Factors influencing young adults’ perceptions of sexual assault and need for intervention as depicted in vignettes about sexual assault.

What is it about?

This study examined the factors that increase the likelihood that bystanders identify the risk of sexual assault and decide that intervention is necessary to stop the perpetrator from enacting sexual aggression. Our participants read hypothetical vignettes in which they were a bystander to someone enacting sexual aggression. We examined how levels of self-efficacy to intervene, beliefs in rape myths (e.g., that only strangers can perpetrate sexual assault), previous sexual victimization history, gender, as well as characteristics of the vignette influence their judgements.

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Photo by Pim Myten on Unsplash

Photo by Pim Myten on Unsplash

Why is it important?

There has been little change in the rates of sexual assault over the past few decades. Training those who witness sexual aggression - the bystanders - to step in and stop the perpetrator may help reduce these painfully high rates of sexual assault. Our results suggest that people, particularly men, who believe they are capable of intervening to stop sexual aggression are more likely to identify potential risks of sexual aggression, highlighting the importance of bystander intervention training. Those who believe in rape myths may benefit from education combatting these myths, since they tend to indicate that intervention is not necessary. Finally, our results show that the relationship between the victim and perpetrator has important implications for risk identification, even though previous history does not, and should not imply consent to future sexual encounters. In conclusion, although the perpetrator of sexual assault is the one responsible, bystanders can play an important role in preventing assaults from occurring, and our results provide potential factors to integrate into bystander intervention training. We hope this study provides important insights that can improve bystander intervention training and intervention behavior.