Session 2 healthy, positive social norms

1. Bystander intervention[1]
Online catch-up module

2. • To complete this module, read through the materials, then
complete the relevant quiz on Blackboard.
• In order to answer all of the questions on the quiz, you will
need to read through all of the information, including the
linked resources.
Welcome to the online module

3. Session 2: Healthy,
positive social norms

5. By the end of this online catch-up session, you will be able to:
• Describe how social norms are constructed and valued amongst
society.
• Reflect on the roles played by social norms in our everyday lives.
• Intervene positively in problematic behaviours and attitudes.
• Deconstruct the concept of ‘lad culture’ and its impact on society.
Session objectives

6. Most people have healthy and
positive attitudes to sex and
relationships most of the time
(green person).
Some people’s behaviour is
completely unacceptable, and
has negative consequences
e.g. a rapist (red person).
These people are likely to
have both attitudes and
behaviour that is
unacceptable.
Healthy & positive
behaviour
Unacceptable
behaviour
Problematic
behaviour
Current situation

7. From the perspective of those
in the minority, they believe
they are in the majority, and
that others would behave in
the same way.
This false consensus
reinforces the negative
behaviour, because they do
not realise that their behaviour
is considered unacceptable by
most people.
Acceptable/majority
behaviour
Minority perception

8. By intervening in harmful
behaviour, we can arrive at a
position where healthy,
positive behaviour is
recognised as the right
behaviour.
In this situation, harmful
behaviour becomes so
socially unacceptable that
most people stop doing it.
Healthy and positive
behaviour
Aim of intervention

9. Healthy, age-appropriate, mutually respectful, safe
Mutually flirtatious, playful
Situation- or age-inappropriate or non-mutual
Harassment
Sexually abusive & violent
This range of behaviours, from
healthy and normal to violent
and abusive, shows that
behaviours can move in either
direction.
It is possible to stop
harassment before it becomes
sexual assault.
If somebody is harassing
someone but they stop when
asked, their behaviour can
become appropriate.
Range of behaviours[2]

10. So, how can we help to move behaviour in the right direction?

11. By consistently reinforcing the
message that harmful or
problematic behaviour is
unacceptable.
This puts considerable
pressure on people to rethink
their behaviour, and hopefully
change what they are doing.
“Not okay”
“Not coo!”
“You’re better
than that”
Don’t be
an arse
“This is making me
uncomfortable”

13. Role play 1: Inappropriate language
Read through the role play and think about the following
questions:
• Why was Anna’s language inappropriate?
• What methods did Mary use to intervene in each ending?
• Which ending do you prefer?
• What would you have done in Mary’s position? Would you have done
anything differently?

14. Student
experiences

15. “I was approached by a group of male students as I was walking out of
my halls of residence and they were all shouting sexual things at me
and then one of them approached me, grabbed me around the waist
and then started to touch my breasts and bottom. He was saying
things like ‘you know you want this’ and ‘you know you're up for
this’.”[3]
1.
Student experiences

16. Student experiences
2.
“After the attempted rape, I thought I was fine. I got with every boy, but
would freak if they touched me down there. I would get drunk every
night. I drew away from my friends. I got addicted to prescription
drugs. I contemplated suicide. It took me a year and a half to realise I
needed help.”[4]

17. ‘Lad culture’ on campuses
• The term ‘lad culture’ is associated with typically masculine, often negative
behaviours within a group setting.
• This commonly refers to a group of males, and includes an element of heavy
drinking and boisterous behaviour.
• Lad culture has gained a bad name from additional behaviours that have become
associated with ‘lads’, such as threatening or aggressive behaviour, problematic
attitudes (sexism, racism, homophobia etc.) and sexual assault.

18. ‘Lad culture’ on campuses
Aberystwyth University men's
cricket club (AUMCC) social in
2013. The team were banned
from playing and had their
funding withdrawn.

19. The gender debate
• Domestic abuse, sexual coercion and rape in student populations are a serious
and widespread problem, and we can be part of the solution!
• Anyone can experience the trauma of being in an abusive relationship or situation
and anyone can be an abuser.
• The majority of victims are women and the majority of perpetrators are men.
• This doesn’t mean that most men are offenders or that no women are offenders.

20. The vast majority of people of any
gender are not abusers, but we can
work to prevent the negative
behaviour of the minority.
The gender debate
Healthy & positive UnacceptableProblematic

21. In the first example, a group of ‘lads’ were
all verbally harassing the female student.
Then one of the male students went on to
sexually assault her – a serious criminal
offense.
It is likely that the group behaviour
validated that individual’s behaviour,
leading to escalation.
The gender debate
Group bonding Sexual assault
Verbal
harassment

22. The minority who display harmful
behaviour believe they are in the
majority due to false consensus.
The gender debate
Acceptable/majority
behaviour

23. • Cultural norms about the ways people of a certain gender should
behave are very strong.
• Personality and neurobiology differs significantly more between
individuals of the same gender than between men and women as a
group.[5]
• Traditional ideas of gender roles, sex and sexuality are passed down
in our culture, putting pressure on individuals to identify as either a
masculine or feminine person.
Social pressure: ‘Being a man’

24. “You have to show how masculine you are; you can’t show
sensitivity – it is difficult to be different – you need to look and
act a certain way”
Young man, year 11[6]
Social pressure: ‘Being a man’

25. Research shows:
• Most men do not personally believe
societal myths about masculinity but
believe that other men do.[7]
• Men underestimate the extent to which
other men are actually uncomfortable
with negative masculine behaviour[8]
• This is known as pluralistic ignorance.
Social pressure: ‘Being a man’
Healthy & positive UnacceptableProblematic

26. If the red person says
something unacceptable,
others in the group may be
uncomfortable with what has
been said, but may not say
anything as they believe they
are the only one that doesn’t
agree.
If nobody challenges the red
person, they are likely to
believe that their behaviour is
acceptable. This is known as a
false consensus.
‘I’m uncomfortable
but I’m the only one’
*!!!*

27. By speaking up when someone
says something problematic,
we start to change the culture
that reinforces negative
behaviour.
As we saw in the Bystander
Effect video in Module 1, once
one person intervenes, others
are more likely reveal that
they felt the same way.“Not okay”
*!!!*

29. Role play 2: Changing the person
Read through the role play and think about the following
questions:
• Why was Lee’s behaviour problematic?
• What types of intervention does Jared use?
• What do you think you would do if a friend was using abusive
language? Would you have done anything differently to Lee?

30. By being an active bystander, you can help change the perceived
social norms that reinforce harmful behaviour and attitudes.

32. By the end of this online catch-up session, you will be able to:
• Describe how social norms are constructed and valued amongst
society.
• Reflect on the roles played by social norms in our everyday lives.
• Deconstruct the concept of ‘lad culture’ and its impact on society.
Session objectives

33. 1. Fenton, R. A., Mott, H. L., McCartan, K. and Rumney, P. (2014). The Intervention Initiative. Bristol: UWE and Public Health England. Online at
www.uwe.ac.uk/bl/research/InterventionInitiative.
2. Adapted from Cordelia Anderson via Tabachnick, J. (2010). Making a Difference: Your role in preventing sexual violence on campus. NSRVC.org/saam
3. NUS study: NUS (National Union of Students) (2011). Hidden Marks. Online at
https://www.nus.org.uk/global/nus_hidden_marks_report_2nd_edition_web.pdf
4. CUSU (Cambridge University Students' Union) (2014). Cambridge Speaks Out. Cambridge: CUSU Women's Campaign. Online at
http://www.womens.cusu.cam.ac.uk/Cambridge%20Speaks%20Out%20Report%202014.pdf
5. Fine, C. (2010). Delusions of Gender: How our minds, society and neurosexism create difference.
6. EVAW (End Violence Against Women Coalition) (2011). A Different World Is Possible. London: EVAW
7. Fabiano, P. M., Perkins, H. W., Berkowitz, A., Linkenbach, J., & Stark, C. (2003). Engaging men as social justice allies in ending violence against women:
Evidence for a social norms approach. Journal of American College Health, 52(3), 105-112.
8. Berkowitz, A. (2013). A Grassroots’ Guide to Fostering Healthy Norms to Reduce Violence in our Communities: Social Norms Toolkit. USA: CDC. Online
at http://www.alanberkowitz.com/Social_Norms_Violence_Prevention_Toolkit.pdf
References