Welcome!

1. Welcome! Pre-Survey: https://bit.ly/2K8LHHE • Fill out the survey while you wait for the workshop to begin • All responses are anonymous

2. Upstanding:Stepping Up to Prevent Violence in Utah upstander.usu.edu Created by: Adapted for Utah State University Utah Department of Health Violence and Injury Prevention Program

3. Presentation Values Group Values: • Think • Care • Act USU Principles of Community: • Diversity • Human Dignity • Social Responsibility

4. Why Does This Conversation Matter? • Students should have a safe living and learning environment • Many college students experience violence and harm • Racial, sexual, and gender minority students are more likely to experience violence and harm • Trauma resulting from experiences of violence and harm is preventable • Bystanders can play an important role in preventing violence and harm

6. Upstander “A person who sees wrong and acts to prevent harm to another”

7. How to be an Upstander • Start by unlearning socialized attitudes • Rape culture • Stigma • Biases • Judgmental attitudes • Pay attention to your surroundings • Trust your “gut instincts” • Act when you see a problematic situation

8. Reasons for Not Helping • Assume others will help • Social norms and expectations • The other person refuses help • Personal identity characteristics • Personal safety • Fear of punishment • Personal alcohol and/or drug use

9. Upstander Strategies • Direct: Address the situation in the moment • Talk to the individual • Silent stare • Delegate: Ask other people to help • Ask others for input about the situation • Ask others to help distract or remove someone from the situation • In emergency situations, ask someone to call 911 • Distract: Interrupt the situation by causing a distraction • Tell a joke or use humor in another way • Change the subject or focus of the conversation • Pretend you have a problem and need their help

10. Effective Upstanders Notice and Respect Differences • Acknowledge that a person’s identity characteristics impact their bystander behaviors • Try not to make assumptions about other cultures • Ask clarifying questions • How can I help? • Are they okay?

11. Scenarios

12. Scenario 1 You’re at lunch with some of your organization members when someone brings up how annoyed they are with another organization member, Alex. The member says that even though Alex has been given a leadership role for an upcoming event, they haven’t attended the planning meetings and have instead been saying that they have more important commitments to focus on. Other organization members agree and start sharing their own examples of times in the past when Alex has had a negative attitude about organization events. • What are the signs this could a problem? • What impact(s) could these behaviors have on your organization? • What do you do?

13. Healthy Communication Tips • Find the right time • Talk face to face • Use “I” statements • Be honest • Check your body language • Use the 48-hour rule

14. Scenario 2 You notice one of your organization members, Sam, has been behaving differently lately. Sam is not as active and social with the organization as they were a few weeks ago. Sam’s roommate is also in the organization, and recently told you that whenever Sam is home, they’re spending time alone or on the phone in what seem like heated conversations. One day, you ask Sam how things are going, and they say everything is okay and that they’re just stressed out because of the work load in some of their classes this semester. • What are the signs this could be a problem? • What impact(s) could these behaviors have on your organization? • What do you do?

15. Five Signs of Emotional Distress • Personality Change • Agitated • Withdrawal • Poor Self-Care • Hopelessness

16. Scenario 3 One of the people in your organization, Taylor, uses “they/them” pronouns and let everyone in your organization know that when they joined it. One day, you’re having a conversation with some other members of your organization’s leadership team, who keep calling Taylor “she/her” even after you’ve reminded them that those aren’t Taylor’s pronouns. The next day in an organization meeting, some of those leadership team members again refer to Taylor by “she/her” pronouns when talking about them. • What are the signs this could be a problem? • What impact(s) could these behaviors have on your organization? • What do you do?

17. Implicit Bias • What is implicit bias? • Having attitudes towards people or associating stereotypes with them without our conscious knowledge • How are implicit biases formed? • Personal experience • Background • Cultural environment • Media

18. Responding to Bias and Discrimination • Question It: Ask what is meant by what was said • Example: “I don’t understand what you’re trying to say. What do you mean by [___]?” • Name It: Acknowledge that what was said was harmful • Examples: “That term is not okay,” “Using words like that is hurtful and offensive” • Claim It: Make it clear that you are not okay with what was said • Example: “People I care about are [___], and I don’t like to hear those words” • Stop It: Make a request for the behavior to stop • Example: “Please don’t use those words,” “Stop saying that, please”

19. Campus Resources Inclusion Center Counseling and Psychological Services (CAPS) Housing & Residence Life Logan Police Department sexualassault.usu.edu Call 911 in emergencies! Office of Student Conduct USU Police Department Student Health & Wellness Center Office of Global Engagement Student Involvement & Leadership Sexual Assault and Anti-Violence Information Office (SAAVI) Office of Equity (Title IX)

20. Upstander Role Summary • Upstanders offer: • Escape • Support • Resources • Upstanders don’t offer: • Therapy • Advocacy • Investigation • Justice

21. Wrapping Up Post-Survey: https://bit.ly/2YyqHyd upstander@usu.edu upstander.usu.edu