active bystander Archives

Once we understand the importance of being an active bystander, the next step is to learn about specific techniques to utilize when intervening. At Rice, we use a method called the “4 D’s”. This method includes the intervention options of: direct, delegate, distract, and delay. Let’s do a quick review of these options.

Using a direct approach is probably what most people think is required in order to be an active bystander. This is a useful technique where we confront the person exhibiting harmful behaviors or the person who we are concerned about. This could include telling a person to stop using slurs and yelling at another person or telling your friend that they have had a lot to drink and that you are taking them home, instead of the guy they just met.

Because not everyone is comfortable with being direct, and it is not always safe, an active bystander can also utilize delegating. This option includes utilizing other people in the community, so you don’t feel alone and can assess the situation together. The people we involve could be a peer, someone who knows the potential perpetrator or victim, or someone with authority or power to intervene.

Distracting is the third option that we teach about. Ultimately, we may not feel it necessary to make every event a “teachable moment”, and we just want to stop the potential violence. So we could talk to one or both of the people involved in the tense situation, maybe about a movie we just saw, we could spill a drink, or pretend like we know one of the people and engage in a chat with them that disconnects them from the other person.

Delay is the last technique and we often do not understand how impactful this option can be. This can be used when we are not able to intervene in the moment, and are concerned about the people involved. We could text or call them and ask them if they are okay. Giving space for someone to talk about experiencing harm even after the incident still counts as intervening and allows you to check on their safety, provide them with emotional support, and possibly provide resources that could help.

It is so important to remember that in any concerning situation that would benefit from an active bystander, that there are many ways to intervene. Speaking up and stopping the violence is the goal, and there are often various routes to get there, and you will make a difference.

About the Author

Cathryn Councill is a Licensed Clinical Social Worker and works at Rice University. She is the Director of The SAFE Office, where they focus on education and student support around issues related to interpersonal violence. She also facilitates the LGBTQ+ Ally Training on campus and acts as the staff advisor for the undergraduate peer support/education program as well. She has extensive experience working in the field of domestic and sexual violence, including as case manager, therapist, educator, and group facilitator. She has also provided support to persons living with HIV, those experiencing drug and alcohol addiction, and to the LGBTQ+ community.
Cathryn’s favorite things include being in or near water, all animals and pets, unconditional empathy, rainbows, chai lattes, and her lovely wife.

When I began working at Rice University 5 years ago, I learned about how important bystander intervention is within college campus communities. Preventing violence is a community issue and ultimately everyone’s responsibility. Bystander Intervention is based on the philosophy that everyone can learn to safely intervene in potentially harmful situations and speak out against violence, as well as challenge social and cultural norms that perpetuate violence.

At Rice, when we teach about this topic, we make sure that participants understand that intervening is not just about stopping a physical or sexual assault while it is occurring. The likelihood of any of us happening upon one of these incidents is much less likely than other types of incidents. We must understand that behaviors we also need to pay attention to and intervene in include language and jokes that are used to harm (possibly unintentionally) and these often precede physical violence and desensitize us.

Another important component of bystander intervention training is to include information on privilege. Upon doing research, we initially learned that everyone in the community can be an active bystander for any situation. However, such an approach can overlook the impact of the complexity of a person’s’ intersecting identities, including their race, ethnicity, sexual orientation, gender identity, nation, age, and social class. It is difficult and often a safety risk for marginalized communities to intervene in potentially violent situations, especially if the potential active bystander is part of the same group as the person/people being targeted.

We challenge active bystanders to consider their privilege in all situations, and if needed, use that privilege to intervene. Here are some examples that we ask participants to consider. Can you reject someone and not worry about being threatened with degrading language or physical violence? Often, female/feminine identified people cannot. Can you be affectionate with a partner in public without fear? Often, the LGBTQ+ community cannot. Do you ever worry about being treated as if you are out to harm someone just based on the color of your skin? Often, persons of color do. If you do not experience one of these fears, that means that you have privilege in that situation, and it may be your turn to speak up and take action.

Whether you work on a college campus or in another community setting, we all have a responsibility to learn about and share about the importance of being an active bystander. We must start from within and increase our awareness about our privileges, and then educate our family, social circles, and systems, including oppressive structures.

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