We Have a Program for That… NGLA Annual Conference 2013 Kim Novak, CEO NovakTalks @NovakTalks...
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Transcript of We Have a Program for That… NGLA Annual Conference 2013 Kim Novak, CEO NovakTalks @NovakTalks...
We Have a Program for That…NGLA Annual Conference 2013Kim 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• Unreasonable risk level for all parties to assume
COMPLEX
Is what you are doing Is what you are doing making a difference?making a difference?
What are you doing?
Providing the alcohol polices to targeted populations at key times during the semester…
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.
What are you trying to change?
Reduce incidents of high-risk alcohol consumption
Paradigm Shift
Instead of: What are you going to DO?
State: What are you trying to CHANGE?
I know this because this guy taught me!
www.risepartnerships.com
I. Reaction
IV. Performance
III. Behavior
II. Learning
I. Reaction
Immediate measure of activity and sentiment
Did we do a program? How many showed up?
Did they like it?
IV. Performance
III. Behavior
II. Learning
II. Learning
Short-term measure of knowledge, skills, and attitude
Do they remember the information? Can they demonstrate the skill?
Do they agree?
IV. Performance
III. Behavior
I. Reaction
III. Behavior
Mid-term measure of effect
Do students make different decisions?Are there fewer high-risk behaviors?
IV. Performance
II. Learning
I. Reaction
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
I. Reaction
IV. Performance
III. Behavior
II. Learning
Why do you thinks this change is needed?
Increased incidents of high-risk drinking in residence hallsIncreased number of alcohol related medical transports from off-campus parties
To Get the Solutions Right
Understanding of the Problem
Choice of Solution
Why do you think this will work?
• Parents can influence students choices• Student leaders need to know expectations • Incoming students have misinformed perceptions of alcohol and college
What Does Not WorkKADNAB ~“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
MATCH THE TRAINING TO THE TASK
Objective
• Know and interpretthe policy
• Mediate / Intervene
• Report
Activity• Read a scenario
Use the policy to interpretProvide feedbackRepeat
• Learn a guidelineRehearse various scenarios
• Photo hunt to find issuesEnter number into phoneRole play phone call
SUPPLEMENT LEARNING
Just in TimeJust in Case
Supplement educational content Supplement educational content with supporting resourceswith supporting resources
What Does this imply about problem?
That students engage in high-risk drinking because they do not know the rules…
““It is important that all of our efforts are based on scientific It is important that all of our efforts are based on scientific knowledge & incorporate accurate data about behaviors & knowledge & incorporate accurate data about behaviors &
student perceptions of them.student perceptions of them.””~ A. Berkowitz ~ A. Berkowitz
Action: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?
Realign Efforts
• Change WHY rather that what • Keep the “sacred cows” in the pasture• Focus on strategies then activities
Strategies & Activities Flow from Problem Analysis
Revised meeting AgendaWhat do we know about the problem – how does this inform where we need to focus our effortsWhat contributed to this problem? What needs to changeWhich 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
We wish to extend our appreciation to our colleagues whose work was instrumental in preparation for today’s program:Dr. Linda LangfordDr. Alan BerkowitzDan Wrona, Risepartnerships
1. Worksheet2. Resource List