Utilizing Web-based Programs to Combat High-Risk Drinking on College Campuses: A Reviews of Fail Safe and the Year One College Alcohol Profile 2 of 3
Addressing High-Risk Drinking Embedded in Group Membership: The Failsafe Student Leader Toolkit
College prevention specialists have known for decades that high-risk drinking is often clustered into social groups and communities that can become, as sociologist Steven Lyng describes, “edgework communities.” College campuses provide a perfect breeding ground for these communities with fraternities and sororities, sports clubs, recognized student organizations, and even group-oriented co-curricular activities like marching or pep bands or student newspapers. Understanding how high-risk communities operate socially helps us focus prevention and intervention efforts to incorporate group dynamics such as group culture, expectation setting, peer enforcement, and peer intervention. The Failsafe Student Leader Toolkit was created to adapt evidence-based strategies for use with these groups. An online collection of videos, scripts, templates, and instructions, the toolkit enables student leaders to work autonomously with their membership, utilizing the power of leader influence while delivering tried and true individual and environmental strategies. Tom Workman, creator of the toolkit, will discuss the theory used to develop the toolkit, demonstrate the toolkit, and train NCC members on how to use the toolkit on campus.
icon search Searchable Transcript
Toggle between list and paragraph view.
[00:00:03.850]So I want to say one more thing theoretically
[00:00:07.293]before I move onto the kit.
[00:00:08.500]You're like, why does he keep avoiding the kit?
[00:00:10.002]I promise, we'll get there.
[00:00:12.010]But it's a very important concept for me about autonomy,
[00:00:15.208]and autonomy has been built into a lot of our prevention
[00:00:19.582]strategies, particularly the theory of change,
[00:00:23.690]but in ways that we don't always consciously realize,
[00:00:27.175]and I think autonomy's a really interesting issue
[00:00:30.500]in prevention that has everything to do
[00:00:32.410]with edge work communities.
[00:00:34.720]So what do I mean by that?
[00:00:36.720]So enabling students to recognize issues
[00:00:39.650]related to high-risk alcohol use intellectually
[00:00:42.350]and from a civil perspective on their own.
[00:00:45.622]How do I provide autonomy?
[00:00:48.040]Because you know, telling doesn't teach.
[00:00:50.673]Words don't teach and lectures don't teach
[00:00:53.800]and none of those things teach, so we started
[00:00:55.910]to do a whole lot of work in community service
[00:00:59.250]and in service learning, and we learned an awful lot
[00:01:02.180]from that because what we've found is that if I set you up
[00:01:05.270]in the right situation, if I give you the right
[00:01:08.130]set of conditions, I can let you discover things
[00:01:10.544]on your own, I don't always have to put it in your hand.
[00:01:13.184]That autonomy has been a part of learning for a long time
[00:01:17.110]and it was something important for the toolkit
[00:01:19.060]for us to address.
[00:01:20.710]Enabling students that connect drinking behaviors
[00:01:22.850]to organizational and life goals was a really important
[00:01:25.138]part of this.
[00:01:26.790]In other words, our ability to ask the question,
[00:01:29.850]and again, we learned this a lot
[00:01:31.140]through Greek revolution.
[00:01:32.330]The very simple question was how was that working for you?
[00:01:36.170]How is it working?
[00:01:37.340]And so I remember very fruitful conversations,
[00:01:40.920]particularly with sororities, when the conversation
[00:01:44.090]was around why don't different membership classes
[00:01:46.730]get along, that was the issue, it wasn't alcohol.
[00:01:50.720]We learned quickly, within weeks of that grant
[00:01:54.760]to not raise, hi, I'm here to talk about your drinking
[00:01:57.288]was not the way to begin.
[00:02:00.020]But hi, I'm here to ask how's your chapter doing,
[00:02:03.360]what's going on with your chapter,
[00:02:04.670]and let's walk back.
[00:02:05.860]In fact, you're gonna see how that walk back
[00:02:08.190]has been incorporated into the toolkit
[00:02:10.130]very specifically for groups.
[00:02:12.054]Allowing students to determine and enforce
[00:02:14.390]their standards of behavior within their own social groups
[00:02:17.140]is an important part of autonomy.
[00:02:19.150]Again, we kind of confuse this with a system,
[00:02:22.644]a judicial system that we have set up and that a national
[00:02:26.228]chapter has set up and that follows
[00:02:28.992]this judicial process but never gets to the living issues
[00:02:33.513]that are happening within that chapter, and so how
[00:02:36.530]can I give a chapter some autonomy, which means sometimes
[00:02:39.930]allowance to move away from our structure
[00:02:43.600]and develop their own.
[00:02:46.850]How do I let your find the right structure?
[00:02:48.780]If I can get you to get it and I can surround you
[00:02:51.930]with the tools you need to get it,
[00:02:53.800]can I leave you alone long enough to get it
[00:02:56.880]or do I have to constantly hand hold?
[00:02:58.660]And that's a challenge for us in education today
[00:03:01.350]'cause we believe that I have to constantly handhold.
[00:03:04.560]And then finally, employing individual-level strategies
[00:03:07.188]that encourage autonomy and challenge dominant
[00:03:10.290]expectations and norms for a minority of members
[00:03:12.150]is what we're ultimately after.
[00:03:15.030]These are issues of autonomy, and that may be something
[00:03:17.245]you haven't thought about in just this way,
[00:03:20.443]but autonomy for me is a very important part
[00:03:22.273]of this program, and what we originally designed
[00:03:25.173]in Failsafe was a complete toolkit that a student leader
[00:03:29.810]could use with their organization by themselves
[00:03:33.200]without any of us, without me, without you, without anybody.
[00:03:37.830]In fact, our original vision of this was this was something
[00:03:40.860]an administrator might even not know about
[00:03:43.232]and in one of our test pilots, the administrator
[00:03:45.917]who got us in and got us going in the university
[00:03:49.350]doesn't know what groups are doing it and what groups
[00:03:51.280]aren't, has no knowledge of it 'cause we wanted
[00:03:53.820]to test that, we wanted to see if that made a difference.
[00:03:57.169]Students have a tendency, again, to find ways
[00:04:01.960]to get reputation and then sometimes use that.
[00:04:05.347]And we wanted to see if we took that out of the picture,
[00:04:08.133]how autonomous could you be?
[00:04:10.490]How much of getting it could you get in other roles?
[00:04:14.544]Now I will tell you that one thing that we learned
[00:04:15.660]in the pilot is that we probably went too far
[00:04:18.190]on the autonomy side and there's some facilitation
[00:04:20.332]that's probably needed.
[00:04:22.580]It's built into the toolkit, it works,
[00:04:24.430]and I think it's not a problem, but I want to say that
[00:04:29.082]by saying also to warn you, part of the goal
[00:04:35.660]of Failsafe, and I think part of the goal
[00:04:37.510]of all effective presentation is to let you do it.
[00:04:40.790]I can't do it for you.
[00:04:42.695]I can give you great reasons, I can give you great feedback,
[00:04:45.870]I can give you all kinds of things, again, that makes it
[00:04:48.969]apparent if you're able to get it.
[00:04:51.130]I can't get it for you, and it may take you
[00:04:54.230]a very long time.
[00:04:56.250]I used to always say trust the process 'cause it may
[00:04:59.010]take a very long time for you to get it.
[00:05:01.060]I'm just gonna keep at it.
[00:05:02.740]Part of the reason why we did a toolkit
[00:05:04.017]is we know that one time events are ineffective,
[00:05:07.860]they just don't work.
[00:05:09.580]And so there's something about the repetition,
[00:05:11.620]the ongoing nature of it, and we wanted
[00:05:13.595]to create that as well.
[00:05:15.160]So this is the Failsafe website, and all but one aspect
[00:05:22.200]of it is on the web, available to anyone right now
[00:05:25.310]at any time.
[00:05:26.960]In essence, we kind of know who's doing it
[00:05:29.660]and who's not, but we try not to worry so much about that.
[00:05:32.940]This was created, I want to be clear, through the Foundation
[00:05:35.313]for Advancing Alcohol Responsibility.
[00:05:38.340]You know them as the Century Council,
[00:05:41.170]and they are an industry funded,
[00:05:44.588]Responsibility Organization, a foundation.
[00:05:50.710]Their mission is to reduce the harms
[00:05:53.516]related to alcohol use.
[00:05:55.400]They're completely funded by the industry.
[00:05:56.710]I just spent a day in Palm Beach.
[00:05:59.210]I was like, oh my gosh, you got to go to Palm Beach.
[00:06:00.810]How was it?
[00:06:01.643]They have no idea.
[00:06:03.792]I was in a meeting room the whole day, then I flew out.
[00:06:05.192]The people there looked like they were having a lovely time,
[00:06:08.570]but I don't know.
[00:06:10.400]I saw the ocean once as I drove out,
[00:06:12.993]but to see the industry and the way the industry
[00:06:16.293]thinks about this, they really do think about this
[00:06:18.339]from a very different position.
[00:06:20.657]They understand they can't kill their customer.
[00:06:24.030]They understand that they keep taking a black eye
[00:06:25.957]whether or not they market to them or not,
[00:06:28.250]whether they profit from them or not.
[00:06:29.572]I'm really not here to defend the industry.
[00:06:32.330]I'm here to say there are, if no one else will step up
[00:06:36.532]to the plate, I'll take whoever's money
[00:06:38.948]will step up to the plate and the council stepped up
[00:06:42.528]to the plate and the board of directors that I spoke
[00:06:45.428]to a little while ago are very pleased that they're trying
[00:06:50.730]to contribute to a bit of the problem.
[00:06:54.060]They don't own it though, which is the delightful
[00:06:56.290]part of this.
[00:06:57.380]We had an agreement that they wouldn't be involved
[00:06:59.420]at all in any of the development.
[00:07:01.310]There was no feedback given from the industry,
[00:07:03.500]I wouldn't accept it, I wouldn't allow it
[00:07:05.690]and they didn't even want to give it, frankly,
[00:07:08.090]and so this was done completely separately
[00:07:09.930]and independently from them.
[00:07:12.460]They just funded it, they just funded it.
[00:07:14.043]So, and then they're letting it go.
[00:07:16.260]They're funding it.
[00:07:18.103]The whole point of the funding was to create it
[00:07:19.137]and to test it and to try it and to take credit for it.
[00:07:22.821]We all have our motives to take credit for it,
[00:07:26.350]but they don't want to own it, which means it can be owned
[00:07:28.033]back by the entire college field, which is very important
[00:07:33.160]and exciting to me.
[00:07:34.000]So I want to say a few things before we jump in
[00:07:37.600]about the process we tied to create.
[00:07:41.201]There is a process to Failsafe.
[00:07:43.910]There is a curriculum though.
[00:07:45.010]Someone could jump in at any point and use any
[00:07:47.660]of the tools across the toolbox.
[00:07:49.900]We really were thinking about a comprehensive
[00:07:51.863]prevention experience, so I wanted to explain that to you
[00:07:56.473]because it'll make the tools make more sense to you
[00:07:59.400]and why they're ordered the way that they are
[00:08:01.026]and why a lot of the communication about them
[00:08:03.310]is the way that it is.
[00:08:05.480]Like everything, if we're going to make change,
[00:08:07.703]what we know from stages of change theories,
[00:08:10.180]it starts with assessment.
[00:08:12.819]It starts with my ability to say how am I doing right now?
[00:08:15.530]What's working, what's working?
[00:08:17.746]And we know moving from pre-contemplation,
[00:08:19.620]I'm just going one way, doing my thing
[00:08:21.678]to contemplation going, oh my gosh, look at me,
[00:08:23.587]what am I doing?
[00:08:24.620]To know that first stage of change
[00:08:27.240]is one of the most critical ones.
[00:08:29.510]And so we have tools that are designed to help provide
[00:08:32.650]an individual and collective,
[00:08:34.760]and I want to say this to you very specifically
[00:08:37.520]because many of the interventions you should recognize
[00:08:39.977]from the college aim and form all the literature
[00:08:44.240]we have about good interventions, but they've all
[00:08:46.043]been tweaked for one important difference
[00:08:48.413]to be utilized within a group setting.
[00:08:52.866]So we've made adaptations for in-group sessions
[00:08:57.060]between and among peers.
[00:08:59.084]The tools have been re-geared so that they work specifically
[00:09:03.322]within the group dynamic knowing the principles
[00:09:05.832]of edge work, knowing what is motivating to a community
[00:09:09.781]and what is not motivating, knowing what is necessary,
[00:09:12.421]not necessary, so you'll see some very,
[00:09:14.101]you'll see all evidence-based strategies,
[00:09:17.299]but they've been redesigned a bit.
[00:09:19.740]There is assessment and planning that happens.
[00:09:21.484]Here, we talk about their vulnerability,
[00:09:24.589]and many, many students took this on and were happy with it
[00:09:28.138]because we called it risk management.
[00:09:30.794]And again, language is language.
[00:09:34.103]The big lesson we learned here was we don't walk in
[00:09:38.103]and say this is all alcohol program.
[00:09:40.460]This is a program to make your chapter better
[00:09:42.628]and risk management is one of those concepts
[00:09:45.862]that has been nailed into many, many of the groups,
[00:09:50.630]particularly Greek groups.
[00:09:52.018]We wanted to say here's a way to see
[00:09:54.117]your risk of vulnerability.
[00:09:55.990]Are you vulnerable for failure and how can we create
[00:09:58.790]a plan to keep you Failsafe was really the concept.
[00:10:03.140]But that means that you start by making a plan,
[00:10:05.180]so two whole sets of tools, two whole modules in this series
[00:10:08.144]is nothing bus assessment and planning.
[00:10:10.920]It's the most work of the entire toolkit.
[00:10:13.830]It takes the most time for the students to do
[00:10:16.589]within the toolkit, but to me, it's the most essential part.
[00:10:19.940]We won't go forward without it.
[00:10:20.863]Now the tools will make sense to a student or to a group
[00:10:24.072]of students, more importantly, until they have a sense
[00:10:26.557]how are we doing right now?
[00:10:30.050]That's exactly, by the way, the exact same principle
[00:10:32.099]of the college alcohol profile,
[00:10:35.030]and in fact, we modify the actual college alcohol
[00:10:37.422]profile for this tool, and we call it the Member
[00:10:40.902]Alcohol Profile, we've tweaked several of it
[00:10:43.980]so that the questions, especially around social norms
[00:10:46.002]are designed around group settings.
[00:10:49.690]My leader doesn't mind if I get very drunk at an event.
[00:10:54.590]These kinds of questions that would get to what
[00:10:56.969]is your sense of the social rules,
[00:10:59.744]what is your perception or not, and what's reality
[00:11:02.787]in addition to the typical descriptive norms,
[00:11:06.220]stuff that's in there.
[00:11:07.053]The second step, again, this is individual
[00:11:08.890]and group feedback, how do I give it back to you?
[00:11:11.069]One of my favorite moments here in working at Nebraska
[00:11:15.140]was being able to work with Foreign Miller
[00:11:17.426]on their small group norms challenging,
[00:11:20.220]and we had to make some interesting adaptations.
[00:11:22.970]John knows, but really, the brilliance of that
[00:11:25.596]is to find ways to non-defensively approach the group
[00:11:30.073]from a group setting saying how is the group doing?
[00:11:34.340]It's very interesting what emerges from individuals
[00:11:37.850]when you look at the group, and the most important thing
[00:11:40.390]I can tell you, in fact, it's the phrase I now use
[00:11:43.540]all over the country because of that experience,
[00:11:46.170]is I learned about the notorious five.
[00:11:48.694]You know what I'm talking about?
[00:11:50.252]The highest risk group you have,
[00:11:53.810]I promise you, is filled with very careful risk takers
[00:11:58.540]and some not so risk takers, but there's five.
[00:12:02.330]Five's not really a magic number.
[00:12:03.760]It could be three, it could be two, it could be four.
[00:12:06.000]There's a group, a small group of individuals
[00:12:09.110]who account for probably 80% of the behavior
[00:12:13.140]within that group.
[00:12:14.374]Every time I have said that to student leaders,
[00:12:17.360]ever student leader nods.
[00:12:19.083]That's my test everywhere, every state I've done that.
[00:12:23.989]Everyone's like, "Yeah."
[00:12:25.110]And then I would push it.
[00:12:28.116]I'm like, who are your five?
[00:12:29.833]And in their heads, you can go, do you have a picture
[00:12:31.864]in your head?
[00:12:32.986]They go, "Yeah, I got a name, I know who that is."
[00:12:34.600]And then we take it further for them in the assessment
[00:12:36.658]tool and say, so who's the most common,
[00:12:40.701]who's in every story?
[00:12:44.343]Who's a part of every event?
[00:12:46.640]Whose name always comes up when there's trouble
[00:12:49.367]or when there's something wrong
[00:12:51.530]or when there's something right.
[00:12:52.670]It's just the biggest parties.
[00:12:53.970]Who holds the biggest parties?
[00:12:55.520]And then the same name comes forward and forward.
[00:12:57.594]One of the goals of the group assessment then
[00:13:01.300]is to simply help people understand that not everyone
[00:13:04.420]in the group is the exact same.
[00:13:06.080]Autonomy, autonomy is part of what we're after here,
[00:13:09.004]that a group member says wait a minute,
[00:13:12.629]that's not my identity and doesn't have to be.
[00:13:16.760]I can be proud to be a T for another reason.
[00:13:19.980]I can be proud or happy to be in the marching band
[00:13:23.180]for other things.
[00:13:24.931]I was an Alpha Phi Omega when I was in college
[00:13:28.350]with Service Fraternity coed, and I love the service
[00:13:31.900]aspect of it, I loved working with the Cub Scouts
[00:13:34.220]and I loved doing the Saturday projects around the town
[00:13:36.690]of Peoria, Illinois.
[00:13:38.290]God knows they needed it.
[00:13:39.373]I was happy with all of it except at the end of every
[00:13:43.730]project on Saturday nights, they partied like crazy.
[00:13:47.270]They were drunk as skunks and that just wasn't me,
[00:13:49.830]I just didn't drink for a variety of reasons.
[00:13:52.740]And so I kind of felt a little out of it
[00:13:54.761]until I read the other non-drinkers in the group
[00:13:58.638]and realized that I could really love
[00:14:01.280]being an Alpha Phi Omega and really not have to engage
[00:14:05.286]in that behavior.
[00:14:06.210]That wasn't an Alpha Phi Omega thing,
[00:14:09.610]but that requires a group process and that requires
[00:14:12.270]individual and group assessment, and so important
[00:14:14.396]that we added those tools.
[00:14:15.890]The third step was then saying okay, here's where
[00:14:19.290]we're vulnerable, now what can we do about it?
[00:14:21.737]And we have a series of tools in the toolkit
[00:14:24.330]that help them to adopt or refine a set
[00:14:26.760]of risk management practices.
[00:14:28.642]So working with group members in very specific ways
[00:14:30.873]and the toolkits provides, you'll see, the actual scripts,
[00:14:34.430]the videos, the templates, the forms,
[00:14:37.500]the whole nine yards, and chances to personalize
[00:14:40.010]all of them.
[00:14:41.020]And then of course, like everything, we want to measure
[00:14:43.090]the success, we want to see if we can see
[00:14:44.863]a difference between the two things.
[00:14:47.030]So, seven tools, and they're really modules.
[00:14:52.840]They actually have multiple tools within them
[00:14:54.620]of the Failsafe issue again.
[00:14:57.470]Takes us through that process I just told you about.
[00:14:59.674]Good to know is really the member alcohol profile
[00:15:04.302]and getting an individual chapter leader to get
[00:15:06.831]all of their student members
[00:15:09.280]to take the college alcohol profile.
[00:15:12.020]Now as you can imagine, what was very important
[00:15:14.490]in this process is two promises that we made
[00:15:18.300]that you can see on the website.
[00:15:19.910]One, nobody knows the individual results
[00:15:23.996]of the member alcohol profile, no one in the organization,
[00:15:27.550]the student leader doesn't know, I don't know,
[00:15:30.520]the developer doesn't know, you won't know, nobody knows.
[00:15:34.320]It's not capped, it's not recorded, it's kept separate.
[00:15:37.468]The student leader overseeing the toolkit knows
[00:15:40.815]or the administrator, is that there is an opportunity
[00:15:44.416]to see the aggregate score, to see the group
[00:15:48.287]and to make some judgments about the group,
[00:15:51.730]and that's a very different judgment or assessment
[00:15:53.840]than the individual.
[00:15:54.720]So the individual's assured some security.
[00:15:56.750]The other thing that was very important with Greek
[00:15:58.431]organizations is that only the student leader
[00:16:01.780]who's been assigned and put in their own password
[00:16:04.640]into the system has access to that group information
[00:16:07.936]because as you know, a lot of organizations have grades
[00:16:11.350]competition and are very worried about that data.
[00:16:15.420]In fact, one of the very first arguments I did
[00:16:17.330]when we took the US Department of Education,
[00:16:19.060]a lot of you remember, the trip to Austin
[00:16:21.438]of the national meeting and my spending several hours
[00:16:24.690]with the pan-Hellenic committee,
[00:16:28.100]and gave the pan-Hellenic community to change
[00:16:30.170]their standard behavior, which as legally advised,
[00:16:34.700]which was I we don't know, we can't be held liable.
[00:16:38.330]It's a great motto to live by.
[00:16:42.980]And so really convincing them that we could collect data
[00:16:45.963]and not leave them vulnerable was an important issue
[00:16:49.988]and it will be an important issue for your groups as well.
[00:16:51.981]It'll be very important for your students
[00:16:54.870]to know that there is some protection about that,
[00:16:57.130]and I would say that has to be honored.
[00:16:59.590]I would say that's one of the more important pieces
[00:17:01.360]of the way we set up the program.
[00:17:03.518]From there, we then sent some time with the leader group
[00:17:07.048]doing some assessments.
[00:17:08.340]So it was assessment just for the leaders.
[00:17:10.720]This is where John and others, here used to go
[00:17:13.250]and sit with a small group leadership team
[00:17:15.640]with each one of the chapters and the tools are actually set
[00:17:17.849]for them to go through an additional assessment,
[00:17:21.250]what's working, what's not working, how do we do this,
[00:17:23.490]how do we do that, how we do that, and then to actually look
[00:17:25.608]on a vulnerability scale.
[00:17:27.460]So where does that put us?
[00:17:29.283]Very short leader survey that they used
[00:17:32.080]in addition to the group aggregate scores.
[00:17:34.610]So to say, how are we doing as a chapter?
[00:17:38.410]And again, if it's easier for you to think about it
[00:17:40.230]from a point of risk, that's fine, but it asks
[00:17:42.410]about your incidents, it asks about, it does the things
[00:17:45.750]that we do when we move from precognition to cognition.
[00:17:48.223]Write on the piece of paper how many times
[00:17:50.900]someone went to the hospital.
[00:17:52.770]That act is part of the process and a very important part.
[00:17:57.640]Sit in a group of three or four
[00:17:59.080]people and talk through this.
[00:18:01.570]Now the question will remain, thinking about autonomy,
[00:18:04.700]will the students be able to do that with another person
[00:18:06.750]in the room who represents authority?
[00:18:09.059]And I think that's an important
[00:18:10.570]question that we have to ask.
[00:18:11.790]The reason why we did it autonomously is we know
[00:18:14.271]conversations are different when they're in the room
[00:18:17.209]and when you're not in the room, and so who can be
[00:18:19.393]in that room to help facilitate has been an important
[00:18:21.884]question to ask.
[00:18:24.110]I do believe someone needs to be in the room to facilitate.
[00:18:26.770]I don't think what we've learned in the short pilot time
[00:18:29.469]is that that conversation happens well enough
[00:18:33.330]or consistently enough.
[00:18:34.313]It just seems to keep putting off.
[00:18:36.330]So when you help schedule it and hold them accountable
[00:18:38.966]to it, but the conversation, being honest with one another
[00:18:42.819]is critical to the tool.
[00:18:46.010]Does that make sense to everyone?
[00:18:47.150]In other words, they have to be able to talk honestly.
[00:18:49.420]This is a no BS zone and I can't say that enough
[00:18:53.996]because your students are trained to impress you
[00:18:59.220]and not to tell you the truth.
[00:19:01.009]Now we could spend three days talking about why that is
[00:19:04.931]and what we need to fix in society for that.
[00:19:07.490]We just have to accept that's reality
[00:19:09.350]and have to train our prevention strategies around it,
[00:19:12.144]that I have to get you to an honest conversation,
[00:19:14.878]that I have to understand what's blocking you from that.
[00:19:17.309]How can I find a facilitator who you don't have to impress?
[00:19:23.030]There is a reason why we use John as a graduate student
[00:19:26.020]and other graduate students in that role
[00:19:28.330]because I couldn't walk in there, I'm too much like dad.
[00:19:31.200]Linda couldn't walk in there.
[00:19:32.850]There are many of us who couldn't walk into the chapter
[00:19:36.070]to have those conversations, so we have to think
[00:19:38.510]very carefully about the facilitation.
[00:19:40.880]Now we then move to the, doesn't someone have a question?
[00:19:46.490]Now we move to the actual tools.
[00:19:47.860]All the rest of the tools are how to address that.
[00:19:50.210]And again, you'll recognize strategies here.
[00:19:52.248]This is expectation development.
[00:19:54.630]This is probably one that has the least amount of tools
[00:19:57.678]and the rest are prevention, but I think it's critical
[00:20:01.150]for group work, and so it's really designed around that
[00:20:03.355]and I'll show you that tool in a minute.
[00:20:05.530]Stepping in as a bystander culture,
[00:20:07.840]here's the fascinating thing that we learned
[00:20:09.590]about bystander work in groups, and I actually am more
[00:20:14.020]excited by it than regular bystander work
[00:20:15.846]now that I've work on it.
[00:20:19.282]Bystanding within groups, I mentioned it earlier to you.
[00:20:22.770]Part of what happens in a student community,
[00:20:25.325]edge work or not, is this concept about being,
[00:20:29.333]having rules, operating rules that disallow you
[00:20:33.340]to cut down someone else or just tell you
[00:20:37.080]you can't tell someone else what to do.
[00:20:38.680]There's autonomy built into the social rules,
[00:20:42.040]and I think it's especially true for edge work communities.
[00:20:44.770]Do you know what I'm saying?
[00:20:46.010]Who am I to tell you you're eating too much,
[00:20:48.291]who am I to tell you that you shouldn't drink like that,
[00:20:50.542]who am I to tell you don't hook up with that guy?
[00:20:54.040]Nobody likes the person who does that,
[00:20:56.217]so how do you do bystanding within a group?
[00:20:59.890]And this has been a question for universities
[00:21:02.270]for well over 10 years.
[00:21:03.780]We tried red bands, we've tried all kinds of things
[00:21:07.190]to say how do I step in?
[00:21:08.490]And what exactly does stepping in mean?
[00:21:10.531]Does it mean that I call for an ambulance?
[00:21:13.090]And many bystander programs have turned into that.
[00:21:15.220]I'm the one who dials 911.
[00:21:17.180]That, to me, feels a little far down the road
[00:21:19.846]than where we'd like you to be.
[00:21:21.502]I'd love to get you a little earlier, and so I'm gonna show
[00:21:25.188]you the video and show you some of the tools that we did.
[00:21:27.931]We understood that the difference was a covenant
[00:21:30.952]because we set covenants in groups constantly.
[00:21:34.580]What's the covenant we set about keeping each other
[00:21:37.660]protected for the good of the order?
[00:21:40.330]How does that work and how can I get you to find
[00:21:43.280]some agreement in that area?
[00:21:45.050]And that's how we built that tool.
[00:21:46.628]Problem-free parties is a party planner,
[00:21:48.866]social host responsibility.
[00:21:51.389]Again, all designed for the group.
[00:21:53.960]What happens when the group has a party?
[00:21:55.530]What's a formal party versus an informal party?
[00:21:57.528]How can we draw some bright lines around that
[00:22:00.349]and say what counts and what doesn't,
[00:22:02.910]and what's important and what's not
[00:22:04.420]when you're planning a party?
[00:22:05.428]The big thing that we tried to add to that tool
[00:22:08.680]was a post-party feedback that what we wanted to do
[00:22:13.140]was have people start to be reflective 'cause we know
[00:22:15.469]reflection is a big part of this work, but I want you
[00:22:19.200]to reflect upon that party.
[00:22:20.700]I had to build in a structure, and if the tools
[00:22:22.480]is the way to do it, the program is the way to do it,
[00:22:24.730]it's the way we do it.
[00:22:27.244]So we just had a party Saturday night.
[00:22:28.077]How'd it go, how'd that work for us?
[00:22:30.520]No, no, no, I don't want to hear stories.
[00:22:32.087]No, no, no, I have specific questions.
[00:22:34.360]How did that go?
[00:22:35.550]Did it end when we wanted it to end?
[00:22:37.353]Did it end the way we wanted it to end?
[00:22:40.016]And I'm gonna show you a video that we used
[00:22:41.984]to talk about the step back approach.
[00:22:44.872]How do I look at an event and actually step all the way
[00:22:48.730]back to some of the early decisions that we made
[00:22:51.910]that were likely what influenced the event so that again,
[00:22:54.780]my next time, I'm not gonna avoid I'd by calling 911
[00:22:57.276]earlier, I'm going to avoid it by thinking
[00:22:59.972]about how I plan differently.
[00:23:02.361]A lot of good social host skills are built on mistakes,
[00:23:07.366]but they're no good if we don't learn from them,
[00:23:09.710]they're no good if we don't take a time
[00:23:11.240]and say boy, that really didn't work, why?
[00:23:14.077]That was terrible.
[00:23:15.160]The police busted our party is a perfect learning
[00:23:17.940]opportunity, is a perfect learning opportunity
[00:23:21.020]and we know that in counseling, we do that in counseling,
[00:23:23.477]but we haven't always applied that in our group leadership.
[00:23:27.430]And then we have actually well, brief motivational
[00:23:31.151]interviewing is the next day, but how do you do it
[00:23:33.410]with a member, how do you tell a member
[00:23:35.129]that wasn't such a great thing?
[00:23:37.750]And how do you help a member move forward
[00:23:40.080]and then finally, again, some issues about measurement.
[00:23:43.030]So that's the toolkit.
[00:23:46.716]Let me take a look and show you some of those features,
[00:23:49.710]but important for you to understand a bit
[00:23:53.760]of where they're coming from
[00:23:54.677]and what they're trying to do.
[00:24:00.320]So again, this is the front and I want to make a point
[00:24:02.154]that right now, anyone who has access to it,
[00:24:05.110]to get to the back end to get a group to do the group
[00:24:07.449]member profile and to get their group data
[00:24:12.210]from that profile.
[00:24:13.459]They have to join in, they have to let one of us know
[00:24:17.560]in the back end, whoever's running the back end,
[00:24:19.840]that just puts a student leader's name in.
[00:24:21.920]They get an email or a text that tells them to log on
[00:24:26.500]and pick their own password.
[00:24:28.050]This is very important for security.
[00:24:29.678]They decide the password, I don't have their password,
[00:24:32.328]and then to into all the members into the system
[00:24:36.490]and invite them, that's all the leader has to do
[00:24:38.970]from the technical end and we built a whole back end
[00:24:41.049]technical ability for them to do.
[00:24:43.690]It's called the Student Leader Dashboard.
[00:24:46.220]Erik Ping, who is brilliant at this work
[00:24:49.160]from Washington state who's designed a lot of these systems,
[00:24:53.470]designed our system for us at an incredible price,
[00:24:56.310]it was really wonderful, so I'm glad to offer that.
[00:25:00.560]We do have an introductory video on the front page.
[00:25:03.210]I won't take the time to show you now,
[00:25:04.620]but just explains the toolkit and why any of this matters.
[00:25:07.339]All the videos are short and designed to be motivational.
[00:25:10.790]They're designed to answer the question why,
[00:25:13.440]why the heck am I thinking about this?
[00:25:15.780]What's the point?
[00:25:16.613]And it tries very hard to relate it
[00:25:18.070]to a certain group behavior and connect particularly,
[00:25:21.730]I would have to say to you, to a student leader.
[00:25:24.420]It's really trying to be written, and why we used a group
[00:25:26.899]of student leaders to do it is we tried to make sure
[00:25:29.493]that it was written to student leaders for student leaders
[00:25:31.542]so that it would relate to that language.
[00:25:35.360]And then again, the ability for you to access
[00:25:37.668]any of the tools.
[00:25:39.289]But I want to take you around and show you
[00:25:41.170]a little bit of what a tool in the module,
[00:25:43.930]in the toolkit looks like.
[00:25:45.000]There's always an introductory video to explain
[00:25:46.821]what the heck this is about.
[00:25:49.810]And then there is, and the way to get back to any other
[00:25:52.005]tools at any time, but then there is a set of downloads,
[00:25:57.108]and you can either download all the tools as one big PDF
[00:26:00.214]or what many of our students like to do who don't print
[00:26:03.092]these days, simply, and this works on your phone
[00:26:06.510]by the way as well as it works on any computer,
[00:26:09.310]simply download for that moment an HTML page
[00:26:13.011]that has everything on it.
[00:26:15.330]Now every module or tool comes with a set of things.
[00:26:19.250]There's always an overview.
[00:26:20.800]This, again, explains why am I doing it,
[00:26:22.470]what do I need to setup, what do I need to think about,
[00:26:24.570]how long will it take, all those questions for anyone
[00:26:28.010]who's going to facilitate the tool needs to know
[00:26:30.940]to set it up, to get prepared to do it.
[00:26:32.710]Usually a one page little overview.
[00:26:34.597]Then there's the actual tool.
[00:26:36.980]In this case, that student did a questionnaire
[00:26:39.060]that I told you about where they actually take two
[00:26:42.330]or three of the leaders of their organization
[00:26:45.327]and actually go through and take the survey.
[00:26:49.880]And then you'll see at the end, there's a chance
[00:26:52.130]for the group to go through and process what they've taken.
[00:26:59.010]Under Making the Plan, they actually go back
[00:27:00.620]and score that survey and try to get a sense then
[00:27:03.252]of what their vulnerability is.
[00:27:04.940]Again, the whole concept here is an I become honestly aware
[00:27:09.270]of what's happening in my chapter?
[00:27:11.160]And the questions there are broad,
[00:27:13.530]they're not just about alcohol, they're about how
[00:27:16.300]are we doing, right?
[00:27:18.090]It's the one piece of Dr. Phil I will take with me,
[00:27:20.623]it's the only piece I will take with me.
[00:27:23.180]How is that working for you is really
[00:27:25.360]what that's designed to do, that tool.
[00:27:27.380]And again, all of that to help people understand
[00:27:30.360]the point of that, and again, especially early
[00:27:32.528]in this process to understand this idea of walking back,
[00:27:36.105]we show videos and this is the one for that concept.
[00:27:45.530]Ever drive by a bad automobile crash and wonder
[00:27:48.477]who did that happen?
[00:27:50.820]Well, if the driver could turn back time,
[00:27:53.630]It'd find that a whole series of actions
[00:27:56.160]led to that car wreck.
[00:27:57.600]Okay, well I overslept, stupid alarm,
[00:28:00.760]woke up and looked at the alarm and panicked,
[00:28:03.440]threw on some clothes and headed to my internship.
[00:28:06.130]I'm supposed to be there in 10 minutes
[00:28:07.980]and I'm, at best, 15 minutes.
[00:28:09.660]Had to text my boss as I was getting on the expressway
[00:28:12.800]to let them know I'd be late, traffic was bad,
[00:28:14.810]blah, blah, blah.
[00:28:19.540]Then bam, I run right into some driver
[00:28:21.788]who stopped for traffic.
[00:28:24.100]So, what caused the crash?
[00:28:26.305]Well, texting while driving, yeah, but we could walk
[00:28:30.450]all the way back to sleeping through the alarm
[00:28:32.384]to really understand why this happened
[00:28:35.090]and how to avoid it in the future.
[00:28:37.090]Well, that's the great thing about managing risk.
[00:28:39.480]If you connect all the dots, you can figure out
[00:28:41.680]how to avoid problems from the very start.
[00:28:45.130]Now let's take a fairly common scenario among college
[00:28:47.950]student organizations and do some walking back.
[00:28:51.080]Let's start at the point where everything starts
[00:28:52.923]to go bad.
[00:28:54.940]A freshman guy is passed out on the couch at a party
[00:28:57.700]hosted by members of your organization.
[00:29:00.700]Nobody's really been paying attention because the place
[00:29:02.944]is really crowded, but as the party clears,
[00:29:07.060]somebody notices that he's not looking so good.
[00:29:10.490]Nobody can wake him up and he's not breathing very well.
[00:29:13.860]Somebody calls 911 and the sirens start wailing
[00:29:17.410]toward the party, which has everyone scattering like ants.
[00:29:21.230]Party over, trouble begins.
[00:29:24.382]How did that happen?
[00:29:26.570]Well, like the car crash, there may be missteps
[00:29:29.670]going back a good week before this moment
[00:29:32.240]that contributed to the outcome.
[00:29:34.270]Let's walk it back.
[00:29:35.800]Before the guy passes out, people at the party
[00:29:37.823]keep feeding him shots, even though he's already
[00:29:39.984]showing signs of being way intoxicated,
[00:29:43.860]but if being a little drunk is fun,
[00:29:45.632]then being a lot drunk will be a blast, right?
[00:29:48.880]Well, he's not thinking much about how he can handle
[00:29:50.730]and what the potential risks are for drinking so much,
[00:29:54.720]and he seems to really want to drink more,
[00:29:56.640]so who are we to say no?
[00:29:58.840]Before the shots though, he comes through the door
[00:30:01.550]with two friends.
[00:30:03.290]The three of them split up almost immediately
[00:30:05.140]and even though they stumble by lots of members
[00:30:08.120]of the organization, no one stops them to find out
[00:30:11.560]who they know at the party.
[00:30:13.060]The person feeding our guy shots has no idea
[00:30:15.350]who invited him, how old he is, or how much
[00:30:17.395]he's been drinking.
[00:30:19.270]In other words, no one notices that a drunk,
[00:30:22.130]underaged guy that no one knows, a true liability,
[00:30:26.043]is at our party.
[00:30:28.250]So how'd he get in?
[00:30:30.130]Well, like most of the parties your organization hosts,
[00:30:32.630]the door to the house, the house that's rented by four
[00:30:35.330]members of the group is wide open.
[00:30:37.120]No one's standing at the door
[00:30:39.060]checking for invitations
[00:30:40.500]because there's no invitation list.
[00:30:42.860]Before the party starts, the group members in the house
[00:30:44.920]did what they always do to get ready for a party,
[00:30:47.501]they make a big trash can of punch filled
[00:30:50.790]with all kinds of alcohol in it.
[00:30:52.935]They make space on the tables for cups and bottles
[00:30:55.813]and they clear the refrigerator for beer and ice,
[00:30:58.820]not food, no alternate beverages.
[00:31:01.970]Oh, and they make sure the door was open
[00:31:03.253]and the music was cranked high.
[00:31:05.850]Let's walk back a little further.
[00:31:07.270]Four days before the party, several of the organization's
[00:31:10.203]members told the group that there was gonna be a big party
[00:31:12.740]at the house of the four group members
[00:31:15.000]and that everyone should spread the word.
[00:31:17.450]They even refer to the party as being given for
[00:31:19.597]or given by the entire group.
[00:31:22.112]No one talked about what this meant or the liability
[00:31:24.523]this could create for the group.
[00:31:26.500]After all, different members of the group
[00:31:28.500]host parties all the time.
[00:31:30.245]Let's walk back even further, way before this event
[00:31:34.010]at the start of the year meeting.
[00:31:35.720]Group members bragged about how their organization
[00:31:38.150]has a reputation as being great partiers
[00:31:41.030]and how the group's parties are the most popular
[00:31:42.535]on campus, especially among freshmen.
[00:31:45.690]Several members share their favorite stories about partying
[00:31:48.373]and laughed about people who'd gotten really drunk
[00:31:50.693]at parties the group had posted.
[00:31:53.240]So you see how when we walk way back, we get a different
[00:31:56.640]picture on how to avoid those problems?
[00:32:00.843]The leader awareness and planning tool, the second tool
[00:32:04.078]in your toolkit, helps you to identify policies
[00:32:06.772]and practices that may be contributing to potential problems
[00:32:09.679]for your student organization, even if the problems
[00:32:12.662]haven't occurred yet.
[00:32:14.059]As a leader, when you become aware of these group policies
[00:32:17.290]and practices, you can make decisions about them and find
[00:32:19.893]ways to create changes that can make all
[00:32:22.239]the difference later on.
[00:32:27.466]So that's an example of the intro video
[00:32:30.980]so as they can get a good sense of what this is about
[00:32:32.604]and tie it to the tools, and then they can actually go in
[00:32:36.700]and use the tools.
[00:32:37.533]Again, the big thing we want them to do is invest
[00:32:39.680]in this assessment, which is a lot of work.
[00:32:42.170]I'll be honest, it's a lot of work.
[00:32:44.090]And time was an issue, I have to tell you.
[00:32:47.130]The biggest resistor we got from college students is time.
[00:32:50.790]I want to take that on with you before I leave (laughing)
[00:32:53.300]but time was an issue, and so really having to motivate
[00:32:57.916]towards that particularly, but the rest of it
[00:33:00.887]won't work without that, I'll just tell you that.
[00:33:04.425](laughing) I sound like a chef, don't I?
[00:33:06.420]I had to put in that oregano, I had to!
[00:33:08.764]Then we have a whole set of tools
[00:33:12.830]about social expectations.
[00:33:15.270]I won't show you the video now.
[00:33:16.540]You're welcome to go see it.
[00:33:17.640]You're welcome to go see any of this.
[00:33:19.470]It's all available to you, but I will say
[00:33:21.310]that there's a number of tools here
[00:33:22.460]that are very important and I want to talk about.
[00:33:25.010]Again, there are conversations.
[00:33:27.730]Most of these tools are group conversations.
[00:33:31.820]Now we say that because one, I want you to do this
[00:33:34.690]during your group meetings, I want you to build this
[00:33:36.707]into some of your group meeting agendas,
[00:33:38.549]and there's a challenge to that because your agendas
[00:33:40.957]feel tight, full of other stuff, and so there has to be
[00:33:44.132]some kind of priority set.
[00:33:46.930]This is another leadership position for you to say
[00:33:49.100]you know, it's worth 20 minutes on this this week.
[00:33:52.360]It's worth a little bit of time.
[00:33:53.940]Rather than constantly scheduling addition.
[00:33:55.660]What we don't want this to be is a whole second program,
[00:33:58.114]a whole other scheduling nightmare, and so it's important
[00:34:00.956]that it gets integrated within the group's natural
[00:34:04.070]work, however that occurs, or whenever it occurs.
[00:34:06.333]The other reason why I put it on web is if you want
[00:34:08.229]to do this at midnight, do it at midnight.
[00:34:11.313]Do whenever it works for you to do it,
[00:34:13.657]but some of these tools, again, are designed
[00:34:16.270]to process through the group>
[00:34:18.540]so there's a leader team meeting that's gonna again,
[00:34:20.930]score and think about that assessment and try
[00:34:23.300]to get a good sense of where they're at.
[00:34:24.960]There's a legal vulnerability template that lets the group
[00:34:27.678]talk about where are our legal vulnerabilities?
[00:34:30.983]That does two things, but having a conversation,
[00:34:34.760]we're gonna spend 20 minutes in the chapter
[00:34:37.430]and talk about where we're most vulnerable legally.
[00:34:40.540]Where could we get sued, where could we get shut down,
[00:34:43.500]where could we get whatever?
[00:34:45.359]And two things happen when we do that.
[00:34:47.420]One, we have to go over law and we have to go
[00:34:50.260]over policy, and it's amazing how important that is
[00:34:53.420]and how often we don't do that, right?
[00:34:57.200]We have to have an honest conversation about policy.
[00:35:00.710]In fact, the living tools kit is really designed
[00:35:05.170]to ask, so what's the policy, what are we really living,
[00:35:08.900]what are we really doing?
[00:35:10.879]So the policy is no partying with each other,
[00:35:15.310]first week students, on a week night.
[00:35:17.974]The living policy is no partying with the other group
[00:35:21.854]from 7:00 to 8:00, and touch the door
[00:35:25.990]before you come back and start partying,
[00:35:27.931]that's what we really do, and then we ask
[00:35:31.112]how's that working for you?
[00:35:33.360]We have to talk about the real policies,
[00:35:35.500]we have to talk about the real things that we're doing.
[00:35:37.170]We have to assess them.
[00:35:38.700]That's a difficult conversation that we tried
[00:35:40.840]to make as easy as possible.
[00:35:42.149]This is one that we're learning needs to be facilitated.
[00:35:45.440]This is very hard for members to do,
[00:35:47.030]but it's also one that there needs
[00:35:48.483]to be a very trust relationship.
[00:35:51.260]That's why it's later in the toolkit.
[00:35:53.320]Does that makes sense, hopefully, to everyone?
[00:35:54.518]But it's one of my favorite tools.
[00:35:57.200]As well as this needs to stop, we make some decisions,
[00:35:59.157]we draw some lines.
[00:36:01.132]What's too much?
[00:36:02.860]For us, what's too far, what's too far?
[00:36:05.535]And it's amazing how many students don't know the line.
[00:36:10.835]Can I show up at something drunk,
[00:36:13.840]should I show up at something drunk?
[00:36:15.340]What happens if I show up at something drunk,
[00:36:17.220]what's the problem, what's the issue, what's the deal?
[00:36:21.630]And we never discuss it, and so we never discuss it
[00:36:23.473]and it's all permissible, and if we don't raise it
[00:36:26.434]afterwards, but I'm saying when we spend all that time
[00:36:29.701]in a group, just talking about it afterwards,
[00:36:33.520]we actually set up for some failure because remember,
[00:36:36.220]our learning is based in failure, and so important
[00:36:39.360]that we have the conversation first.
[00:36:41.280]Then we set some covenants, we set some rules.
[00:36:43.950]It'll take people a while to fit into them,
[00:36:46.600]but the important thing is to help the group
[00:36:48.112]say what are we really doing?
[00:36:50.630]And these tools are to help them to get to that,
[00:36:52.680]and again, that long consequence.
[00:36:54.159]And then, how do you do that in a meeting?
[00:36:56.620]So we actually provide scripts, we actually provide
[00:36:58.377]the tools, what should I say, how should I say it,
[00:37:01.432]what should I do?
[00:37:03.190]Give me the actual words sometimes.
[00:37:05.890]Students, leaders really wanted the actual words.
[00:37:07.900]Tell me what to say, give me a script,
[00:37:09.679]give me a template that I can download and print off
[00:37:11.807]and change if we need to, so we put 'em all
[00:37:14.530]in changeable formats.
[00:37:18.697]Let me show you one other thing.
[00:37:20.540]I want to show you the stepping in tool
[00:37:22.020]and show you some of the differences
[00:37:23.710]of what we've done there because what we've created,
[00:37:26.684]again, in addition to how to run the meeting,
[00:37:29.771]how to run the leadership, you'll notice
[00:37:31.970]that many of the tools are designed for you,
[00:37:33.680]the whole membership, but first for the leadership,
[00:37:37.030]and I've killed the horse.
[00:37:39.350]I know I've stepped on the horse hard enough to tell you why
[00:37:41.920]I think that leadership is critical.
[00:37:44.306]Who that leader is, I think, it's a really important
[00:37:47.270]conversation, it's another thing we've learned
[00:37:49.680]from the pilot, is that sometimes the leader is obvious
[00:37:52.482]and sometimes it's not.
[00:37:54.440]In some edge work communities,
[00:37:56.570]the leader is the lead edge worker.
[00:37:58.630]That doesn't mean that they cannot be the most conscious
[00:38:02.173]person in the room, but it does mean that's gonna mean
[00:38:05.471]some changes in that consciousness raising,
[00:38:09.282]and here's where alumni may be very important,
[00:38:12.630]where other key advisors may be really critical
[00:38:14.882]to bring in and help facilitate, but it is a process
[00:38:18.082]for leadership and a process for the members.
[00:38:22.020]I can't say that enough, that the toolkit honestly
[00:38:24.550]is for leadership, it's for student leaders,
[00:38:28.400]it's for group leaders because this is where
[00:38:30.632]we find that influence makes the biggest difference.
[00:38:33.804]So again, on bystanding, it was one of the,
[00:38:37.170]probably the area, Jackson, wouldn't you say
[00:38:39.373]this is, student leaders talked the most about this,
[00:38:42.250]I would say.
[00:38:43.083]We get the most feedback.
[00:38:44.160]You don't know the feedback everyone else got,
[00:38:46.640]but I can tell you you had feedback about this,
[00:38:48.670]a lot of students had feedback.
[00:38:50.010]This scared them, this scared them to death, right?
[00:38:56.190]The guys, they all told us.
[00:38:57.670]The men and women on our student leader group told us
[00:39:01.690]I don't know about this one,
[00:39:03.847]this is really gonna be hard.
[00:39:05.490]And they gave us really the way to approach it.
[00:39:09.010]They really showed us how to address this.
[00:39:12.610]They see its need, but how to address it straight on
[00:39:15.364]and hit the issue from the very beginning
[00:39:19.920]and that's what they tried to do in the video to help them.
[00:39:23.100]And we do encourage for some groups to show the video.
[00:39:26.890]We've created these videos so that they need to show it
[00:39:28.670]to the membership before they use the tool,
[00:39:30.950]if that will help in the meeting, to certainly
[00:39:33.240]do that as well.
[00:39:34.073]So this is really designed for the leader
[00:39:36.222]to get it and figure out what this is all about
[00:39:38.089]and motivate to use the tool,
[00:39:40.226]but sometimes it's good for the membership.
[00:39:42.350]This is one of 'em that we designed
[00:39:44.610]for members as well.
[00:39:45.630]Welcome to Failsafe, Stepping In.
[00:39:48.823]By now, you.
[00:39:50.533]Can I just stop and say who is that?
[00:39:54.729]I feel like the greatest egomaniac in the world.
[00:39:58.870]I have to say to you, we went through so many voices
[00:40:02.900](laughing) I was like, did you see the movie
[00:40:07.990]A Chorus Line?
[00:40:08.880]I was like him.
[00:40:10.740]I had all these scripts, I had all these aids,
[00:40:13.650]I wanted a young voice.
[00:40:15.850]I knew it had to be male for a bunch of reasons
[00:40:17.880]like that exercise about the person who passed out
[00:40:20.420]at the party had to be a male
[00:40:22.230]'cause female's a different narrative,
[00:40:23.820]it had to be a male.
[00:40:25.000]Anyway, most of my life is avoiding mines.
[00:40:29.973]So here too, I tried all these.
[00:40:32.210]I just want to say to you, it's not my voice
[00:40:34.540]because it had to be my voice.
[00:40:36.770]Okay, I feel better.
[00:40:41.710]Welcome to Failsafe, Stepping In.
[00:40:44.140]By now, you've probably heard about something
[00:40:47.028]called Bystander Intervention on your campus.
[00:40:50.530]Well, that's when someone watching something bad happen
[00:40:52.523]to somebody else steps in.
[00:40:55.130]They might step in to help the other person avoid harm
[00:40:57.459]like pulling somebody off the street
[00:40:59.600]so they don't get hit by a car or they might get help
[00:41:02.210]for someone who can't call to get help for themselves.
[00:41:04.833]Say you're at the mall and you see a guy who's texting,
[00:41:08.220]not watching where he's going,
[00:41:09.600]and he's about to walk right into a water fountain.
[00:41:12.480]Now you could say hey buddy, watch out
[00:41:13.863]for the water fountain.
[00:41:15.530]You might even try and grab him before he steps in
[00:41:17.550]because nothing good's gonna come from him falling
[00:41:20.485]into that fountain for him or for you,
[00:41:22.615]even though it's kinda funny.
[00:41:25.033]Now the guy who's texting has a lot of choices
[00:41:27.217]about how he can react to your stepping in.
[00:41:30.739]He might be totally grateful and he might say
[00:41:33.080]something like hey, thanks man.
[00:41:34.600]And he might go on his way.
[00:41:35.990]Well, that feels pretty good.
[00:41:37.640]But he might get ticked that someone he doesn't know
[00:41:39.849]is telling him what to do.
[00:41:41.680]He might say mind your own business,
[00:41:44.180]you no good lousy (beep).
[00:41:45.950]Or he might say stop judging me you (beep).
[00:41:48.579]Or he might even say, yeah, you're one to talk.
[00:41:52.080]I saw you walk right into a wall
[00:41:53.750]when you were texting the other day,
[00:41:55.620]so (beep) off you no good lousy, know-it-all,
[00:41:58.913]stick it (beep).
[00:42:04.151]That doesn't feel so good.
[00:42:06.410]But even though he might not have liked your butting
[00:42:08.480]into his personal business, it meant that he didn't
[00:42:10.430]walk into the fountain.
[00:42:12.610]Yeah, you're welcome.
[00:42:14.890]Now let's say that the guy totally ignored
[00:42:17.410]your warning and even pushed you away when you tried
[00:42:19.560]to stop him and big surprise,
[00:42:22.130]he falls right into the fountain.
[00:42:24.290]It happens sometimes.
[00:42:25.496]Now you have a lot of choices.
[00:42:28.120]You can laugh at the guy, maybe even take his picture
[00:42:30.526]and say man, I cannot wait to post this.
[00:42:33.255]Or you can just keep on walking like the whole thing
[00:42:35.435]never happened, or you can say hey dude, I tried
[00:42:38.398]to warn you while you're helping him out of the fountain,
[00:42:42.050]but that doesn't feel so good either because now you're both
[00:42:44.284]wet and the whole thing took a whole lot more time
[00:42:47.005]than you had in the first place.
[00:42:49.870]Well, by now you figured out that we're not talking about
[00:42:51.623]some random guy in the mall, we're talking about
[00:42:53.396]your friends and the other members of your student
[00:42:56.450]organization, and they're not about to walk into a fountain,
[00:42:58.468]they're about to have another drink
[00:43:00.910]when they're already really drunk or they're about
[00:43:03.576]to start a fight or pee in somebody's flower garden
[00:43:06.670]or head upstairs with someone else who's too drunk
[00:43:08.569]to really give consent, and you get the picture.
[00:43:12.496]What you do here really does matter.
[00:43:15.330]Sometimes not doing anything just isn't an option
[00:43:18.200]because you're still responsible for what happens,
[00:43:20.376]so just laughing at it and posting the video
[00:43:22.635]only lets everyone else know how bad you are
[00:43:25.096]at managing alcohol use, but no one likes being told
[00:43:28.478]what to do or how to live their life,
[00:43:31.250]so what do you do?
[00:43:32.489]Well, you make an agreement beforehand.
[00:43:35.219]Let's say you and the other person know each other,
[00:43:37.480]so you go up to the other person when they're not
[00:43:39.790]about to do something they'll regret and you say hey,
[00:43:42.376]it look like we both like to party,
[00:43:43.998]and sometimes it gets us into trouble, so how about
[00:43:46.970]we make an agreement.
[00:43:47.966]If you see me about to do something that could really
[00:43:50.509]mess me up when I'm drinking, you say or do something
[00:43:53.549]that helps me avoid it and I'll do the same thing
[00:43:56.170]for you, and he or she says, "Great, but don't shout at me
[00:43:59.527]"from across the room because that's really embarrassing.
[00:44:01.987]"Let's use a code or something."
[00:44:03.350]And you say, "Okay, and if I'm with someone.
[00:44:05.817]"Let's make sure you pull me aside so it doesn't look weird
[00:44:08.306]"and he or she says cool, but literally,
[00:44:11.017]"this is really important.
[00:44:12.237]"You can keep me from hurting myself or someone else,
[00:44:14.747]"but I don't want to hear any kind of judgment from you
[00:44:17.127]"like you need to stop drinking okay,
[00:44:19.257]"'cause that's not gonna happen."
[00:44:20.440]And you say, "Got it, okay, that's great."
[00:44:21.903]And then you both go get a burger or something.
[00:44:25.480]By the way, the guy or girl may still get pissed at you
[00:44:28.411]when you try to stop them from getting hurt
[00:44:30.950]or hurting somebody else when they're drinking
[00:44:33.150]even though they made the agreement with you,
[00:44:35.150]and that's okay.
[00:44:36.510]And hey, you still kept him or her and you from the problem,
[00:44:40.810]which is the reason you did all this in the first place.
[00:44:43.288]The next tool in your toolkit helps you make this
[00:44:45.508]kind of agreement for everyone in your student organization
[00:44:47.289]to step in for everyone else whenever
[00:44:49.918]the need arises.
[00:44:52.810]You set the conditions, you decide how it happens,
[00:44:55.608]and you all keep each other and your student organization
[00:44:59.460]from risk failure and everything that goes with it.
[00:45:06.750]So again, there's a party tool, there's the Social
[00:45:10.792]Expectation tool, and it brings us then
[00:45:13.961]to, and you can see again, the process of how
[00:45:17.720]do we start to establish a new way of being?
[00:45:21.447]How do we not take away the parts of this that we love
[00:45:25.990]and just take off the chances of falling off the cliff?
[00:45:30.530]Now again, this is harm reduction
[00:45:31.964]in its harm reduction-iness (laughing).
[00:45:35.470]This is as far away from zero tolerance
[00:45:37.590]as we could be because we talk about underage drinking,
[00:45:41.411]we talk about one of those risks 'cause we have it
[00:45:44.220]in Nebraska for many, many years, that one of the risks
[00:45:47.474]for underage drinking is being caught
[00:45:50.080]for underage drinking.
[00:45:51.570]So if you're 19, your risk quotient is very different
[00:45:54.470]than someone who's 22.
[00:45:56.260]So we talk about it in that way, but clearly
[00:45:59.076]we're not making age distinctions,
[00:46:01.250]we're not sending that message over and over again.
[00:46:03.324]What we want to do and what the tools are trying to do
[00:46:06.861]is to help an organization keep what it is
[00:46:10.630]that makes itself unique.
[00:46:12.940]I'm gonna go all the way back to the very beginning
[00:46:14.670]of what I said to you at the start of this,
[00:46:16.470]I'm in a group of people who get me and I'm in a group
[00:46:19.464]of people who get me for a good reason.
[00:46:22.120]And for whatever reason, whichever social theory
[00:46:24.584]you want to adopt, there's something wonderful
[00:46:27.175]about us taking some risks together
[00:46:29.770]and there's something wonderful about us stepping out
[00:46:32.040]beyond conformity and enjoying ourselves.
[00:46:34.513]If we could understand that if we did that well,
[00:46:40.240]we'd actually be more successful than when we fail,
[00:46:43.575]if we could recognize our risk of failure,
[00:46:47.293]then chances are we can keep the cherries
[00:46:51.193]and not kill the tree.
[00:46:54.515]We can have our cake and eat it too.
[00:46:58.083]I think of more analogies as I keep working,
[00:46:59.490]but you know what I'm saying, right?
[00:47:01.500]So that honestly, what we have the ability to do
[00:47:03.810]is to say I just need to tweak the way we think.
[00:47:06.730]Now what comes from this?
[00:47:08.448]What we're hearing and what we're seeing
[00:47:10.800]and what we've seen for years when we've done this kind
[00:47:12.881]of work together is that we see that modification
[00:47:15.244]is certainly the plan, that sometimes for some people,
[00:47:18.220]and I'm gonna say especially in the Next Day tools,
[00:47:21.383]that what we do in the Next Day tools is we help someone
[00:47:24.365]have a very simple conversation.
[00:47:26.590]We call it quick, but it's brief motivational interviewing
[00:47:29.810]at its finest, but it's peer brief motivational
[00:47:33.030]interviewing, and so it's designed to be quick
[00:47:35.830]because it's short and it's easy to remember
[00:47:37.546]and it simply takes someone to a four-step process
[00:47:41.090]of saying let me tell you so you know what actually
[00:47:43.714]happened if you don't remember or if you have a different
[00:47:47.261]perspective on what happened,
[00:47:48.870]non-judgmentally, without any, we really show them
[00:47:51.131]how to do that, and let me show you what the impact
[00:47:53.549]of that was, and let's start a conversation
[00:47:57.030]about what did you get?
[00:48:00.250]The conversation that we tell them to have
[00:48:01.950]is what were you thinking?
[00:48:04.084]And that conversation takes us nowhere but defensiveness.
[00:48:06.191]There's no good answer to what were you thinking,
[00:48:09.010]what's the matter with you?
[00:48:10.800]What, were you raised in a bar?
[00:48:12.910]What's wrong with you?
[00:48:14.220]All those things don't get us anywhere.
[00:48:16.000]What gets us someplace is to say and imagine
[00:48:18.900]your sister or your fraternal brother
[00:48:22.740]saying to you this question, what were you
[00:48:25.130]hoping for Saturday night, what were you hoping for,
[00:48:28.274]what did you want to have happen?
[00:48:30.871]Did you get what you wanted?
[00:48:33.520]Did that give you what you wanted?
[00:48:35.490]Why or why not?
[00:48:37.190]If no, what happened?
[00:48:39.530]How could we do it different?
[00:48:42.190]How could you do it differently,
[00:48:43.290]and sometimes that conversation leads to I don't know
[00:48:47.003]and I don't know how to stop it and I don't know
[00:48:49.160]how to get what I want, and that leads us
[00:48:51.580]to all kinds of resources that we want to build
[00:48:53.870]into the toolkit for you locally so that you can say
[00:48:56.914]well gosh, let's find out.
[00:48:59.350]I don't know how to stop.
[00:49:01.330]That's a differing, that's an assessment.
[00:49:02.880]Let's take you over to counseling, or this or that,
[00:49:07.270]or my assertiveness or my self worth, or whatever
[00:49:09.920]that might be that takes us in the direction
[00:49:11.870]of a resource to really help.
[00:49:14.240]That's brotherhood, that's sisterhood,
[00:49:16.128]and actually that's something that we kind of understand.
[00:49:18.670]Once we let go of this social rule that says
[00:49:21.650]I'm here to shame you.
[00:49:23.610]If we could make a covenant that we're actually here
[00:49:26.040]to help one another, then those conversations
[00:49:28.010]can work, but we have to start with a group covenant.
[00:49:30.670]We have to get the group shifted there
[00:49:32.970]and what works for you to shift it is to say
[00:49:35.560]it avoids us from getting shut down,
[00:49:37.850]then that's what we do.
[00:49:38.883]Now let me full circle all of this and just say to you
[00:49:42.042]why we talk about environment is because you may never
[00:49:46.465]get in trouble for any of this, and then a lot of this
[00:49:49.070]falls apart, right?
[00:49:50.430]If there's nothing to move you from pre-contemplation
[00:49:52.720]to contemplation, there's nothing that marks
[00:49:55.950]a failure, it all looks like success.
[00:49:58.740]My blackout was a success, the rape was a success,
[00:50:01.880]it was all a success.
[00:50:03.870]Then this tool's not very helpful
[00:50:06.898]because it's called Failsafe.
[00:50:09.020]There has to be failure,
[00:50:10.994]there has to be a recognition that there's a way to do it
[00:50:13.440]that is successful, but if everybody's successful,
[00:50:16.066]there's not the same need.
[00:50:17.560]All right, let me finish up with just two couple
[00:50:20.750]other thoughts 'cause I want to talk about how
[00:50:22.440]to apply this in my last whopping six minutes,
[00:50:26.650]how I think you might want to apply it anyway.
[00:50:29.200]I'm going to be honest with you about where we're at here.
[00:50:32.868]We are right now piloting it in a number of organizations.
[00:50:37.090]They're just finishing their semester.
[00:50:38.791]Just a word, we had a group of college
[00:50:41.640]prevention experts, we had some of the best in the country
[00:50:44.370]who were working with us.
[00:50:45.550]They were very helpful.
[00:50:47.218]Linda was one of them, several people from Nebraska
[00:50:49.204]were one of 'em actually, and very helpful for us.
[00:50:52.730]The student leader group I mentioned, we did this online
[00:50:55.680]assessment design by Erik, and one thing I want to say
[00:50:58.420]about the assessment, and this was actually one
[00:51:01.040]of Linda's pushings, and we were so excited we could do it,
[00:51:04.401]one of the problems with the cap right now is that when
[00:51:07.810]you take the cap multiple times,
[00:51:09.620]it's like you're starting all over again,
[00:51:12.002]and so we said how could we do this, especially in a program
[00:51:14.535]that asks you to take the same profile twice on purpose.
[00:51:18.730]This isn't a one-time deal, we want you to take it
[00:51:20.740]at the beginning of the year and at the end of the year
[00:51:22.369]because we want the student leaders to see
[00:51:23.440]if there's any difference.
[00:51:25.900]So how could it remember you?
[00:51:27.506]And Erik Ping designed a way that it remembers you
[00:51:30.629]and it remembers your answer, and so when you take
[00:51:33.853]the member alcohol profile a second time, it says well,
[00:51:36.820]here's what you said the first time and here's what you
[00:51:39.888]said this time, so it adds another level of feedback
[00:51:44.080]that says oh, you've gone backwards (laughing).
[00:51:47.360]Or wow, have you made some changes?
[00:51:49.270]That's amazing, right?
[00:51:51.220]And so the whole new opportunity for that feedback
[00:51:54.600]and I'm excited about that.
[00:51:55.853]So here's what we learned that I offered to you
[00:51:59.886]if you want to utilize this.
[00:52:02.855]First of all, autonomy must be balanced with accountability.
[00:52:07.520]We started the pilot, actually we were unable to do
[00:52:11.010]the pilot fall semester because institutions
[00:52:14.666]as well as student groups have so much bureaucracy,
[00:52:19.630]it took them well into the third month of the semester
[00:52:23.530]to even make decisions, and by then, it was too late.
[00:52:26.007]We couldn't really see a semester difference.
[00:52:30.465]So I was gonna tell you that this pilot started
[00:52:33.650]in earnest March 1st for much of the schools,
[00:52:37.590]and their semester just ended.
[00:52:39.960]So it's a very short window and I don't expect to see
[00:52:41.946]great dramatic statistical change.
[00:52:43.890]Now the good news is, it's all evidence based already,
[00:52:46.390]I don't need to.
[00:52:47.720]I'm interested in the experience and how you experienced
[00:52:49.792]it and what you used, and what you liked,
[00:52:51.520]and what you didn't like, what worked,
[00:52:52.650]what didn't work, and that sort of thing,
[00:52:53.800]and we'll be getting that feedback from the leaders as well,
[00:52:56.281]but part of this was there has to be some accountability.
[00:52:59.840]It is too easy for students on their own to lose priority.
[00:53:06.050]I will tell ya that of the number of groups,
[00:53:09.230]we had probably, we had 15 groups signed up,
[00:53:11.471]different organizations, fraternities, sororities,
[00:53:14.000]and then other types of student organizations
[00:53:16.222]that we had at least three of them that never got around
[00:53:19.410]to inviting their members or putting people
[00:53:20.693]in the dashboard.
[00:53:23.596]We were the greatest, sweetest, nagging mothers
[00:53:26.626]there could ever be.
[00:53:28.240]We sent all these lovely emails and phone calls.
[00:53:30.809]One point, I called the student administrator
[00:53:33.296]who had helped set this all up at the institution
[00:53:35.980]and said, "Please, what can you do?"
[00:53:38.588]And they did their best.
[00:53:40.020]I don't think these were derelicts,
[00:53:41.500]I don't think students are derelicts.
[00:53:42.860]I don't think there's such thing
[00:53:43.710]as a derelict student.
[00:53:44.800]They constantly to prove me wrong,
[00:53:46.270]but I really don't think that.
[00:53:47.380]But I do think is that there's an issue
[00:53:51.367]about priority, and so there needs to be some
[00:53:54.669]form of accountability.
[00:53:56.400]We've built in some incentives here,
[00:53:58.960]and we did so on purpose, to my resistance,
[00:54:01.430]I think it would skew results, but we did build in
[00:54:04.411]something to build some accountability.
[00:54:07.380]If this isn't surpassed by this time,
[00:54:10.240]all deals are off.
[00:54:12.410]There needs to be, I think, some facilitation in that way
[00:54:14.769]just because the calender's too crowded,
[00:54:17.710]and I'll talk about that in a minute.
[00:54:19.080]It needs a whole academic year at least.
[00:54:21.256]In fact, it can continue on.
[00:54:23.300]If student group needs more time,
[00:54:25.340]if they need to revisit, we also suggest to them in the last
[00:54:29.170]module that not only measuring their progress
[00:54:31.469]and using that, use your progress.
[00:54:33.800]Tell the administrators, get the neighborhood
[00:54:35.950]to love you again, use this.
[00:54:38.289]There's something good in this to build
[00:54:39.970]your (mumbles), it's why you did it in the first place,
[00:54:41.720]so use it.
[00:54:43.120]We also say to them, you're gonna have to
[00:54:45.160]keep repeating this.
[00:54:47.170]You may wait another two years or three years,
[00:54:50.010]but as your chapter changes, you may need to come back
[00:54:52.620]and revisit this and give this to a new set of leaders.
[00:54:55.440]Their problems will be less, but they'll be there
[00:54:57.880]and they'll be important for them to pass it on.
[00:54:59.980]My goal is if some of these things become new tradition,
[00:55:02.310]that they became the way that we operate,
[00:55:03.980]the way that we do things.
[00:55:06.057]Failsafe may require prioritization over other activities.
[00:55:09.210]I have to tell you that two universities,
[00:55:11.590]without asking their students, turned us down
[00:55:15.246]to be in the pilot because they had too many other
[00:55:19.300]priorities and their priorities were things
[00:55:21.027]like planning fundraisers and socials
[00:55:24.980]and these good things.
[00:55:26.540]And I had someone chew me out on the phone
[00:55:28.640]to say we can't possibly send fraternities
[00:55:31.037]and sororities into this pilot.
[00:55:32.840]Don't you understand how busy they are
[00:55:34.210]in the semester and the kinds of things
[00:55:35.980]they have to do?
[00:55:36.813]And I said, "Well gosh, no, please educate me.
[00:55:38.217]"What is it that they have to do?"
[00:55:39.490]And they tell me about these socials and fundraisers
[00:55:41.496]and everything else, and I said, "Well you had an incident
[00:55:43.642]"on your campus (laughing) last semester,
[00:55:47.827]"and I'm just wondering if that's one of your priorities."
[00:55:52.598]And they said, "Yes, but well, we have all these things."
[00:55:54.477]And I will tell you that part of the challenge
[00:55:58.000]of doing this concentrated work is to put people
[00:56:02.060]into a place where they understand this is our biggest
[00:56:04.066]priority right now.
[00:56:06.320]I'll tell you, one of our universities
[00:56:08.620]almost didn't participate that just had a student death.
[00:56:12.828]I had to get on the phone with their inter fraternity
[00:56:17.240]and their (mumbles) counsel and sell them
[00:56:20.030]for an hour on this, and they had just, just had a death
[00:56:25.650]that was well covered in the media that was a huge
[00:56:28.280]embarrassment for a school that was already
[00:56:29.680]having all kinds of problems and I had to beg 'em
[00:56:32.991]to do this, so I'm going to tell you that there's something
[00:56:38.370]important that has to happen on your end for this to work
[00:56:42.343]and it is going to have to have an honest conversation.
[00:56:45.470]We can't just make you kinda like it, sorta do this.
[00:56:49.810]This is gonna take some time and some commitment from you,
[00:56:52.340]not a lot, and we've really done the heavy lift for you.
[00:56:55.790]All you have to do is read (laughing).
[00:56:57.710]Print and read and you're pretty well good to go on this.
[00:57:00.191]We've really done the work for you, and that was part
[00:57:03.620]of the goal of why we did this, was to make it easy
[00:57:05.773]to employ, but it's never easy enough if you can't see it
[00:57:09.801]as a priority, if your leadership isn't there.
[00:57:12.730]The other reason why we do the assessment early
[00:57:15.020]is because this is a key motivator
[00:57:17.560]if I get there's a real need.
[00:57:18.900]But it may need administrators who surround them
[00:57:21.070]and say, in fact, one of the ways we see this working
[00:57:23.555]is that an administrator turns to a student leader
[00:57:25.940]and says, no, you need this, you need this,
[00:57:29.780]this is important for you.
[00:57:32.590]So again, that was a big lesson here.
[00:57:34.720]The environment has to be sending messages,
[00:57:36.490]we talked about that.
[00:57:38.020]The next lesson that we learned was the opportunity
[00:57:40.170]for mentoring leadership skills must be incorporated
[00:57:42.500]into the use of the toolkit.
[00:57:43.730]To me, this is a leadership development program.
[00:57:47.000]In fact, it's one of the greatest work study
[00:57:51.828]in co-curricular activities for leadership
[00:57:55.530]that there could be.
[00:57:56.893]Why do we encourage students to be leaders
[00:57:59.523]of their organizations?
[00:58:01.460]Only one reason.
[00:58:02.790]Why do we congratulate them and award them
[00:58:04.651]when they are leaders of student organizations?
[00:58:07.550]There's only one reason, because we honestly believe
[00:58:10.007]being the leader of a student organization
[00:58:12.460]is a good part of your education in college, yes?
[00:58:15.603]So why are we comfortable leaving student leadership
[00:58:19.427]of disastrous organizations
[00:58:22.157]that are constantly putting themselves and their members
[00:58:24.450]at risk and their guests at risk?
[00:58:26.260]It doesn't make any sense.
[00:58:28.640]We have to return to the leadership component of this.
[00:58:31.285]I view this as an opportunity for leadership
[00:58:34.524]and I encourage you to think about it that way.
[00:58:37.360]How can I work with a group of leaders
[00:58:39.041]who then work with their organizations?
[00:58:42.110]I don't have to process every part of the organization.
[00:58:45.416]The best investment I can make in a tool like this
[00:58:48.702]is under leadership.
[00:58:51.560]Focus on the leadership, and this toolkit was designed
[00:58:53.679]to help you to do that.
[00:58:55.640]And then finally, it's better when a group recognizes
[00:58:57.486]their need rather than just to get out of trouble.
[00:59:00.620]I really resisted the idea of using this under sanction
[00:59:04.375]and I will continue to resist that.
[00:59:06.899]Not that it wouldn't be helpful for a sanction group
[00:59:09.807]and I've certainly had arguments to the opposite of that,
[00:59:13.395]but I think that there are opportunities for you
[00:59:15.730]to say it's required that it's easy to do face saving
[00:59:18.066]even here, and we want an honest, open conversation.
[00:59:23.120]If my motivation is just to get out of trouble
[00:59:25.300]and to check the box.
[00:59:27.406]I did the things you asked me, just like writing the paper,
[00:59:29.756]I did the paper that you asked me to right or I did
[00:59:32.773]the hours you asked me to do.
[00:59:34.909]If this is facilitated in a meaningful way
[00:59:37.597]as basics often has been, and ASTP has been under sanction,
[00:59:41.291]then I think this could work, but it cannot substitute it
[00:59:44.446]if it's just going to be the box to check,
[00:59:46.650]we did Failsafe.
[00:59:48.170]Obviously as you saw, there are a number of templates
[00:59:50.690]and conversations that could be milestones
[00:59:53.660]if you are going to require this.
[00:59:55.623]There are ways for students to literally check with you
[00:59:58.470]without divulging a lot of their secrets
[01:00:00.070]and keeping some sense of their privacy.
[01:00:02.900]That's available and possible for this,
[01:00:05.150]so you could do some accountability.
[01:00:07.830]Show me that you finished modules one,
[01:00:10.070]show me you finished module two, show me you finished
[01:00:12.140]module three and such.
[01:00:14.260]There is a way to show that you've complied
[01:00:16.094]if we want to do that.
[01:00:17.673]Again, I'm gonna warn you that compliance has to be
[01:00:20.940]more than checking your box 'cause you could go through
[01:00:22.597]and do that very easily and not get anything from it
[01:00:25.088]and that will defeat its purpose.
[01:00:28.780]Are there any questions about it, about what it does,
[01:00:32.530]how to use it, any questions I can answer at all
[01:00:35.170]before I shut up?
[01:00:52.620]Thank you, I'm glad you asked that because we do say
[01:00:56.043]that whoever's leading this, anyone in the chapter
[01:00:59.040]could be the official Failsafe coordinator.
[01:01:01.710]It's just the person who we send into the dashboard
[01:01:04.589]really, and so we tell people that doesn't have to be
[01:01:07.660]your chapter president, that doesn't have to be
[01:01:09.350]your vice president, it doesn't have to be someone
[01:01:11.560]of title, and the leader team that we encourage them
[01:01:14.730]to surround them, the two are three people
[01:01:16.430]who are gonna work with them throughout the semester
[01:01:18.930]or year on Failsafe, we also say
[01:01:20.765]don't have to be officers.
[01:01:23.400]And in fact, one of the things we learned
[01:01:25.200]from Greek revolution was that we used,
[01:01:27.635]sometimes a freshman member, a brand new member
[01:01:30.510]who was really wonderful and was a great
[01:01:33.030]addition to the leadership, and so I would encourage
[01:01:35.486]a mixture of officers and non-officers.
[01:01:38.790]I encourage a mixture because I do think there's something
[01:01:41.443]in the officer group that is part
[01:01:44.368]of learning a new process, so I think a mix is good.
[01:01:52.310]Okay, well thank you.
[01:01:53.660]I hope this is helpful to you.
[01:01:55.560]I hope this tool is helpful.
[01:01:57.440]It was a labor of love that I hope gets used
[01:02:01.032]and I hope will make a difference.
[01:02:03.573]I am really interested in tweaking it.
[01:02:06.650]I'm about to redesign any pieces of it,
[01:02:09.397]and so now would be a good time for you to look at it
[01:02:12.520]and say here's what we really need, and one of those things
[01:02:15.187]is how to build in better facilitation,
[01:02:17.590]how to use a facilitator to that, and so give some more
[01:02:20.963]instructions for facilitators.
[01:02:22.810]Right now, any pure educator could take any piece of it
[01:02:25.150]and run it as a module, it's our design to do that,
[01:02:27.830]and we've had conversations with Bacchus to do that,
[01:02:31.490]but I think there's other opportunities here
[01:02:35.060]that we might want to tweak, so I'd love
[01:02:36.670]to get your feedback.
[01:02:37.620]I'm just firstname.lastname@example.org.
[01:02:40.759]Twork, finally, email@example.com is my email.
[01:02:44.573]Just send me an email, let me know.
[01:02:47.110]You can also contact me through the website,
[01:02:51.660]You can contact me directly through the website
[01:02:53.597]by just email firstname.lastname@example.org and it comes right to me
[01:02:56.937]and I can respond anyway.
[01:02:59.360]Love to get your feedback, I'd love to get your opinions,
[01:03:02.240]I'd love to get your input, and I'd love to help you
[01:03:05.245]in any way if you start to institute this.
[01:03:08.380]Thanks for your time.
Log in to post comments