Addressing targeted violence through bystander and gatekeeper intervention: Theoretical background and conceptual model

Abstract

The increased frequency of targeted incidents of violence in the United States has heightened awareness around the need for effective interventions. One promising approach to addressing targeted violence is through community-based educational efforts that aim to help residents notice, identify, and act when they see, hear, or learn about concerning behaviors. This article describes the theoretical and empirical basis for using a bystander and gatekeeper intervention approach to preventing targeted violence. The article concludes with a conceptual outline of a targeted violence bystander and gatekeeper curriculum and an associated research agenda for evaluating the effectiveness of this approach.