Utilizing Web-based Programs to Combat High-Risk Drinking on College Campuses: A Reviews of Fail Safe and the Year One College Alcohol Profile 3 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.
[00:00:04.260]And I'm gonna go kinda quickly.
[00:00:05.750]I know you've had a lot of incoming information
[00:00:08.963]I'm gonna engage you in a concept that we've been
[00:00:11.660]talking about at UNL.
[00:00:13.860]I've talked with my--
[00:00:15.320]I wanna describe this project as a work in progress.
[00:00:18.427]I've talked to friends and colleagues ad nauseum about it
[00:00:22.710]and anxious to share it with all of you,
[00:00:25.710]and I invite you, as you listen to what I have to say
[00:00:28.610]to reflect on the proposal and offer any additional
[00:00:30.960]insights or critiques that you might have,
[00:00:34.390]and if you're interested--
[00:00:35.770]Look at my colleague from the University of Nebraska Omaha.
[00:00:38.726]To be thinking about a learning collaborative and
[00:00:42.720]how we might engage in this work together.
[00:00:45.346]I don't think any of us would disagree that we're
[00:00:48.150]living in the age of big data, we're trying to harness
[00:00:53.770]analytic tools and identify the analytic tools necessary
[00:00:58.410]to harness streams of data to generate reliable,
[00:01:03.740]There's a difference between forecasting and predicting
[00:01:06.490]and I read, in a book by Eric Siegel, that forecasting
[00:01:09.550]is saying, in the middle of the summer in Nebraska,
[00:01:12.120]there's gonna be a lot of ice cream sales.
[00:01:14.810]Predicting is determining who's going to buy
[00:01:17.210]those ice cream cones.
[00:01:19.940]It's happening around us all the time, right?
[00:01:25.080]You build a history, if you're a Netflix user,
[00:01:28.660]and they start to identify and recommend to you
[00:01:31.240]patterns and trends based on your choices.
[00:01:34.380]Grocery store coupons are based on your pattern buys.
[00:01:37.870]We belong to the gas incentive at Hy-Vee, and I swear
[00:01:42.860]my husband is changing his patterns of purchasing power
[00:01:46.650]just because he's lured by the .10 cents off per gallon
[00:01:50.590]whether he needs the product or not.
[00:01:52.800]Tailored social media content.
[00:01:54.690]It was a lot during the run up to the election about
[00:01:58.070]what's being pushed to us through Facebook.
[00:02:01.230]Online dating sites.
[00:02:02.750]Student success right now.
[00:02:04.020]Higher education's spending a lot of time talking about
[00:02:07.110]how we can use predictive analytics to better improve
[00:02:10.240]student retention and graduation.
[00:02:12.400]And crime hot spots.
[00:02:14.427]UNLPD does a lot of this.
[00:02:17.113]Upper right-hand corner is hot spots showing where
[00:02:21.793]students party in the community.
[00:02:24.330]Bottom right-hand corner is bar hot spot at bar close,
[00:02:29.870]and the white triangles are a cluster of establishment.
[00:02:36.200]And then the picture on the left-hand side is
[00:02:41.470]concentration of incidents, one at day and one at night,
[00:02:45.579]in our football stadium.
[00:02:47.640]And the interesting thing about that, over time,
[00:02:50.020]they've been able, again, to harness that data,
[00:02:53.300]to predict where to deploy resources based on
[00:02:57.200]four factors: time of game, time of year, opponent,
[00:03:02.480]and the temperature, because those are the four primary
[00:03:05.796]data points that predict where they're going to need people.
[00:03:08.496]As many of you know, I like to share this slide
[00:03:12.080]with students, because the picture on the far left
[00:03:16.380]is night incidents, and you can probably guess
[00:03:20.360]where the more youthful members of the stadium sit.
[00:03:23.850]That would be in the bottom.
[00:03:25.570]But the upper left-hand corner is where faculty
[00:03:28.550]and staff sit, but I don't know what they've got
[00:03:31.270]goin' on, but students like to, I like to point that out
[00:03:35.692]I suspect that those are more late afternoon games
[00:03:38.670]when the temperature is so hot, we're dying of exhaustion
[00:03:42.190]up there, of heat exhaustion.
[00:03:44.503]But predictive analytics is nothing more than technology
[00:03:48.230]that learns from experience data, to predict the future
[00:03:51.900]behavior of individuals in order to drive better decisions.
[00:03:56.050]What data do we have available to us to help predict
[00:03:59.110]high risk environments, and are students at risk for
[00:04:04.110]More importantly, if we knew it, what would we do
[00:04:07.863]And several of us in this room already have access
[00:04:10.789]to a tool that allows us to do that, and that's the
[00:04:13.710]year one college alcohol profile.
[00:04:16.720]For those of you, and Tom referenced this a lot,
[00:04:18.940]so won't spend a lot of time on it, but the Y1-CAP
[00:04:22.160]is a web-based brief motivational intervention,
[00:04:24.780]you already heard from Tom, that's identified as
[00:04:27.520]highly effective in both NI triple A tiers of
[00:04:30.450]effectiveness and the College AIM.
[00:04:32.610]Feedback includes quantity, frequency of consumption,
[00:04:35.670]blood alcohol levels, comparison of self-reported
[00:04:38.450]consumption and attitudes with local norms, feedback
[00:04:41.580]on risk factors and behaviors.
[00:04:43.230]And at UNL and at NCC schools, we're using it as
[00:04:46.630]pre-enrollment prevention strategy.
[00:04:50.780]UNL has been administering the Y1-CAP as a pre-enrollment
[00:04:55.170]prevention strategy since the academic year of 2009, 2010.
[00:04:59.930]It's administered in the summer.
[00:05:01.810]Our feedback includes additional information around
[00:05:04.900]protective strategies, community campus alcohol policies
[00:05:08.798]and laws, and resources.
[00:05:11.810]More recently, working with Jan Deeds, we have included
[00:05:16.220]a subset of questions from the Rape Myth Acceptance Survey.
[00:05:20.260]It's a soft mandate, meaning that students receive
[00:05:23.163]an email from the vice chancellor asking them to complete
[00:05:28.620]Our response rate has been anywhere from 80 to 85%,
[00:05:32.080]which I think is fairly amazing, in a class of,
[00:05:35.160]incoming class of 5,000, which means that we have
[00:05:38.080]quite a few data points to work with, both over time
[00:05:41.760]and in any one individual year.
[00:05:44.600]And Duane Shell just finished writing a paper on this,
[00:05:48.220]and he's allowed me to share some of our findings.
[00:05:50.800]We looked at the cohorts of 2011 and 2012, and looked
[00:05:55.010]at their academic and their law enforcement contact behavior
[00:05:58.790]across their college career, and we've found that the,
[00:06:06.264]those that completed the Y1-CAP, we saw an increase in
[00:06:10.000]student retention, and a decrease in student incidents
[00:06:13.450]of alcohol-related campus and community violations.
[00:06:17.140]In fact, the difference in retention between the
[00:06:20.500]completers and the non-completers, translates into
[00:06:24.190]approximately 1.5 million dollars annually.
[00:06:30.130]That's a significant chunk of change at UNL.
[00:06:33.830]And the completers were involved in 50% fewer on-campus,
[00:06:38.570]and 50% fewer off-campus violations.
[00:06:43.310]Again, we're talking about a significant number
[00:06:46.220]of data points.
[00:06:49.100]We're very excited about those findings and that paper
[00:06:52.050]should be available soon.
[00:06:55.200]We have been using this data, and sharing this data.
[00:06:58.060]This is Y1-CAP comparison data across three years.
[00:07:01.530]As you can see, we're looking at Greek respondents
[00:07:04.000]and non-Greek respondents in the years 2014, 2015 and 2016.
[00:07:09.700]I'd like to point out, and we've been sharing this with
[00:07:12.044]the Office of Fraternity and Sorority Life, and then
[00:07:14.700]when we dive a little bit deeper, we share it with
[00:07:17.050]fraternity and sorority advisors that, typically,
[00:07:20.990]across time the binge rate among those who either have
[00:07:24.290]already joined the Greek system or have expressed an
[00:07:28.150]interest in joining the Greek system is about double
[00:07:31.560]of their non-Greek peers.
[00:07:35.940]This is what it looks like when we do a deeper dive
[00:07:39.010]in a chapter by chapter fraternity comparison.
[00:07:42.570]Linda, and I, and John worked on this together last year.
[00:07:46.240]This is a comparison, and I only gave you the top five
[00:07:49.990]or about 25% of our fraternities, those, the 25%
[00:07:55.590]that were above the all-men, Greek average, which was
[00:07:59.420]a binge rate of 47.5 last year.
[00:08:02.360]And I'll point out that with group a, which was
[00:08:05.570]quite a significant number of responses, there were
[00:08:09.100]zero abstainers, and their total binge rate for that
[00:08:12.100]incoming class was 85.5%.
[00:08:15.770]Last year, it was 65.5%, and when you think about the
[00:08:20.060]cluster of people who are now, you know, living and
[00:08:22.910]playing together in that organization, it's fairly
[00:08:27.470]We've shared this data with fraternities, with sororities,
[00:08:31.640]and to some limited, in a limited way, with our
[00:08:36.960]residence halls several years ago, but the only thing
[00:08:40.380]we really did is give it to them, so that they could
[00:08:43.870]get a sense of where they might anticipate having problems,
[00:08:47.320]and there was really no prescription that we offered
[00:08:50.650]that might help them along their journey.
[00:08:53.160]This is what it looked like for sororities, and I only
[00:08:56.000]gave you about 33% of the top respondents who were
[00:08:59.748]above the all Greek women average of 26.6 in 2016,
[00:09:06.700]and as you can see, the difference between non-Greek women
[00:09:10.770]and Greek women is a little bit smaller in that women
[00:09:14.250]in general, coming into the university reported 18.7.
[00:09:18.410]But as you can see, we had five chapters, two in particular,
[00:09:21.657]that were almost double the binge rate of their incoming,
[00:09:29.772]I got very interested in this earlier this year.
[00:09:34.250]My good friend, and colleague, Leslie Esters and I,
[00:09:37.370]and Linda Schwarzkopf, and UNLPD, and Sue Moore,
[00:09:40.520]I think you were there, we all came together,
[00:09:43.090]after Matt Hecker identified a disturbing trend of
[00:09:46.496]really high BAC's.
[00:09:48.220]We track transports, anyway, through our detox data,
[00:09:51.940]but last year seemed to be a particularly disturbing year.
[00:09:56.600]So we did a deep dive in the first 20 transports
[00:09:59.940]during the 2016 fall semester.
[00:10:02.940]19 of the 20 were first-year students.
[00:10:05.542]18 of those 19 of those first-year students were women.
[00:10:10.340]Most, and I would say all, reported that they were
[00:10:13.860]drinking, in their perception, of fraternity parties
[00:10:17.120]in the Bottoms and I wanna say their perception,
[00:10:19.380]because it may have been real and it may have not
[00:10:21.810]been real, but they went to a party that they perceived
[00:10:24.490]was a fraternity party.
[00:10:25.790]And 17 of the first-year women transported had
[00:10:29.600]at least two or more new student enrollment subscale
[00:10:35.060]scores in the yellow or the red zone, and I wanna thank
[00:10:38.380]my colleague Ryan Fetty who, when we were together
[00:10:42.330]in the vice chancellor's suite, spent time talking about
[00:10:46.270]the correlation or the relationship between these NSC
[00:10:49.560]subscale scores, and the students that they were seeing.
[00:10:53.340]So when we took a deep dive, I thought isn't that
[00:10:57.203]Now we have another piece of data that we can sort of
[00:11:00.050]bring to the party, that might help further refine
[00:11:03.315]these profiles of students.
[00:11:06.580]Lemme just tell you real briefly: the NSC subscales,
[00:11:10.908]there are five.
[00:11:12.790]One is academic motivation, the second is time management,
[00:11:18.530]the third is aptitude, the fourth is persistence or grit,
[00:11:23.810]and the fifth is round intention for involvement.
[00:11:27.710]So the thinking is--
[00:11:29.658]Let me just step back and say, so I did a lit search.
[00:11:35.750]What do we do in academia when we're perplexed
[00:11:38.470]by a problem?
[00:11:39.303]Go to the literature, and the library is one of my
[00:11:41.690]very favorite places to go.
[00:11:43.230]And low and behold, I found an article entitled,
[00:11:46.470]Are There Cognitive Consequences of Binge Drinking
[00:11:49.010]During College, and for those of us who are in
[00:11:52.296]student affairs, the name Pascarella had me right away,
[00:11:55.060]because he's a very famous author in research or in terms
[00:11:59.620]of student development theory.
[00:12:01.280]And there were a couple of things that came out of that
[00:12:04.220]article that I thought were really important for this
[00:12:08.253]Number one: the highest predictor of college binge drinking
[00:12:11.381]is precollege binge drinking, and those of us who are
[00:12:14.910]administering the Year One CAP have access to that data.
[00:12:17.964]We also have it in combination with the Rape Myth
[00:12:22.730]The second finding in that study: the second highest
[00:12:26.040]predictor of college binge drinking is precollege
[00:12:30.670]Now I have that now, or we have that now, through the
[00:12:33.310]NSC inventory, because pre-academic motivation is
[00:12:37.210]the first subscale that's captured, again,
[00:12:39.630]followed time management, aptitude, persistence or grit,
[00:12:43.030]and the student intent to become involved.
[00:12:45.930]So here's our next steps, and I'd love your feedback,
[00:12:50.530]I'd love your challenge, I'd love your questions.
[00:12:53.230]Our thought is that we'll could be creating aggregate
[00:12:56.920]profiles for each one of the residence halls,
[00:12:59.380]every fraternity, and ever sorority, based on Y1-CAP
[00:13:03.550]and NSC inventory data.
[00:13:06.320]We'll develop a menu of educational strategies and messaging
[00:13:09.960]options, based on the aggregate profile.
[00:13:13.420]Let me give you some examples, and I'm sure there's
[00:13:15.850]plenty more out there.
[00:13:17.690]Jan and I have had some great conversations about
[00:13:20.503]if Prevent, which is her peer education group,
[00:13:25.340]has access to the aggregate profile of a particular
[00:13:29.030]living unit, related to the Rape Myth Acceptance Scale,
[00:13:33.010]they have an opportunity to tailor their educational
[00:13:35.950]strategy in a very unique way.
[00:13:38.970]We have an opportunity to push protective behaviors
[00:13:42.030]in individual living units to, maybe push back social norms.
[00:13:46.920]We certainly know what alcohol-related prevention
[00:13:50.232]and early intervention strategies work, thanks to the
[00:13:54.370]So we could create this rich menu of options to offer
[00:13:58.470]residence hall directors, RA's, fraternity and
[00:14:03.290]sorority advisors, so that they can tailor educational
[00:14:08.909]strategies based on their particular environment.
[00:14:13.360]We could also consider environmental strategies within
[00:14:16.360]micro environments, so every residential hall,
[00:14:20.580]or the residential halls in general, have policies,
[00:14:24.360]they have accountability, they have enforcement.
[00:14:27.510]So what things might be unique, based on the data
[00:14:30.430]that they have.
[00:14:31.300]And an opportunity, I can tell you right now,
[00:14:33.470]we have halls on the campus whose drinking rates are
[00:14:36.450]far lower, far lower risk, than other halls.
[00:14:39.840]So, do we need to treat everybody the same,
[00:14:42.710]or is there some unique aspects of our work
[00:14:45.980]that we can apply on a micro level?
[00:14:48.350]So we plan to meet with residence hall directors
[00:14:50.700]and Greek advisors to discuss applications, and then
[00:14:54.030]administer a survey in the spring of 2018 to assess
[00:14:59.930]That's the big picture.
[00:15:01.470]This is the first time I've talked about this publicly.
[00:15:05.060]Like I said, I have a handful of friends who are
[00:15:07.030]really tired of hearing me talk about it.
[00:15:09.880]We're really anxious to get off the dime, so I
[00:15:12.650]invite you to throw up your questions, offer your
[00:15:16.320]insights, your challenges, and more importantly,
[00:15:19.930]I'm looking for a learning collaborative, that might
[00:15:24.440]engage in this work together.
[00:15:29.870]Curious about anything?
[00:15:49.603]Jamie's question was about how are we gonna do the,
[00:15:52.420]create the aggregate numbers, and we do have student
[00:15:56.363]We're also very transparent in the Year One CAP,
[00:15:59.940]letting students know that the information will be
[00:16:02.180]clustered in aggregate.
[00:16:03.870]So we've got a process that we find with the
[00:16:06.607]Office of Fraternity and Sorority Life, to then
[00:16:09.800]analyze the data once we have the actual members
[00:16:12.950]that have joined.
[00:16:13.783]Same kind of thing with the residence halls.
[00:16:16.450]And Jamie, looking at you, this would be great information
[00:16:19.159]to share with your peer educators as well.
[00:16:39.800]Right now, the way we have the disclosure written, no,
[00:16:44.160]for the Y1-CAP.
[00:16:45.890]Now that said, with the NSC inventory, it's broken up
[00:16:51.620]into a very simple system of red, yellow, and green,
[00:16:57.690]and we've been in conversations with residence halls,
[00:17:00.820]where the RD's would have access to individual student
[00:17:04.060]data around their subscale scores, and be talking
[00:17:08.130]with them individually about that.
[00:17:09.590]But we wouldn't do it for this project.
[00:17:15.422]What's the time frame?
[00:17:24.140]I was hoping that the residence hall data could be
[00:17:27.210]available to you before the fall semester began.
[00:17:30.920]It's a little bit easier working with you, than it is
[00:17:33.570]the Office of Fraternity and Sorority Life.
[00:17:36.230]Not because they're difficult to work with, but because
[00:17:39.490]their process, we have to wait 'til everybody has,
[00:17:42.740]they've finished their membership lists, and so always
[00:17:45.010]a little more delayed, but based on the timing of the
[00:17:47.710]NSC sub, of the inventory scores and when it's completed
[00:17:51.700]and when the Y1-CAP is completed, we should be able
[00:17:54.440]to do that more quickly.
[00:17:56.549]Both, let's see, the NSC inventory will be pushed out
[00:18:02.250]prior to NSC, in fact, I think it was released in
[00:18:05.270]early April, because you have to complete it before
[00:18:08.680]you can be enrolled in classes.
[00:18:11.200]That Year One CAP gets pushed out, with some of the
[00:18:14.503]requirements out of the Title Nine, right after
[00:18:18.160]NSC concludes, and we leave it open for about a
[00:18:20.930]four to five week period.
[00:18:40.050]That's a really good question.
[00:18:41.870]Leslie, I would say two things about that.
[00:18:45.040]One is, certainly happy to work with the educational,
[00:18:49.130]both the individual and the group level, to help start
[00:18:52.200]tailoring those messages, and make that part of that work,
[00:18:55.370]but the other thing, this project, similar to the work
[00:18:58.270]Tom was talking, will only be successful if it's nested
[00:19:01.780]in a more, in the larger comprehensive set of strategies.
[00:19:05.960]So, making sure that we've shored up our comprehensive
[00:19:10.660]approach and centering this in the middle of it.
[00:19:34.980]Right, and that's a really good point.
[00:19:36.880]I mean, Brigham, I guess at this point--
[00:19:39.698]And you can, let me know if you see this differently.
[00:19:43.290]I mean, we're taking data that,
[00:19:45.250]and hopefully by next year the Y1-CAP will be required
[00:19:49.050]as well, and so we will be taking the data
[00:19:54.080]that comes from an educational program that they're
[00:19:57.030]required to do, we'll be putting it in aggregate form,
[00:20:01.050]and then we'll be pushing it back out in both
[00:20:04.160]passive and active educational program that is
[00:20:07.300]already happening on campus.
[00:20:09.300]It will just be tailored to the unique needs
[00:20:12.790]of that individual, living unit.
[00:20:15.470]So I think, in terms of getting the investment
[00:20:19.387]of this target population, will somewhat be at the,
[00:20:26.910]be the responsibility of Jamie and her group,
[00:20:30.620]and Jan and her group, and what are the strategies
[00:20:33.990]they used to engage the target population?
[00:20:36.360]We're just giving them more refined data to work with.
[00:20:39.270]Does that make sense?
[00:20:45.620]I'm really interested in whether or not people think
[00:20:49.550]this is worth pursuing based on your experience with
[00:20:55.170]the Y1-CAP, college student audience.
[00:21:03.680]Alright, well, Bryan?
[00:21:06.334]I was just--
[00:21:15.658]Intent for involvement has been on the,
[00:21:18.130]has been on the survey since its inception,
[00:21:21.580]but traditionally it's been passed off to
[00:21:24.980]student involvement, and we've just been in conversations
[00:21:28.100]with student involvement to include this in the profile.
[00:21:36.402](audience member speaks off-mic)
[00:21:58.090]At this point, we're gonna experiment with the living units,
[00:22:02.340]see how it goes--
[00:22:03.340]This is really a pilot year.
[00:22:04.870]And then spread out from there.
[00:22:06.680]That's why I'm so glad that student involvement is here,
[00:22:08.990]because we could start talking about other groups,
[00:22:11.780]once we're able to identify the id numbers of those
[00:22:15.060]students that have affiliated with any group.
[00:22:54.735]I think so, too.
[00:22:55.568]And the other advantage that we have is that
[00:22:57.949]the Year One CAP is ours.
[00:23:00.860]We can continually innovate with the curriculum of the
[00:23:04.860]Year One CAP.
[00:23:05.693]I know Tammy, and I, and Jan have a meeting next week
[00:23:08.746]to talk about the Rape Myth Acceptance Questions,
[00:23:12.070]and are those the right questions that we wanna be asking,
[00:23:15.070]and that they get us what we want.
[00:23:16.900]I will tell you from running the data from last year,
[00:23:20.233]of the four questions that are included, the one where
[00:23:23.193]students feel most conflicted, is, is there really
[00:23:28.750]Can it really occur when both parties involved
[00:23:33.750]So, that's a place, as an example, that we would really
[00:23:36.780]wanna reinforce that point, because students are
[00:23:38.890]very conflicted about that.
[00:23:43.190]Well, I invite my colleagues from in Nebraska,
[00:23:45.990]and the Nebraska Consortium to reach out, if you're
[00:23:49.510]interested, if you wanna brainstorm other datasets
[00:23:52.610]that you have in your institution.
[00:23:54.190]This is gonna be as unique as your own institution.
[00:23:56.790]Not everybody has the NSC inventory,
[00:23:59.470]but everybody has the Y1-CAP, so I look forward
[00:24:02.230]to working with you.
Log in to post comments