Additional Strategies for Effective Helping
Situation-Specific Strategies that Support Informed Intervention Across Contexts
The strategies below complement the Step UP! Framework and foundational training, providing practical, situation-specific strategies that support informed intervention across contexts.
Guided by our SEEK Model, these approaches encourage responses that are Safe, Early, Effective, and Kind.
Click a link below to view a particular strategy, or scroll down for all additional strategies for effective helping:
Emergency Helping: General Strategies
Emergency situations unfold quickly and often require immediate helping responses.
Carefully assess the entire situation/circumstances before making any decisions or taking any action. Choose the most effective ways of helping for that particular situation. Be sure to not make the situation escalate.
Consider both direct and indirect ways to intervene:
- Direct: You take responsibility as the primary helper.
Indirect: You request that someone else take responsibility as the primary helper (e.g., the Police, Emergency Medical Trained or EMT personnel, Athletic Administrators, etc.).
Whatever response you choose, remember the following in an emergency/crisis:
- Calm the person.
- Gather information.
- Look at options.
- Provide support.
- Know appropriate referrals.
- Do not become enmeshed.
More strategies in an emergency:
- Look for the best exit strategies (getting out of the situation) for those involved.
- Be clear and direct with all of your requests.
- Make safe choices; consider the level of risk in choosing an action for intervening.
- Understand boundaries and limits—don’t be a hero. Remember verbal fights can quickly turn into physical fights. It is often better to walk away.
- Intervene early—before a problem becomes a crisis or disaster.
- Publicly state your commitment to helping. “I will do X.”
- Engage other bystanders: “You do Y.”
- Discuss consequences that the person cares about—encourage value-based decisions.
- Assess personal exposure/liability when actions you know about are criminal.
- Call 9-1-1 if it is not safe or prudent for you to help directly.
Non-Emergency Helping: General Strategies
Non-emergency situations unfold more slowly and allow more careful planning of a helping response.
Consider both direct and indirect ways to intervene:
- Direct: You speak with the person directly.
- Indirect: Talk to another person who you feel could be helpful or give guidance and direction—teammate, counselor, administrator, coach.
Note: If you do not act immediately, don’t ignore the situation. Just because you don’t act right then and there doesn’t mean you can’t do it later!
Whatever response you choose, remember the following:
- Consider frequency, duration and intensity/severity when evaluating a situation.
- Determine the barrier for the person if possible—motivation, ability or environment.
- Know your limits as a helper—engage others as necessary.
- Be sensitive, understanding and non-judgmental.
- Challenge misconceptions—express your true feelings/beliefs.
- Identify the red flags; Anticipate problems.
- Determine the priority goal; Formulate a plan; Prepare/practice what you want to say.
- Interrupt/distract/delay a situation you think might be problematic—before it becomes an emergency!
- Set boundaries—do not make excuses for the person or otherwise enable them.
- Conduct conversations in a safe environment. Maintain mutual respect and mutual purpose.
- Remember the Law of Delivery—Who (person/s), What (content), When (timing), Where (location/privacy), Why (reasons) and How (tone).
Within Your Team
- Create shared and agreed upon acceptable standards of behavior. (We can do X, we cannot do Y).
- Emphasize strength in numbers.
- Create plans together to avoid high-risk situations.
- Explain the expectation to intervene.
- Make it relevant to the team and to achieving team goals.
- Empower teammates to Step UP!
- Acknowledge and reinforce caring behaviors.
- Allow teammates to air thoughts/feelings.
- Practice skills and strategies to Step UP!
How to Increase Helping
- Encourage prosocial/helping behavior.
- Increase and optimize the 5 Decision Making Steps:
Direct – You directly intervene in a situation. Always be safe and carefully consider the best way to intervene.
Distract – Create a distraction to interrupt a situation. Diverting attention can be very effective!
Delegate – Talk to someone who may be in a better position to help with the situation. Call 911 if necessary.
Delay – If you can’t take action in the moment, or if others aren’t receptive, you can still make a difference afterward by checking on the people, by asking how you can help or offering resources.
Document – Documenting a situation can be helpful—whether it’s video or written documentation. - Practice the 5 Ds and become more confident.
- Reduce inhibiting factors (pluralistic ignorance, conformity,
spiral of silence, etc.) - Increase identification of risk factors.
- Make “in-group” more inclusive.
- Practice perspective taking.
- Increase knowledge, skills, and confidence.
Intervention Styles
Human behavior is complex and intervention styles will depend on situations and roles. Everyone is a mix of all styles, but most people have tendencies toward one or two styles. The goal is to increase understanding of your style, others’ styles, and how to interact for the best intervention.
Adapted from the work of Jeff Janssen and the DiSC© Behavioral Assessment.
Shark (D)
- Approach to intervention: Dominant; Results oriented. Get it done. Likes to take charge and be in control. Intervention is more direct.
- Strengths: Direct, confident, strong-willed, driven, forceful, competitive, assertive, pushes group to achieve, expresses opinion; performs well under pressure and in clear-cut emergencies.
- Weaknesses: Can be insensitive, impatient, blunt, sarcastic, aggressive, and make situations worse; can be viewed as arrogant, “know it all”; doesn’t give much thought to intervention method; prefers “winning” over compromise.
- Can intervene more effectively by: Warmth, patience, empathy, humility, tact, and having consideration of others’ ideas.
- When intervening with a Shark: Sharks are driven by power, authority and success. Address issues directly, efficiently and focus on the desired results; support your concerns with facts; avoid challenging their perceived authority; focus on resolving the problem rather than being “right”; avoid repeating yourself or giving too many details; avoid taking their candor personally.
Fox (I)
- Approach to intervention: Influential; People oriented. Get buy in/approval. Likes to inspire and be recognized for their contribution. Intervention is more direct.
- Strengths: Social, enthusiastic, energetic, optimistic, persuasive, charming; can mobilize a group and fight through group think and pluralistic ignorance.
- Weaknesses: Impulsive, disorganized, lack of follow through; can rely solely on gut feelings; not great listeners; can be outspoken and monopolize conversation.
- Can intervene more effectively by: Focusing on details, patience, listening more, following through, being more objective, and confronting problems.
- When intervening with a Fox: Foxes are driven by social recognition, group activities and friendly relationships. Be encouraging, respectful, positive, and collaborative; recognize and solicit their contributions and ideas; present new approaches; let them talk and have them be part of the solution; show how actions will gain favorable attention and approval; don’t let them lose face or steal their limelight—make it clear it’s about the issue, not them as a person.
Teddy Bear (S)
- Approach to intervention: Steady; Team-oriented. Work together. Like to be systematic, collaborative and accommodating; don’t want to offend others. Intervention is more indirect.
- Strengths: Calm, patient, stable, even-tempered, practical, good listener, team player, amiable, empathetic, understanding, and humble.
- Weaknesses: Overly accommodating; indecisive; passive; tendency to avoid change; can prioritize relationships, avoiding conflict and needing to be liked over confronting a problem; gives in to peer pressure; can perceive costs as greater than rewards.
- Can intervene more effectively by: Addressing issues quickly and directly, taking initiative; showing self-confidence and courage, speaking up and taking a stand for what they believe in; taking a more active leadership role.
- When intervening with a Teddy Bear: Teddy Bears are driven by the desire to maintain stable environments, appreciation, collaboration and opportunities to help. Be relaxed, supportive, sincere, and cooperative; express interest in them; show them you care about resolving the issues; be direct without being confrontational or aggressive; respect traditions, procedures and systematic practices; don’t rush them—given them time to process the info; don’t be critical or demanding.
Turtle (C)
- Approach to intervention: Conscientious; Detail-oriented. Do it right. Want intervention to be the best it can be. Intervention is more indirect.
- Strengths: Analytical, precise, systematic, cautious, diplomatic, tactful, will give careful consideration to intervention; high concern for quality.
- Weaknesses: Slow to act. Can be overly critical; tendency to over analyze; can be blunt; misses important times to intervene early; can fall into pluralistic ignorance trap; rationalizes inaction as “none of my business”; thinks/hopes someone else will do something.
- Can intervene more effectively by: Acting more quickly; acknowledging others’ feelings and needs (perspective taking); cooperating with and involving others; looking beyond data, not getting bogged down with details; being more direct with interventions.
- When intervening with a Turtle: Turtles are driven by opportunities to use their expertise, gain knowledge, and impact the situation with quality intervention. Be logical, organized and accurate when intervening. Support your position with logic and facts; minimize emotional language; give them space and time to process information; allow personal space and independence; stay away from forceful tactics—be patient, persistent and diplomatic.
Owl
- NOTE: All styles can be an Owl by best using their strengths and responding appropriately and effectively to the situation.
- Approach to intervention: Holistic; Situation-oriented. A more complete intervener; driven by achieving the best outcome; uses an inclusive, complete approach.
- Strengths: A resourceful and creative problem solver; selfless and doesn’t care who gets credit; adapts their style to fit behavioral/situational needs of others.
- Weaknesses: Need to gain experience in certain circumstances.
- Can intervene more effectively by: Continuing to hone skills in various and diverse situations.
Factoring in Group Dynamics
Stepping up rarely happens in isolation. In classrooms, teams, residence halls, workplaces, and social spaces, people’s decisions are shaped by the groups they are part of. Step UP! encourages individuals to view situations through a wider, systems‑informed lens—one that recognizes how relationships, roles, norms, emotions, and culture influence whether people notice a concern, feel responsible, and choose to act.
Understanding group dynamics helps normalize hesitation without excusing harm. It allows bystanders to see that uncertainty is often a predictable response to social pressure, not a lack of care. With awareness and intention, individuals can interrupt these patterns and contribute to safer, more supportive communities.
What Shapes Bystander Decisions in Groups
Individual Experiences and Identities
People bring their own backgrounds, cultures, life experiences, values, and mental models into every situation. These factors influence what stands out, how behavior is interpreted, and which responses feel realistic or safe. Recognizing individual differences helps bystanders pause before reacting and make more thoughtful choices.
Relationships and Roles
Group dynamics are shaped by power, status, and connection. Friendships, team membership, supervisory roles, and social hierarchies affect whether someone feels confident speaking up or assumes someone else should handle the situation. Awareness of roles helps bystanders choose responses that fit their position while still offering support.
Group Norms and Culture
Groups send strong signals—often unspoken—about what behavior is tolerated, encouraged, or ignored. Silence, laughter, or avoidance can unintentionally reinforce harm, while visible care and accountability make stepping up easier. When kindness and responsibility are modeled, prosocial behavior becomes contagious.
Emotional Pressure and Uncertainty
Group situations can feel fast‑moving and emotionally charged. Fear of embarrassment, conflict, or social consequences can override good intentions. Learning to manage discomfort and tolerate uncertainty allows individuals to respond intentionally rather than defaulting to inaction.
Why Stepping Up Can Be Hard—and What Helps
In group settings, people may:
- Miss warning signs when attention is divided
- Look to others for cues and second‑guess their concern
- Feel pulled between personal values and group expectations
- Worry about making things worse or disrupting harmony
Step UP! helps people respond by:
- Slowing down to interpret situations more accurately
- Considering how different people may be experiencing the moment
- Choosing actions rooted in care, responsibility, and respect
- Selecting responses that fit the situation, their role, and safety needs
Helping in groups does not require perfect words or dramatic actions. Effective bystanders make values‑aligned decisions, act with courage even when it feels uncomfortable, and choose responses that support those affected while contributing to healthier group norms over time.
When individuals understand how group dynamics shape behavior, stepping up becomes less about heroics and more about shared responsibility. Small, intentional actions—repeated and reinforced—can shift cultures and make intervention a natural part of everyday community life.
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