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The process of engagement with the green dot bystander intervention program among higher education staff/faculty
Abstract
The purpose of this grounded theory study was to explore the process of engagement with the Green Dot bystander intervention program among higher education staff/faculty. Constructivist grounded theory methodology was used to answer the following research questions: (a) what is the process of engagement with the Green Dot bystander intervention program among higher education staff/faculty, and (b) what theoretical model best describes the process of engagement with the Green Dot bystander intervention program among higher education staff/faculty? Following purposeful and theoretical sampling procedures, thirteen staff/faculty members who had been trained and certified as Green Dot facilitators participated in intensive interviews. The researcher coded the resulting interview transcriptions using MAXQDA11 data analysis software. Using focused coding and constant comparative methods, the researcher collapsed 1200 initial codes into 42 categories. Final theoretical analysis resulted in formulation of the emergent tri-phasic Constructivist Engagement Model (CEM), grounded in the experiences of participants within a shared university setting. Personal functional antecedent elements to Activating the engagement process included precursors of a well-developed identity as a change agent, a connection to the issue of sexual violence, and perceived meaningfulness of participating in violence prevention efforts. Functional antecedent elements in the environment included a congruent university value system and structural support for the program. As implementation of the program progressed through formally Training staff/faculty with the Green Dot Institute, participants described diverse experiences and impressions of the training. Staff/faculty emerged from the certification training with either a firm belief in the bystander intervention message but not the program, or belief in the bystander intervention message and Green Dot as an effective program. As staff/faculty launched and sustained the Green Dot program on campus, engagement was actively constructed through a dynamic and synergistic process involving the components of Performing, Relating, Experiencing, Evaluating, and Envisioning, which comprised the CEM. This theory and model provide substantive insights relevant to Green Dot bystander intervention program implementation and maintenance, as well as staff/faculty engagement in social justice endeavors in higher education settings. Further, the CEM contributes to the existing scholarship on the under-theorized yet important construct of engagement.
Subject Area
Womens studies|Counseling Psychology
Recommended Citation
Nitzel, Camie L, "The process of engagement with the green dot bystander intervention program among higher education staff/faculty" (2016). ETD collection for University of Nebraska-Lincoln. AAI10102750.
https://digitalcommons.unl.edu/dissertations/AAI10102750