Who, When, How, and Why Bystanders Intervene in Adolescent Relationship Abuse

Given that adolescent relationship abuse victimization has been shown to be associated with a host of adverse mental and physical health problems, researchers and service providers have increasingly focused on how to increase bystander intervention in relationship abuse. A number of bystander-focused interventions have been developed to mitigate the occurrence of abuse and sexual assault but with varying effectiveness (Storer, Casey, & Herenkohl, 2015). There remains a need to understand more about actual bystander behaviors in order to ensure that interventions target the correct persons and intervention components match with bystanders’ attitudes and behaviors about intervening in adolescent relationships. The current study examines existing literature on bystander behaviors in adolescent relationship abuse.

To be included in the systematic review articles needed to describe bystander behaviors of adolescent relationship abuse, specifically related to physical and psychological (emotional) abuse. Empirical studies were selected for inclusion in the review if they fulfilled the following criteria: (a) published in English, (b) included in a peer reviewed journal, and (c) included outcome data on bystander behavior related to adolescent relationship abuse. Articles were excluded if they only included data related to persons college-aged or older (18 and above) or only examined sexual violence, sexual assault, and/or rape without mention of physical and/or psychological relationship abuse.

A total of 18 articles met the inclusion criteria and were analyzed. The majority of the articles (n=11) used qualitative or observational survey designs. Data were extracted from the articles to determine who intervenes, what bystander intervention behaviors look like, how bystanders intervene, and when they intervene or decide to intervene. Preliminary analysis shows adolescents who are directly involved with or know the individuals involved in the abuse are more likely to intervene. In addition, adolescents who report a moral sense of responsibility to intervene and a sense of self-efficacy and confidence around their ability to effectively intervene are more likely to intervene. Furthermore, bystanders tend to intervene when the victim is female and when they have a supportive relationship with at least one teacher in their school. Bystander behaviors range from verbally or physically confronting the abuser, distracting the abuser, seeking support from an adult, to passively accepting the abuse. A number of barriers to bystander intervention are also emerging from analysis. Implications for strengthening adolescent relationship abuse bystander intervention programs will be discussed.