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We Have a Program for That…

We Have a Program for That…. NGLA Annual Conference 2013 Kim Novak, CEO NovakTalks @NovakTalks #NGLA13. High-Risk Behavior. Alcohol, Other Drugs, & Violence Financial, Reputational, & Mental Health Extends beyond policy violations Includes behaviors that are counter to academic mission

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We Have a Program for That…

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  1. We Have a Program for That… NGLA Annual Conference 2013 Kim Novak, CEO NovakTalks @NovakTalks #NGLA13

  2. High-Risk Behavior • Alcohol, Other Drugs, & Violence • Financial, Reputational, & Mental Health • Extends beyond policy violations • Includes behaviors that are counter to academic mission • Unreasonable risk level for all parties to assume COMPLEX

  3. Is what you are doing making a difference?

  4. Providing the alcohol polices to targeted populations at key times during the semester… What are you doing?

  5. Activities/Tactics • Activities and tactics are how to change it • Activities are individual program components, such as policies, educational sessions, enforcement efforts, media campaigns, etc. • Tactics are processes used to support change, such as coalitions, leadership, administrative buy-in, funding, student involvement, evaluation, etc.

  6. Reduce incidents of high-risk alcohol consumption What are you trying to change?

  7. Paradigm Shift Instead of: What are you going to DO? State: What are you trying to CHANGE?

  8. I know this because this guy taught me! www.risepartnerships.com

  9. IV. Performance III. Behavior II. Learning I. Reaction

  10. IV. Performance III. Behavior II. Learning • Reaction • Immediate measure of activity and sentiment • Did we do a program? How many showed up?Did they like it?

  11. IV. Performance III. Behavior II. Learning Short-term measure of knowledge, skills, and attitude Do they remember the information? Can they demonstrate the skill? Do they agree? I. Reaction

  12. IV. Performance III. Behavior Mid-term measure of effect Do students make different decisions? Are there fewer high-risk behaviors? II. Learning I. Reaction

  13. IV. Performance Long-term measure of community and cultural change Do we see more/fewer consequences of high risk behavior? III. Behavior II. Learning I. Reaction

  14. IV. Performance III. Behavior II. Learning I. Reaction

  15. Increased incidents of high-risk drinking in residence halls Increased number of alcohol related medical transports from off-campus parties Why do you thinks this change is needed?

  16. To Get the Solutions Right Understanding of the Problem Choice of Solution

  17. Parents can influence students choices Student leaders need to know expectations Incoming students have misinformed perceptions of alcohol and college Why do you think this will work?

  18. What Does Not Work • KADNAB ~“Knowledge Alone Does Not Alter Behavior” • To build skills  need practice, role playing. • Scare tactics  mostly ineffective, easy to do wrong. ~ Promote benefits of desired behaviors instead. • “Myths & Facts” myths may be misremembered as facts. • One-time programs  change doesn’t last. ~ Multiple, reinforcing components work best. • Programs that fail to acknowledge culture of problem, culture of the service or message , and culture of the target population

  19. MATCH THE TRAINING TO THE TASK Objective Activity Read a scenarioUse the policy to interpretProvide feedbackRepeat Learn a guidelineRehearse various scenarios Photo hunt to find issuesEnter number into phoneRole play phone call • Know and interpretthe policy • Mediate / Intervene • Report

  20. SUPPLEMENT LEARNING Just in Case Just in Time Supplement educational content with supporting resources

  21. That students engage in high-risk drinking because they do not know the rules… What Does this imply about problem?

  22. “It is important that all of our efforts are based on scientific knowledge & incorporate accurate data about behaviors & student perceptions of them.” ~ A. Berkowitz

  23. Action: Work Backwards • What are we doing? • How are we doing it? • What are we trying to change with this activity? • What does this imply about the problem and contributing factors? • Does research/literature and or local data: Support that view of the problem? Suggest that changing the targeted factor will affect the problem?

  24. Realign Efforts • Change WHY rather that what • Keep the “sacred cows” in the pasture • Focus on strategies then activities

  25. Strategies & Activities Flow from Problem Analysis Revised meeting Agenda • What do we know about the problem – how does this inform where we need to focus our efforts • What contributed to this problem? • What needs to change • Which factors can be modified? What can we influence? • What will make this happen? • What should the outcome of the process look like? The problem & contributing factors What needs to change Specific Changes Program activities/program content

  26. We wish to extend our appreciation to our colleagues whose work was instrumental in preparation for today’s program: Dr. Linda Langford Dr. Alan Berkowitz Dan Wrona, Risepartnerships Worksheet Resource List

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