and the

impact on more vulnerable populations such as first-year students (Coker et al, 2016), women,

students with a history of victimization, and Greek life (Vladutiu et al, 2011). There also

continues to be debate whether bystander intervention programs should be offered to men,

women, or multi-gender audiences

Two emerging questions are raised in existing research about audience and impact

when using a bystander intervention approach. The first, is about whether it is administering to

single or multi-gender audiences will have more effect on attitude and behavior change,

successful intervention in violence-supportive behaviors and actions, and reduction in sexual

violence rates (Coker et al, 2011; Gidycz et al, 2011; Vladutiu, 2011). Second, sororities and

fraternities are considered a target population in the research due to the ability to impact

community social norms amongst peers and as more vulnerable to perpetration and

victimization (Vladutiu et al, 2011). This research study seeks to explore the change in personal

bystander attitudes and behaviors and, as a result, community norms when it comes to sexual

violence on college campuses. Additionally, given the question of whether it is more effective

in single versus multi-gender audiences, change in bystander attitudes and behaviors will be

compared amongst female sorority, male fraternity, and multi-gender student organization

groups. In using Greek life as a target audience, this will also lend itself to addressing both a

vulnerable and influencing faction of the campus community.

COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 6

References

Banyard, V., Eckstein, R., & Moynihan, M. (2010). Sexual violence prevention: The role of stages

of change. Journal of Interpersonal Violence 25(1), 111-135.

Coker, A., Bush, H., Fisher, B., Swan, S., Williams, C., Clear, E., & DeGue, S. (2016). Multi-college

bystander intervention evaluation for violence prevention. American Journal of

Preventative Medicine 50(3), 295-302.

Coker, A., Cook-Craig, P., Williams, C., Fisher, B., Clear, E., Garcia, L., Hegge, L. (2011). Evaluation

of green dot: An active bystander intervention to reduce sexual violence on college

campuses. Violence Against Women 17(6), 777-796.

Gidycz, C., Orchowski, L., Berkowitz, A. (2011). Preventing sexual aggression among college

men: An evaluation of a social norms and bystander intervention program. Violence

Against Women 17(6), 720-742.

McMahon, S., Allen, C. T., Postmus, J. L., McMahon, S. M., Peterson, N. A., Lowe Hoffman, M.

(2014). Measuring bystander attitudes and behavior to prevent sexual violence. Journal

of American College Health 62(1), 58-66.

Vladutiu, C., Martin, S., Macy, R. (2011). College- or university-based sexual assault prevention

programs: A review of program outcomes, characteristics, and recommendations.

Trauma, Violence, & Abuse 12(2), 67-86.

Kelly, L. (2018). Role of Greek Life Affiliation in Sexual Violence Prevention. The Fake Journal of

Counselor Education 4, 52-67.

COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 7

5C: Data Collection

Communication to Participants:
Direct communication would be with the on-campus professional staff person who works in the
student activities, Greek Life, and/or equivalent offices on their respective campuses. Direct
communication would include a site visit to each campus to go over the study, gather key
information regarding the institution to compare institution type, and answer any questions
they have about the study.

The point of contact at each institution will help to coordinate contact with their students by
sharing the survey with students involved in both Greek Life and other organizations on
campus. The survey will be sent out in electronic form through Survey Monkey to students
participating in the study across different campuses. Student will also receive links to the
informed consent document and outreach flyer in this email.

See appendix A for a copy of the outreach email.

See appendix B for a copy of the recruitment flyer.
See appendix C for a copy of the informed consent document.

Survey Materials:
A survey was developed that explores various aspects of bystander norms. Questions on the
survey will explore participants’ knowledge of sexual violence, attitudes and beliefs about the
topic and role of bystanders in preventing, and current bystander behaviors and skills
demonstrated. Additionally, the survey will collect basic student demographic information that
will determine the variability in participants and determine any correlations with responses.

In addition to the survey itself, data will be collected on each participating institution.
Institutional information will be gathered through a meeting with the campus partner contact,
the online Carnegie Classification system for higher education institutions, and publicly shared
information on the college/university website. Information will include:
• Institution type (according to the Carnegie Classification)
o Classification
o Population size
o Residential or Commuter Campus
o Student demographics
• If they provide a campus-wide prevention program or curriculum to students
o Type of program
o Office that oversees sexual violence advocacy services and prevention programs
• Percentage of students involved in Greek Life
• Percentage of students involved on campus through other organizations

See appendix D for a copy of the questionnaire.

COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 8

5D: Personnel
Principle Investigator (PI): Lauren Kelly
Research Assistants: 2-3 graduate level research assistants
Consultant: research consultant with expertise in the field of bystander intervention, social
norms, and sexual violence prevention

The personnel who will interact with the participants or participant data are the principle
investigator, 2-3 graduate level research assistants, and a research consultant.
Each researcher must complete at minimum a graduate level research course, have prior
knowledge surrounding bystander intervention and sexual violence prevention, experience
working a higher education setting and/or with student affairs practitioners and college-level
students. The consultant will come in prior to the research beginning to provide additional
information, recommendations, and training to the research team.

The PI and at least one research assistant will interact with a college/university contact to
discuss the research project and be responsible for sending out the survey electronically and
collecting results. All three research assistants, along with the PI, will review and input the
data collected in students' surveys. This will allow one member of the team who was not
present during the administering of the survey to offer an objective, unbiased view of the data
having not interacted with the students or administered the survey.

5E: Potential Risks to Participants

Since the research is based on bystander intervention as it pertains to sexual violence
prevention and that previous research has found the prevalence of this issue especially on
college campuses, there are some minor potential risks associated with this study. To begin
with the topic itself may be triggering for a student with a sexual trauma history and students
may opt out of participating. Additionally, some of the questions may recall past examples in
which a student can relate to a previous experience as a victim, perpetrator, or bystander.
Lastly, this may impact students’ understanding of the topic and they may have realizations
following the study about past experiences that had not previously categorized as sexual
violence. As a result, students may exhibit feelings of guilt, shame, or regret, for example.

Given these potential risks it would be important to provide information about the study prior
to administering in the event a student did not feel comfortable completing. Additionally, it
would be explained to students that if they became uncomfortable in completing the survey,
they could skip a question or not complete. Research staff and point of contact person(s) at
each institution should anticipate offering information and referrals regarding on- and off-
campus resources and services for the students to seek out if needed.
COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 9

5F: Potential Benefits to Participants

In participating in the study and completing the survey, students may also experience potential
benefits. To begin with, this may open their eyes more to the topic at hand and they are
motivated to learn more in order to become an engaged, aware, and active bystander.
Additionally, this may enhance students’ efficacy to intervene in future situations having had
the opportunity to reflect on their knowledge, beliefs, skills as a bystander. As a result,
potential sexual assaults may be prevented.

Given that this is being targeted to sororities and fraternities, along with other student
organizations, this may encourage further discussion and action within their social groups.
From a social norm change perspective, this could allow for shifts in the campus culture if
student organizations that have an impact and influence on their peers. As a result, the campus
community may practice holding one another more accountable in these situations, facilitate
dialogue surrounding the topic, and implement programs, initiatives, and services that can
promote safety and equity.

5G: Societal Benefits & Contributions to Science

Building upon the final point made in the previous section, this study could provide greater
insight to the field of bystander intervention research and sexual violence prevention. The
outcomes of this study can better inform approaches currently being done on college
campuses. It will also better explore the role and impact of certain subsets of the campus
community such as Greek Life in comparison to other parts of the campus community. Further
insight may become apparent following the completion of this study in terms of future
directions for research and/or implementation to other groups within the campus community.

By this study helping to further inform and impact current and future approaches to bystander
intervention and sexual violence prevention on college campuses, it will help to build bystander
efficacy and promote social norms change within their campus community, resulting in a
decrease is college sexual assaults. This can have an impact beyond the campuses just used
within the study in the event students apply and share their knowledge, skills, and
understanding beyond their college and university, as well as after they graduate. This will
allow for greater dialogue and transparency surrounding this topic.

6: Study Timeline
The timeline for this study should take the 9 months in total, covering the course of an
academic year. Please see the following timeline breakdown over the course of this period:

September-October:
• Outreach to colleges and universities
• Determine participating schools for study
November-February:
• Survey completion
COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 10

March-May:
• Data input and analysis
June:
• Complete research and determine findings

7: Funding Status
I applied for and received grant funding that will allow me to provide compensation to the
research staff helping with the study and offer compensation to participants of the study. The
funding is through an external source, the Center for Disease Control and Prevention, with no
relation to the investigator.

The grant in total is $25,000. Research assistants will receive a $2,500 stipend over the course
of the year for their assistance in the data collection process. Depending on if two or three RA’s
are hired, between $5,000 - $7,500 will be used for their compensation. Approximately
$15,000 will go towards compensation to student participants who fully complete the survey
and will be in the form of $5 gift cards. There will be an additional $5,000 to $2,500 to go
towards miscellaneous costs such as compensation for additional participants, cost of printing,
and/or paying a consultant or additional research assistant if needed.

8: Recruitment & Selection Processes

Recruitment:
I am basing this research of institutions within the state of Massachusetts. I would research,
select, and contact institutions based on the following criteria:
• Greek Life representation on campus
• Non-Greek Life student organizations on campus
• Use of bystander intervention program on campus

Based on the institutions that met these criteria, I would contact staff in the Greek Life or
Student Activities offices and send a research recruitment flyer with basic info about the study,
participant requirements, and compensations. If they were willing to have their students
participate, they would follow-up with me to determine which institutions will be selected.

See appendix A for a copy of the outreach email.

See appendix B for a copy of the recruitment flyer.

Selection:
The goal would be to have 3,000 students participate in the study (1,000 sorority students,
1,000 fraternity students, and 1,000 non-Greek Life organization students in total). Additionally,
I would select between two to four institutions that met the criteria with the sample size at
each institution being approximately 1,500 to 750 depending on the number of institutions
selected. I would select two to four institutions that were similar in institutional type and size
based on the Carnegie Classification of Colleges and Universities.
COLLEGE STUDENT BYSTANDER NORMS IN VIOLENCE PREVENTION 11

Upon selection of participating schools, I would set up an in-person meet and share copies of
the informed consent. In that conversation I would answer any questions they had regarding
concerns and logistics about the survey.

See appendix C for a copy of the consent document.

9: Confidentiality
Students will share their institution name and demographic information in the survey. Once
they complete their survey, they will move onto a separate section that asks for their email
address, first and last name, and institution that will be compiled into a master list to
disconnect them from a specific student’s survey. This is to be able to provide them with their
compensation for completing the survey.

10: Compensation
Students who complete the survey will receive a $5 gift card as compensation for their time in
completing the survey. Although it will be a reimbursement for their time completing the
survey, it will also be an incentive as they will only receive the gift card once the survey is
completed. Since they will be completing the survey electronically, they will provide their
school email address in order to receive an electronic gift card. This is appropriate because it
recognizes the time students put in to completing the survey.

11: Consent Process

Colleges and universities participating in the study will receive a consent document prior to any
formal work with the staff or students is conducted. Additionally, prior to administering the
consent process, students will be required to read through and electronically sign before
completing the survey.

See appendix for a copy of the consent document.

Appendices
Appendix A: Copy of the outreach email
Appendix B: Copy of the recruitment flyer
Appendix C: Copy of the informed consent document
Appendix D: Copy of the questionnaire
 Appendix A: Sample Outreach Email

Dear [insert name of contact person in the Greek Life, Student Activities, or equivalent office],

My name is Lauren Kelly at Bridgewater State University. I am conducting a research study to

explore the role of Greek Life and non-Greek Life affiliation with college students in adopting
and enacting bystander norms as it pertains to campus sexual violence prevention.

I am hoping to identify four colleges and universities that are similar in institutional type in
accordance with the Carnegie Classification, have Greek Life and non-Greek Life organizations
on campus, and current use a bystander intervention program (Green Dot, Bringing in the
Bystander, etc.). Once those schools are selected, the goal would be to electronically survey
between 750 to 1,500 students—both Greek Life and non-Greek Life affiliated to better
understand their bystander attitudes and behaviors. Students would receive a $5 electronic gift
card to their email address for completing.

I’ve attached an informal flyer and the informed consent document that outlines the nature
and purpose of this research project, procedures that will be taken, potential risks and benefits,
and confidentiality as it pertains to your students’ participation.

If you are willing to share this survey with your students, please contact me at
l5kelly@student.bridgew.edu and we can discuss further plans and logistics for having your
school be part of the research study. Please feel free to also reach out with any questions,
comments or concerns you many have in regards to the study.

Thank you for your time,

Lauren Kelly
 Appendix B:

CALLING ALL GREEK LIFE & NON-

GREEK LIFE STUDENT
ORGANIZATION MEMBERS!

SHARE
YOUR
THOUGHTS
Complete a brief survey
regarding bystander
intervention

Contact Lauren Kelly at

l5kelly@student.bridgew.edu with
questions regarding the study.

Access the survey here: https://www.surveylink.com

Students who complete the survey receive a $5

giftcard via email.
 Appendix C: Bridgewater State University Informed Consent Document

Title of Research: College Student Bystander Norms in Sexual Violence Prevention

Researcher: Lauren Kelly, Bridgewater State University

You are being asked to participate in a project conducted through Bridgewater State University. The University
requires that you give your signed agreement to participate in this project.

The following will outline the research study, procedures, possible risks and benefits, and information regarding
confidentiality. Please read this explanation and contact the researcher via email to address any questions or
concerns you many have.

If you then decide to participate in the project, please sign on the last page of this form.

1. Nature and Purpose of the Project: Research suggests single-gender prevention programs are most
successful (risk reduction for women and perpetration prevention/reduction for me) but there is less
research as to whether a bystander intervention approach to sexual violence is more successful in single or
multi-gender settings. Greek Life is a vulnerable population when it comes to campus sexual violence
victimization and perpetration. Additionally, community-approach versus individual approach to bystander
intervention is more successful and sororities and fraternities foster a sense of community norms, values,
and practices. This study seeks to answer the following research question: Does Greek Life affiliation
impact college student bystander norms when it comes to sexual violence?

2. Explanation of the Procedures: You will be asked to complete a brief survey to determine your current
involvement in bystander intervention and violence prevention efforts, along with your current attitudes,
knowledge, and actions pertaining to the topic.

You should not participate in this study if…you are not a currently enrolled student who is not involved in a
sorority, fraternity, or non-Greek organization. Only students from the selected colleges and universities
who meet the criteria will be able to participate. Your participation in the study will last no more than 30
minutes in completing the survey.

3. Discomfort and Risks: Since the research is based on bystander intervention as it pertains to sexual
violence prevention and that previous research has found the prevalence of this issue especially on college
campuses, there are some minor potential risks associated with this study. To begin with the topic itself
may be triggering for a student with a sexual trauma history and students may opt out of
participating. Additionally, some of the questions may recall past examples in which a student can relate to
a previous experience as a victim, perpetrator, or bystander. Lastly, this may impact students’
understanding of the topic and they may have realizations following the study about past experiences that
had not previously categorized as sexual violence. As a result, students may exhibit feelings of guilt, shame,
or regret.
 Given these potential risks it would be important to provide information about the study prior to
administering in the event a student did not feel comfortable completing. Additionally, it would be
explained to students in the instructions that if they became uncomfortable in completing the survey, they
could skip a question or not complete. Lastly, the staff administering the survey (PI and two RAs) would
make themselves available during and after the administration in the event a student needed to speak
privately. See appendices for introduction/overview script.

Following completing of the survey, information would be shared with students regarding on-campus and
local resources and services for them to access or share with others in the event they needed help or more
information regarding the topic.

4. Benefits: This study is important to science/society because, building upon the final point made in the
previous section, this study could provide greater insight to the field of bystander intervention research and
sexual violence prevention. The outcomes of this study can better inform approaches currently being done
on college campuses. It will also better explore the role and impact of certain subsets of the campus
community such as Greek Life in comparison to other parts of the campus community. Further insight may
become apparent following the completion of this study in terms of future directions for other research
and/or implementation to different groups within the campus community.

By this study helping to further inform and impact current and future approaches to bystander intervention
and sexual violence prevention on college campuses, it will help to build bystander efficacy and promote
social norms change within their campus community, resulting in a decrease is college sexual assaults. This
can have an impact beyond the campuses just used within the study in the event students apply and
share their knowledge, skills, and understanding beyond their college and university, as well as after they
graduate. This will allow for greater dialogue and transparency surrounding a topic that is often ignored or
avoided.

Individually, you may benefit from participating in the study and completing the survey. To begin with, this
may open their eyes more to the topic at hand and they are motivated to learn more in order to become an
engaged, aware, and active bystander. Additionally, this may enhance students’ efficacy to intervene in
future situations having had the opportunity to reflect on their knowledge, beliefs, skills as a bystander. As
a result, potential sexual assaults may be prevented.
Given that this is being targeted to sororities and fraternities, along with other student organizations, this
may encourage further discussion and action within their social groups. From a social norm change
perspective, this could allow for shifts in the campus culture if student organizations that have an impact
and influence on their peers. As a result, the campus community may practice holding one another more
accountable in these situations, facilitate dialogue surrounding the topic, and implement programs,
initiatives, and services that can promote safety and equity.

5. Confidentiality: Your information will be kept confidential by any surveys administered in person, data will
be collected anonymously. Students will provide demographic information but nothing that would be
specifically identifiable to them as individuals. Once they complete the survey, they will automatically
receive their $5 gift card. However, for those who complete the survey online, they will need to provide an
email address. Once they complete their survey, they will move onto a separate section that asks for their
 email address and all addresses will be compiled into a master list to disconnect them from a specific
student’s survey. You will receive your giftcard via email.

Students who may be triggered or need to speak with a member of the research staff as a result of
completing the survey due to the sensitive nature of the topic will lose anonymity in the interaction, but
their data will still be kept separately from any personal information they chose to disclose in person.

Additionally, while every effort will be made to keep your study-related information confidential, there may
be circumstances where this information must be shared with:
a. Federal agencies, for example the Office of Human Research Protections, whose responsibility is to
protect human subjects in research;
b. Representatives of Bridgewater State University, including the Institutional Review Board, a
committee that oversees the research at BSU;
c. Center for Disease Control and Prevention who is funding this study

6. Refusal/Withdrawal: Refusal to participate in this study will have no effect on any future services you may
be entitled to from the University and from your respective institution that you attend. Anyone who agrees
to participate in this study is free to withdraw from the study at any time without penalty.

By signing below, I am indicating that I understand that it is not possible to identify all potential risks in an
experimental procedure, and I believe that reasonable safeguards have been taken to minimize both the known
and potential but unknown risks.

I agree that all known risk to me have been explained to my satisfaction. I understand that Bridgewater
State University has no policy or plan to pay for any injuries I might receive as a result of participating in this
research protocol.

Participant Signature ____________________________________ Date __________________

Witness Signature _______________________________________ Date __________________

Any questions regarding the conduct of the project, questions pertaining to your rights as a research subject, or
research related to injury, should be brought to the attention of the IRB Administrator at (508) 531-1242.

Any questions about the conduct of this research project should be brought to the attention of the principal
investigator: Lauren Kelly at l5kelly@student.bridgew.edu.
 Appendix D: College Student Bystander Norms Survey

Student information:
Year:
 Freshman
 Sophomore Race:
 Junior  Asian
 Senior  Black
 Graduate Student  Hispanic
 Native American
Enrollment Status:  White/Caucasian
 Full-time  Bi-racial
 Part-time  Other:

Age: I would describe my family socio-economic status

 18-19 as:
 20-21  Low-income
 22-23  Middle-class
 Other:  Upper-class
 Don’t know/not sure
Gender:
 Male Residence status:
 Female  I live on-campus
 Trans  I live off-campus
 Non-binary
 Other:

What College or University do you attend?

Are you currently a member of a Sorority or Fraternity?

 Yes
 No

If YES, with which sorority or fraternity do you hold membership?

Do you hold a leadership position within your sorority or fraternity?

 Yes (please state position):
 No

If NO, are you a member of another student organization on campus?

 Yes (please state the name of the organization[s]):
 No

Do you hold an officer position within your student organization?

 Yes (please state position):
 No
Questionnaire:

Please indicate if you have or have not engaged in the following behavior or action by selecting YES or NO. For
some YES responses, please explain with specific details and information.

I have attended a program or training on sexual violence prevention

 Yes
 No
 If yes, explain:

I have been actively involved in activities on campus regarding sexual violence prevention
 Yes
 No
 If yes, explain:

I have participated or been enrolled in a course that addresses sexual violence

 Yes
 No
 If yes, explain:

While in college, I have directly addressed someone who made an inappropriate joke/comment
 Yes
 No
 If yes, explain:

While in college, I stopped someone who was touching another person inappropriately
 Yes
 No
 If yes, explain:

While in college, I checked in with a friend to make sure they felt safe when out at a party or club
 Yes
 No
 If yes, explain:

Do you know someone who has been sexually Do you know on-campus resources to refer to
assaulted? someone who was sexually assaulted?
 Yes  Yes
 No  No

Do you know someone who has been sexually Do you know off-campus resources to refer to
aggressive towards another person? someone who was sexually assaulted?
 Yes  Yes
 No  No
For the following items, please rank your response from 1 (STRONGLY DISAGREE) to 7 (STRONGLY AGREE)

I do not think sexual violence is a problem on my 1 2 3 4 5 6 7

campus

If someone is drunk, it is at least partially their 1 2 3 4 5 6 7

fault if they get raped

The absence of “no” is the same as giving a “yes” 1 2 3 4 5 6 7

when it comes to consenting to sex

Men cannot be sexually assaulted 1 2 3 4 5 6 7

It’s not my place to intervene if someone is acting 1 2 3 4 5 6 7

sexually aggressive towards another person

I do not think there is much I can do to prevent 1 2 3 4 5 6 7

sexual assault on my campus

The only people responsible for preventing a 1 2 3 4 5 6 7

sexual assault are the perpetrator and victim

I think people lie about being raped to get 1 2 3 4 5 6 7

attention

I do not feel comfortable speaking up if someone 1 2 3 4 5 6 7

makes an inappropriate comment or joke

For the following items, please rank from 1 (VERY UNLIKELY) to 7 (VERY LIKELY) how likely you are to…

Speak up if someone uses sexist language 1 2 3 4 5 6 7

Speak up if someone makes excuses for pressuring 1 2 3 4 5 6 7

someone to have sex with them

Try to stop someone if they are making wanted 1 2 3 4 5 6 7

advances towards another person

Recruit others to help intervene if you are 1 2 3 4 5 6 7

concerned about someone’s safety

Create a distraction to get someone out of a 1 2 3 4 5 6 7

situation in which they feel sexually pressured

Believe someone who said they were raped 1 2 3 4 5 6 7

Educate your peers about sexual violence 1 2 3 4 5 6 7