PERSONALIZING STEP UP! (AKA EVERYONE IS TRAINED! NOW WHAT??) FOR YOUR CAMPUS. Susie Bruce University of Virginia. #StepUp2014KC

Transcription

1 PERSONALIZING STEP UP! FOR YOUR CAMPUS (AKA EVERYONE IS TRAINED! NOW WHAT??) #StepUp2014KC Susie Bruce University of Virginia

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3 MAKING STEP UP! YOURS Personalize it! Permission to change: Videos Slide and logo colors Snowball instead of clickers Personal examples Campus photos Scenarios Campus data

4 STEP UP! MUST INCLUDE WHY PEOPLE DON T ACT: KEY PSYCHOLOGICAL CONCEPTS Ambiguity Pluralistic ignorance Conformity Diffusion of responsibility Obedience to authority Difference in perspective

5 STEP UP! MUST INCLUDE 5 STEPS TO ACTION LATANE, B., DARLEY, J.M. (1970) Notice the Event Interpret Event as a Problem or Emergency Assume Personal Responsibility Know How to Help Implement the Help

6 CASE STUDY: UNIVERSITY OF VIRGINIA Campus-specific events leadership from students & University President Broader campaign Get Grounded Internal push to change Step UP! training Changed order of presentation while retaining critical elements training prominently identified as Step UP! Logo adapted to school colors and name Training covers psychological factors, 5 steps, at least one scenario

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8 UVA S STEP UP WEEK

9 BUILDING MOMENTUM Identify leadership Engage students Partner for sustainability Create supporting media Keep the conversation going Evaluate

10 EVALUATION

11 Step Up Logic Model IDENTIFIED ISSUES INTERVENTION STRATEGY INTERVENTION GOAL ANTICIPATED OUTCOMES DESIRED IMPACT Others do not intervene to prevent or stop harmful behaviors that negatively impact self & others Hour long Step Up! bystander intervention training session Increase Knowledge of psychology of bystander behavior Increase Awareness of personal responsibility Provide Skills to promote safe, early, effective intervention Increase number of students who intervene effectively Decrease number of students who experience harm due to alcohol use & other negative behaviors Evidence/Evaluation Strategies Extent of problem. Other programmatic & environmental factors that address or exacerbate the problem Fidelity to model and reach into intended audience Pre-post assessment of participants KSA Follow-up survey of participants Ideally, these steps would also include an assessment of non-participants Repeated random sample student survey of behaviors and consequences

12 The University of Virginia s Step Up! Program: J. Bridget V. Long, MPH In : 49 sessions, 1,626 participants Snowball survey used as pre-test (5-point Likert scale) Immediate post-test. No other follow-up. 751 participants completed both pre and post surveys

13 RESULTS Students endorse more intervention-supportive attitudes following Step Up! training If someone intervenes in a problem situation, usually a negative outcome can It is my responsibility to intervene when I notice a problem situation Most U.Va. students believe it is their responsibility to intervene when they I have the skills to effectively intervene with my peers in problem situations I feel confident I could effectively intervene with my peers in problem situations Pre-test Post-test % of students who agree with statements

14 STUDENT-ATHLETE RESULTS significantly more likely to agree most students believe it is their responsibility to intervene (p<.01) & I feel confident I could intervene (p<.05) compared to non-student-athletes. Post-test responses - % who agree If someone intervenes a negative outcome can be avoided It is my responsibility to intervene Most U.Va. students believe it is their responsibility to intervene I have the skills to effectively intervene I feel confident I could effectively intervene Non-Student-Athletes Student-Athletes

15 Recommendations Focus on delivery to groups with strong group identity - impact of social norms in perceptions of bystander behavior Participant suggestions: increase group discussion, more real-life examples, provide more applicable intervention skills. Encourage consistent data collection by facilitators.

16 UVA STEP UP! EVALUATION item Web-based instrument 43 of 546 students responded (7.8%) 65% had seen Step Up! in < past 3 months 33% had seen Step Up! in past 3 5 months

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20 Please target first-year students with your presentations so that people know this crucial information as early as possible in their college careers.

21 STEPPING UP TO PREVENT VIOLENCE UNIVERSITY OF ARIZONA University of Arizona Campus Health Service Health Promotion & Preventive Services

22 Provide education and bystander training to high-risk populations resulting in significant (p<.05): Increase in willingness to intervene Increase in knowledge of how to report violence Decrease in perpetrating and/or experiencing interpersonal violence on campus by 5%

23 KNOWLEDGE GAINS % describing bystander intervention, reporting procedures, and familiar with reporting 53 82* pretest immediate post 3 month 76* 78* 70* 62* 62* Described BI familiar w/reporting described reporting *Significant at p < 0.000

24 % LIKELY TO INTERVENE (REPORT, HELP FROM A FRIEND, TRY AND STOP IT) IN THE FOLLOWING SITUATIONS 100* 99* 91 90** * 95** 91 96* 86** * Pretest Immediate Post 3 month bullying emo/verb abuse hate/discrim hazing physical assault sexual assault stalking * Significant at p < ** Significant at p < 0.016

25 SURVEY MONKEY SURVEY

26 QUESTIONS?? #StepUp2014KC