legacies of life: creating proactive norms through healthy transitions to college
TRANSCRIPT
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LEGACIES OF LIFE: Creating Proactive Norms through
Healthy Transitions to College
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Presented By:
David S. Anderson, Ph.D.Associate Professor
Jennifer MaltbyProgram Coordinator
GEORGE MASON UNIVERSITYGraduate School of Education
Department of Health, Fitness and Recreation ResourcesCenter for the Advancement of Public Health
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In Loving Memory Of:
Sally G. ColemanJuly 5, 1941 – October 21, 1999
We are all treasures, enduring survivors, bright, beautiful, and full of goodness……..We are more than we imagine. We
are connected through our love and tears to one another. We are all equal, and worthy of love, freedom and fellowship.
We are beautiful at this moment, exactly as we are today.
From Sally’s book Seasons of the Spirit
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. . . alcohol contributes to damage and crime on college campuses.
We know . . .
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54
55
60
60
0 20 40 60 80 100
Campus Policy Violation
Campus Property Damage
Violent Behavior
Residence Hall Damage
Mean Percentages
We know . . .
Alcohol's Involvement With Campus Problems
College Alcohol Survey: 2000
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23
36
40
64
70
0 20 40 60 80 100
Health Center Contacts
Emotional Difficulty
Physical Injury
Unsafe Sexual Practices
Acquaintance Rape
Mean Percentages
We know . . .
Alcohol's Involvement In Personal Behaviors
College Alcohol Survey: 2000
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. . . alcohol use negatively impacts academic performance.
We know . . .
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Average Number Of Drinks Per Week By Grade Point Average
3.3
4.8
6.1
9.0
0
1
2
3
4
5
6
7
8
9
"A" Students "B" Students "C" Students "D" or "F" Students
National Core Survey: 1996
We know . . .
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30
36
0 20 40 60 80 100
StudentAttrition
Lack ofAcademicSuccess
Mean Percentages
We know . . .
Alcohol's Involvement In Academic Issues
College Alcohol Survey: 2000
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. . . students overestimate the level of alcohol and other drug use by their peers.
We know . . .
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0102030405060708090
100
Perc
en
t
Alcohol Marijuana Designer Drugs
Year
Perception
Actual
Actual and Perceived Annual Alcohol Use:Virginia Colleges/Universities
We know . . .
Virginia Core Survey: 2000
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We know . . .
. . . comprehensive and planful approaches are stressed and widely used.
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Task Force PlannerGroups
• Campus Leadership
• Coordinator
• Health and Counseling
• Student Life
• Police and Security
• Faculty
• Residence Life
• Student Government
• Student Groups
• Community
We Know….
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• Policies & Implementation
• Curriculum
• Awareness & Information
• Support & Intervention
• Enforcement
• Assessment & Evaluation
• Training
• Staffing & Resources
ComponentsTask Force Planner
We Know….
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www.promprac.gmu.edu
We Know….
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We know . . .
. . . heavier alcohol use is relatively resistant to change.
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College Student Drinking Patterns
0
20
40
60
80
100
79 82 85 88 91 94 97 01Year
Per
cent
of S
tude
nt U
se
Heavier Drinking Use in Last 30 Days
We know . . .
Monitoring the Future
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Campus Effort and Heavier Use Patterns
We know . . .
Monitoring the Future
0
20
40
60
80
100
79 82 85 88 91 94 97 00Year
Per
cen
t o
f S
tud
ent
Use
Heavier Drinking Campus Effort
Le
ve
l of E
ffort
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We know . . .
. . . a national conference was held in 1995 to identify new strategies to better address drug and alcohol abuse.
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We know . . .
The Challenge 2000 conference, convened at the University of Notre Dame, engaged 200 professionals in an intensive process. Vision groups of 8-10 members identified meaningful approaches for healthier campuses. Emerging from this conference were seven life health principles.
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OPTIMISM
VALUES
SELF-CARE
RELATIONSHIPS
COMMUNITY
NATURE
SERVICE
We know…
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“For every problem, there is one solution which is simple, neat and wrong.”
Henry Louis Mencken
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Healthy Expectations
The overall purpose of Healthy Expectations is to alter the campus environment through extensive attention to first year students prior to and during their first year in college.
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Healthy Expectations
Healthy Expectations focuses on the quality of the campus environment through a wide range of strategies and philosophies.
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Healthy Expectations
This innovative initiative is organized around six frameworks or constructs:
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Healthy Expectations
• Audience• Means• Modes• Focus• Sponsorship• Theoretical Foundations
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Audience
• Students during their first year at GMU
• GMU first year students, prior to their matriculation to campus
• Local high school seniors
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Means
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Modes
• TechnologyEmailWebsiteOptionFinder
• Traditional
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Focus
• Fall Freshmen Survey
• Parent Survey at Orientation
• Spring Campus Survey
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Sponsorship
• Student Affairs
• Academic Life
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Theoretical Foundation I
Correct Misperceptions of Peer Alcohol and Other Drug Use
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Theoretical Foundation I
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Theoretical Foundation II
Address the Underlying Needs of Students
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We believe that human beings are basically good
and that, despite setbacks, our history is on a path of
progress and promise.
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We believe that values are at the core of self and community and are essential to any meaningful change.
OPTIMISM
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We believe that an ethic of balanced self-care is
fundamental to flourishing as a human
being in the world community.
OPTIMISM
VALUES
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We believe that learning how to be in working relationships
is an essential developmental task
for young adults.
OPTIMISM
SELF-CARE
VALUES
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We believe that creating a culture of community through
rituals, symbols, traditions, and heroes is needed to
insure quality educational experiences.
OPTIMISM
VALUES
SELF-CARE
RELATIONSHIPS
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We believe that the connection of the biological, natural being to the larger
planetary system is essential and insures the health of the
planet and our well-being, including our ultimate
spiritual survival.
OPTIMISM
VALUES
SELF-CARE
RELATIONSHIPS
COMMUNITY
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OPTIMISM
VALUES
SELF-CARE
RELATIONSHIPS
COMMUNITY
NATURE
We believe that service is indispensable in engaging
people in authentic and meaningful learning
experiences and in creating positive social change.
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OPTIMISM
VALUES
SELF-CARE
RELATIONSHIPS
COMMUNITY
NATURE
SERVICE
Theoretical Foundation II
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Existing Campus-based Approaches
• Residence Life• Orientation• University 100• Data collection
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Residence Life
•RA Training and Fair•Discussion Series•Bulletin Boards•Honors Banquet
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The Issue or Concern Our Response Resident Advisor’s Role
A range of problems or areas of concern result from alcohol abuse. These can detract from the quality of life faced by students, and include violent behavior, vandalism, detractions from academics, and other consequences.
The strategies undertaken by the Healthy Expectations project are designed to complement existing services, programs, policies and related efforts. These build upon and often go in different directions from typical efforts.
You have a vital role to play in the lives of new students, as well as their parents. Each of your residents will seek your guidance and opinions regarding life at George Mason University. This is particularly true of first year students who are trying to learn to fit in at George Mason. New students will watch your behaviors, sense your attitudes, and listen carefully to your words
Students typically overestimate the level of drug and alcohol use by their peers; they think “everyone is doing it.” This tends to result in higher use patterns to keep up with the “imaginary peer.”
We incorporate social normsmarketing strategies to educatethe campus community about theReality of students’ alcohol use. Posters, bulletin boards, mediacampaigns, and emailmessages help provide accurateand current facts. Informationcomes from GMU data collection,updated annually, as well as from state and national sources.
•Be accurate with alcohol messages•Emphasize that “NOT everyone is doing it”•Correct misinformation as you hear it•Promote the wide range of activities available at GMU and in the surrounding community•When in doubt, say so and then try to obtain the information
Most traditional drug/alcohol prevention programs nationally deal with the symptoms and behavioral consequences associated with substance use.
Our approach addresses factors that underlie substance abuse, which, if addressed, will reduce the demand for alcohol and other drugs. These seven life health themes, emerging from a national conference, offer positive ways to have vibrant health and a more meaningful life.
Be positive and upbeat about life at GMU •Promote the various cultural, social, recreational, academic, personal support, and other activities and services available•Talk about the quality experiences and good relationships you have had here
Describe ways in which you have maintained a healthy balance of life during your first year and later
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OPTIMISMIdentify at least 5 people that you consider to be role models. These may be people you know (friends or family) or people you don’t know (celebrities, politicians). What characteristics of each person’s attitude do you want to include in your life? Be specific.
Please rate each person’s optimism on a 5-point scale (5 being very optimistic).
Person Characteristics Optimism Rating
Sample Discussion Series Handout
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Honors Banquet
istening
nergy
rowth
ction
ompassion
es!
Some of the most important decisions in life are made by
default because people do not realize their options. Instead of directing life they often passively allow life to happen to them by not planning and acting. They
may not learn to consider alternatives and to look ahead to see where their current behavior may lead them. Later in life, they may find themselves shipwrecked or becalmed in stagnant waters
and look back with regret, “If only I had known…” Hindsight is often
very clear, but it is always an afterthought. Take time now to
engage in this important planning and visioning. Think about how to live a healthy and fulfilling life, how to recognize options, make
confident decisions, and overcome obstacles.
From Charting Your Course: A Lifelong Guide to Health and Compassion
Sally Coleman and David AndersonUniversity of Notre Dame Press, 1998
www.caph.gmu.edu
Center for the Advancement of Public HealthDepartment of Health, Fitness &
Recreation ResourcesGraduate School of Education
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Orientation
•Orientation Leader Training
•Parent Orientation
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The Issue or Concern Our Response Orientation Leader' Role
A range of problems or areas of concern result from alcohol abuse. These can detract from the quality of life faced by students, and include violent behavior, vandalism, detractions from academics, and other consequences.
The strategies undertaken by the Healthy Expectations project are designed to complement existing services, programs, policies and related efforts. These build upon and often go in different directions from typical efforts.
You have a vital role to play in the lives of new students, as well as their parents. Each of your residents will seek your guidance and opinions regarding life at George Mason University. This is particularly true of first year students who are trying to learn to fit in at George Mason. New students will watch your behaviors, sense your attitudes, and listen carefully to your words
Students typically overestimate the level of drug and alcohol use by their peers; they think “everyone is doing it.” This tends to result in higher use patterns to keep up with the “imaginary peer.”
We incorporate social normsmarketing strategies to educatethe campus community about theReality of students’ alcohol use. Posters, bulletin boards, mediacampaigns, and emailmessages help provide accurateand current facts. Informationcomes from GMU data collection,updated annually, as well as from state and national sources.
•Be accurate with alcohol messages•Emphasize that “NOT everyone is doing it”•Correct misinformation as you hear it•Promote the wide range of activities available at GMU and in the surrounding community•When in doubt, say so and then try to obtain the information
Most traditional drug/alcohol prevention programs nationally deal with the symptoms and behavioral consequences associated with substance use.
Our approach addresses factors that underlie substance abuse, which, if addressed, will reduce the demand for alcohol and other drugs. These seven life health themes, emerging from a national conference, offer positive ways to have vibrant health and a more meaningful life.
Be positive and upbeat about life at GMU •Promote the various cultural, social, recreational, academic, personal support, and other activities and services available•Talk about the quality experiences and good relationships you have had here
Describe ways in which you have maintained a healthy balance of life during your first year and later
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Students typically overestimate the level of drug and alcohol use by their peers; they think “everyone is doing it.” This tends to result in higher use patterns to keep up with the “imaginary peer.”
The Issue or Concern
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We incorporate social norms marketing strategies to educatethe campus communityabout the reality of students’ alcohol use. Posters, bulletin boards, mediacampaigns, and emailmessages help provideaccurate and current facts. Informationcomes from GMU datacollection, updated annually, as well as from state and nationalsources.
Our Response
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•Be accurate with alcohol messages
•Emphasize that “NOT everyone is doing it”
•Correct misinformation as you hear it
•Promote the wide range of activities available at GMU and in the surrounding community
•When in doubt, say so and then try to obtain the information
Orientation Leader’s Role
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Helping Your Student Make A Healthy College Transition
As you prepare for your student to attend George Mason University, we know that YOU are probably going through some transitions and adjustments yourself. With that in mind, we share the following suggestions to help make your student’s adjustment smooth and healthy.
1. Listen: Allow your student to share his/her feelings and expectations about all of the new experiences college will bring. Encourage your student to share both concerns and excitement openly with you by reserving judgment and simply allowing him or her to talk.
2. Inquire: Your student may be hesitant to share with you pre-college fears or certain experiences during the first year at college. It is important to ask your student about those subjects that may be uncomfortable to discuss. You may easily ask about academics, but don’t be afraid to ask about other aspects of college life. Inquire about the relationships your student is developing at college, including friends, roommates and romantic relationships. Ask your student about activities on the weekend and the choices she or he is making about alcohol and other drugs. Your student may not share everything with you, but it will help to know that you are willing to discuss these and other topics if the need arises.
3. Support: Although they may not always say it, first year students need parental support. Let your student know that you have confidence in their abilities. Knowing that you believe he or she will be both academically and socially successful in college will greatly enhance your student’s self-confidence. E-mail, cards, phone calls and care packages are great ways to stay connected.
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University 100
•Freshman year experience class
•Presentations
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Data Collection
•Freshmen only survey
•Parent Survey
•Campus wide, electronic survey
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New Initiatives
• Emails• High Schools• Peer Theater• GMU TV• Quizzes
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Emails
•Getting addresses
•Format of email
•Responses to email
•Change in frequency
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High Schools
• Access and overload concerns
• Parent/Student nights
• Assembly
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Peer Theater• Originated in the high schools
• Theater Department
• Health Educator
Script includes the following themes:• Drunk Driving• Sexual Assault• Not everyone drinks• Peer pressure• Drug use• Transition issues• Advice from upper-class students
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GMU-TV
• Interviews with a diverse group of students about their transition
• Use in high schools
• Challenges in adhering to timelines
Common questions:• What did you expect when you came to college?• How did you manage your transition to college?• What advice would you give to incoming students?• Describe alcohol and other drug use in your high school. • How do you perceive alcohol use on campus?
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On-line Quizzes
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HEALTHY EXPECTATIONS
GEORGE MASON UNIVERSITY Healthy Expectations
4400 University Dr., MS 1F5Fairfax, VA 22030-4444Phone: 703-993-3697
www.caph.gmu.eduwww.healthyexpectations.gmu.edu
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End
Presentation