guiding principles - umatter
TRANSCRIPT
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Not Anymore! (freshmen)
Clarifying Consent (juniors)
Not Anymore! (graduate students)
The Way You Move
UMatter Now mobile website
SCORRE (athletes)
StandUp
SHARE peer liaisons
(residence hall, Bridge Year,
eating clubs)
MAVRIC
Policy and practice consultations
CPS First-Year Orientation talk
Graduate School Orientation
Measure Your Mood screenings
Calm App
Mindfulness workshops
Cupcakes and Connections
UMatter Now mobile website
Princeton Distress Awareness &
Response (PDAR)
Peer Health Advisers (PHA)
Policy and practice consultations
AlcoholEdu
RCA-Led Alcohol Quiz for First Years
ScreenU
UMatter Now mobile website
Alcohol Orientation Session
Limits Matter booklet
Limits Matter cups
BASICS
Student Leader and Eating Club
Officer Trainings
Peer Health Advisers (PHA)
Policy and practice consultations
Wellness Wheel programs
UMatter Now mobile website
Wellness Self-Assessment online
tool use
Bystander Infirmary Questionnaire
Bystander Intervention Map
Peer Health Advisers (PHA)
Wellness Self-Assessment tool
requests
Individual
Group
Institutional
Community
Society
G u i d i n g P r i n c i p l e s
A c t i o n - O r i e n t e d · B y s t a n d e r I n t e r v e n t i o n · H e a l t h y C h o i c e s
P r o s o c i a l · M u l t i - l e v e l I m p a c t
Appendix B. UMatter Annual Report
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Princeton’s UMatter* is a comprehensive prevention initiative with a skill-based communication campaign. It was created to provide a framework that links prevention efforts for significant health and safety issues across campus. Under the UMatter brand, Princeton University students, faculty and staff can more easily find resources, learn skills and utilize them to intervene effectively as a bystander and make healthy choices. UMatter is an initiative by Princeton for Princeton, launched on September 25, 2015.
Increase attention to health and safety efforts by publicizing them under one overall brand.
Reinforce shared messages across issues and problem areas.
Enable cross-departmental collaboration and consultation, and avoid fragmentation and duplication.
Promote policy, environmental and systems changes supportive of UMatter goals.
Action Matters (led by Janine Mascari) is the foundational category that provides bystander intervention skills, and the tools to make healthy choices, to prevent: interpersonal violence and abuse, high-risk drinking, and mental health distress. Diana Chen `20 was hired as the Action Matters Fellow.
Within each of these topic areas, there are detailed learning objectives, skills and efforts to promote learning and skill-building.
Sonya Satinsky, Director of HPPS, served as project manager of the initiative. Janice Huang, HPPS Administrative Coordinator, managed the budget.
TOPIC AREAS STAFF CONTENT LEADS UMATTER FELLOWS (students)
Respect Matters: Interpersonal violence and abuse Jackie Deitch-Stackhouse / Avina Ross Nick Wu `18/ Daniel Benitez `21
Limits Matter: High-risk drinking Kathy Wagner Dayna Valek `20
Connecting Matters: Mental health distress Calvin Chin Helen Lin `18 / Jasmin Capellan `20
Campus Dining Counseling & Psychological Services Health Promotion & Prevention Services Office of Communications Office of the Dean of Undergraduate Students Office of Parking & Transportation Sexual Harassment/Assault Advising, Resources & Education Survey Research Center University Health Services Web Development Services
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Activity Reach L.O. Addressed
Wellness Wheel programs
Wellness Wheel Self-Assessment workshops
27 PHA
undergraduates
28 staff
1, 2
Wellness Self-Assessment online tool use
Online assessment available to University
community members and external individuals
399 external individuals
28 University community
members
2
UMatter Now mobile website
(see social media section, page 7)
891 users 3, 4, 5
Bystander Infirmary Questionnaire
Survey addressing bystander behavior 50% of respondents decided to help because they’ve
been trained/educated at Princeton to take action in the face of a problem.
67% had to overcome person’s objection to coming to the Infirmary
6 undergraduates 3, 4, 5
Peer Health Advisers (PHA)
Trained in bystander intervention and completed
Wellness Self-Assessment workshop
38 undergraduates 1, 2, 3, 4, 5
Bystander Intervention Map Interactive online map displaying submissions of
bystander intervention experiences
7 undergraduates 5
Wellness Self-Assessment tool requests
External institutions requested use or adaptation of the existing assessment tool for their use
25 external institutions
1 internal request
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Learning Objectives Skills
1. Practice self-care Be empowered to make healthy choices
Engage in behaviors that support one’s physical, mental and social well-being
2. Identify wellness areas for self in need of reflection and action
Recognize that wellness is a holistic and individualized concept
Engage in self-reflection and define personal values
Know and utilize campus and external resources to support wellness goals
3. Recognize barriers to Bystander Intervention
Reflect upon personal barriers to bystander intervention
Look at institutional or policy level barriers to intervention
4. Develop skills to overcome barriers
Practice creative strategies for intervention
Know and use strategies for intervention, including the 3D’s: direct, distract, delegate
Know available resources for help
5. Take action to intervene in problematic situations related to high risk drinking, mental health distress, and interpersonal violence
Notice and assess risky or problematic behaviors or situations
Recognize personal responsibility for intervening
Know different ways to intervene, to fit the situation and individual’s comfort level
Take safe and appropriate action
A cross-cutting category, focusing attention on
acting, not just understanding, and encompassing
two major categories: Caring for Self through
healthy choices and Caring for Others through
bystander intervention
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Activity Reach L.O. Addressed
Not Anymore! (first year) *
Completion rate—100%
Learning curve (average): 67% pre-test to 95% post-test
1,319 first year undergraduates
1, 2, 3, 4
Clarifying Consent (juniors) *
Completion rate—100% (first year of mandate in effect )
1328 third-year students
2,4
Not Anymore! (graduate students) *
Completion rate—99%
Learning curve (average): 75% pre-test to 95% post-test
Included advanced module on sexual harassment and gender discrimination
657 graduate students 1, 2, 3, 4
The Way You Move *
Implementation of post-play debrief
1,207 undergraduates
2, 3, 4
SCORRE (athletes) *
19 teams reached: M Fencing, W Fencing, M Golf, W Golf, M Ice Hockey, W Ice Hockey, Field Hockey, M Tennis, W Tennis, M Water Polo, W Water Polo, M Rowing Heavyweight, M Rowing Lightweight, W Rowing Lightweight, W Rowing Open, W Basketball, Wrestling, M track and Cross Country, M Soccer
Athletes can name the 3Ds of intervention (Post-test: 88%; 30% increase); call their teammates out when they misstep in situations outside of team practices or competitions (Post-test: 89%, 14% increase); and use “I” statements to express needs, interests and attitudes (Post-test: 77%; 17% increase)
73% of post-test respondents would recommend the training to others
26 faculty/staff 398 undergraduates
1, 2, 4
StandUp *
8 workshops facilitated; 8 out of 11 eating clubs reached
During the pre-test for the Stand Up training, all evaluated participants exhibited confidence in the first three stages of bystander intervention: 1) noticing the problematic behavior, 2) recognizing the need for intervention and 3) viewing themselves as having personal responsibility to intervene. The number of participants who expressed being very confident or extremely confident in the fourth stage of bystander intervention, having the skills to intervene, increased from 40% at pre-test to 100% at post-test.
69 undergraduates
1, 3, 4
SHARE peer liaisons (residence hall, Bridge Year, eating club)
Peers facilitated 2 Escalation workshops; Bridge Year liaisons did outreach 3 times via email; and post-play debrief for all first year undergraduate students in each of the 6 residential colleges.
1,315 undergraduates 5 Bridge Year students
3, 4
MAVRIC
MAVRIC held 12 lunch discussions throughout the year. Attendance ranged from 7-14 participants representing Princeton undergraduates, graduate students, coaches and administrative staff from different departments.
In the fall semester MAVRIC co-sponsored with the Women*s Center and Athletics to bring in Tony Porter, founder of “A Call to Men,” to engage the Princeton community in a conversation on the intersections of masculinity, sexual violence, and interpersonal violence. Tony Porter engaged both students and coaches in separate small group discussions. He delivered an engaging large lecture to 150+ attendees, mostly comprised of student-athletes
13 faculty/staff 137 undergraduate
students
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Policy and practice consultations Themes: eating club admission policies, bicker policies & consent pledges, varsity athletics NCAA compliance, post-adjudication intervention, academic research, University consults on SCORRE (WPU and Columbia), online training curriculum for international Graduate students, climate survey, confidentiality, student organization expectation setting, expanded scope to include faculty/staff clients, financial grants for inclusivity programming, Residential College Leadership Team (RCLT)
63 consults 3
Learning Objectives Skills
1. Engage in respectful interpersonal relationships, through the use of healthy communication, accepting liberal gender expression, and honoring boundaries
Know how to make an “I statement”
Know the difference between assertive, passive, and aggressive communication styles
Identify problematic words/phrases (e.g. associated gender identity/expression, sexual orientation, sexual activity) select something different to say, and commit to using new words/phrases
Recognize others may have different boundaries from oneself and know how to check-in with a partner
2. Seek verbal consent prior to initiating sexual activity
Recognize need to seek consent before sexual activity and ongoing during sexual interactions
Know how to ask for it and behave accordingly
Be aware that rejection is of the sexual act not necessarily rejection of the initiator
3. Demonstrate support for victims Know that false reports of interpersonal violence are low/rare
Recognize that “why” questions can be experienced as judgmental and prevent the victim/survivor from getting support
Know about resources and refer those who disclose
4. Know verbal and physical intervention techniques to prevent perpetration and when to apply them
Name the three Ds of intervention
Identify one intervention tactic that is doable
* Evaluated
Promotes healthy relationships and aims to
prevent interpersonal violence, by providing
education to communicate respectfully, seek
and obtain consent, Intervene effectively,
and support someone who has been harmed
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Activity Reach L.O. Addressed
CPS First Year Orientation talk
Presentation to all incoming students
1,300 undergraduates 1, 2, 3, 4
Graduate School Orientation
Presentation to all incoming graduate students
200 graduate students 1, 2, 3, 4
Cupcakes and Connections
17 sessions
172 undergraduates
Measure Your Mood screenings
October 17, 2017—9 referrals
April 9, 2018—7 referrals
150 undergraduates/
graduate students
1
Calm App
Number of application downloads
1,000 users 3
Mindfulness workshops
34 workshops (wide range of campus departments and
groups)
288 faculty/staff
89 undergraduates
225 graduate students
1, 4
Princeton Distress Awareness & Response (PDAR) *
14 presentations (wide range of campus
departments and groups)
700 surveys collected for pre-test and post-test
analysis (over past 3 years)
536 total
122 faculty/staff
387 undergraduates
27 graduate students
1, 2, 3
Peer Health Advisers (PHA)
PDAR training
Collaboration with Measure Your Mood Screenings
38 PHA
undergraduates
1, 2, 3, 4
Policy and practice consultations
Themes: mental health issues of sophomores, general
mental health concerns, suicide means restriction,
academic leaves and withdrawals
18 consults 3
Learning Objectives Skills
1. Recognize signs of distress in yourself and others
Know the academic, behavioral, emotional, and physical signs of mental health distress
Know the warning signs for suicidal risk
Learn how to cultivate mindfulness to be aware of your feelings and thoughts from moment to moment
2. Have increased commitment to intervene when you see someone in distress
Know the statistics regarding the levels of mental health related distress that students at Princeton experience
Know how effective reaching out can be when someone is in distress
3. Have the tools to intervene when a student is in distress
Know the three steps to intervention including consult, speak directly with the student, and refer.
Know how to start the conversation by focusing directly on the issue of concern
Know listening skills including asking open-ended questions, taking an affirming stance, restating thoughts and feelings, and tolerating silence
Know how to ask if a student is suicidal and why this is important
Know the resources that exist to support students who may be in mental health distress
Know how to negotiate resistance when a student you are trying to help refuses to accept referrals
4. Have the tools to manage your own distress
Know mindfulness meditation techniques
Know stress management techniques
* Evaluated
Promotes tuning into thoughts and feelings through
mindfulness to reduce stress, and enhancing noticing
and listening skills to help others who may be in distress
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Activity Reach L.O. Addressed
AlcoholEdu*
Part 1 Completion rate — 100% Learning curve (knowledge): 78% pre-test to 90% post-test
1,316 first year
undergraduates 1, 2, 3, 4
Alcohol Orientation Session for First-Years
Covering Princeton-specific information for incoming undergraduates
1,316 first year
undergraduates 1, 2, 3, 4, 5
ScreenU A web-based screening, brief intervention and referral to treatment intervention
for alcohol use.
N/A 2
RCA-Led Alcohol Quiz For First-Years
RCA-guided discussion held with Zee group during orientation
1,316 first year
undergraduates 1, 2, 3, 4, 5
Limits Matter booklets
Distribution to all incoming students 68% reported reading the booklet; 17% referred back to it during the semester
(N=875)
1,316 first year
undergraduates 1, 2, 3, 4, 5
Limits Matter cups
Distributed to all first-year students Provides students with accurate standard drink measurements to assist with
limiting and pacing drinks.
1,316 first-year
undergraduates 2
BASICS*
Completion rate — 38% 84% strongly agreed/agreed that they increased knowledge about the effects of
alcohol 3-, 6-, 12-month evaluation efforts continued
187 referrals
(UG, G) 1, 2
Alcohol Trainings for RCAs, OA, CA, Fall Athlete, Small Group Experience
Orientation Leaders
Second session provided to athlete and orientation leaders.
95 RCAs
~400 undergraduate
student leaders
3, 4, 5
Eating Club Officer Trainings
Provides Officers with knowledge and support for creating a safer environment in their clubs.
~45 new Eating Club
officers 3, 4, 5
Peer Health Advisers (PHA)
“Test Your Pour” workshops 130 undergraduates 2, 3
Policy and Practice Consultations
Themes: Alcohol-related policies and practices, BASICS, RCA Training, Orientation Leader Training
3 consults 1, 2, 3, 4
Learning Objectives Skills
1. Increase frequency of socializing without alcohol
Have the skills to turn down a drink.
Know where to find information about late-night activities at Princeton that do not include alcohol.
Believe that other Princeton students will support the decision to not drink.
Believe that students can have fulfilling social lives at Princeton without drinking.
2. If you choose to drink, understand the green zone and use protective behaviors to stay in it
Know the reasons to keep BAC below .06.
Know and practice the protective behavioral strategies that help keep BAC below .06.
Believe that I can get the things I want from drinking without exceeding a BAC of .06.
Believe that other Princeton students will support the decision to keep BAC below .06.
3. Support others’ choices to not drink or to stay in the green zone
Know and respect the possible reasons others drink safely or do not drink.
Practice behaviors that support others’ decisions to drink safely or not drink.
Have the communication skills to support others’ decisions to drink safely or not drink.
Stop someone from drinking more when needed.
4. Help another student if they end up in the red zone
• Stop the person from drinking more. • Do not leave them alone.
If the person is lying down, position them on their side.
Call public safety (911 from a campus phone, 609-258-3333 from a cell).
5. Intervene with a friend whose drinking is problematic.
Know the signs of unhealthy drinking.
Have and use communication skills to speak with the person.
Know where to find resources for people struggling with alcohol use.
* Evaluated
Focuses on reducing harm related to alcohol, by
providing alternatives to drinking, tips for safer
drinking and intervention skills to recognize and
assist with someone who drank too much.
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369 followers
113 followers
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Followers 929 210 371
Total Number of
Posts 115 93 34
1,332 users
891 users 2839 pageviews
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Event Reach
Meet the UMatter Fellows ~30 undergraduates
Puppies and Pizza Event ~40 undergraduates
4 staff
Bystander Map 1 undergraduate
Clothesline Project Tabling ~35 undergraduates
Gratitude Study Break ~30 undergraduates
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Promotional items Quantity Target audience
T-Shirts 200 RCAs, peer educators, SCORRE athlete
facilitators, Infirmary bystanders
Self-Care Kits (lip balm, cups, post its,
sleep mask, drawstring bag)
1350 All first-year students
I Know UMatter laptop cling 50 Event/program participants
Respect Matters lip balm 150 RCAs, event/program participants
Nalgene water bottles 500 Graduate students
SCORRE water bottles 95 SCORRE athlete facilitators
Phone wallets and inserts 400 SCORRE athlete facilitators
Connecting Matters stress balls 200 PDAR attendees, various groups and event
Connecting Matters emoji magnets 190 Fellows tabling attendees
Action Matters sleep masks 20 Fellows tabling attendees
Self-care tips “fruit” cards 1400 All undergraduate students
Finals Stress zines 100 All undergraduate students
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SCHEDULE:
Thursday, Friday, Saturday nights,
12:30—2:30 a.m.
ROUTE:
Stops along Prospect Ave in front of Carl Fields
Center and travels to all Residential Colleges
(30 minute route).
STUDENT STAFFERS:
Peer Health Advisers (PHAs) and SHARE Peers
COLLABORATORS:
Office of Parking & Transportation
An initiative that provides students with a safe,
convenient ride home from the Street (Prospect Avenue)
on weekend nights
Data Collection Reach
Riders
(September 2017-May 2018)
3,229 undergraduates*
* Number could include repeat riders
Received a request from an Eating Club officer for a
schedule to be posted/promoted in the clubs (above).
UMatter Student Staff Survey data (n=47)
Busiest time: 1:30-2:00 AM (67%)
97% experienced drunk passengers
3 intoxication emergency procedures
13 interventions needed
Types of interventions used:
90% direct^
36% delegate
9% distract
^could select more than one option
“One passenger was grateful for the bus
because it got [them] away from a fearful
situation walking home along with somebody
[they] were uncomfortable with.”
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ScreenU is a quick ten-question, online screening that helps individuals to assess how risky their alcohol use is. Their answers will be completely anonymous and their score is not be reported to anyone. Based on their responses, the tool asks open-ended questions about their alcohol use to help them think about how to lower their risk. It also connects participants to campus and community resources where they can further explore their alcohol use.
UMatter Bystander Intervention Map: this interactive map shows how campus community members have intervened in health and safety situations both on- and off-campus. Whether that might be calling Public Safety to make sure a student gets home safely, bringing someone to McCosh when someone is hurt, or speaking up against problematic behavior, Princetonians are all working together to make campus a safer, more inclusive environment.
The icons on the map indicate the prosocial actions of Princeton University campus community members who prevent interpersonal violence, high risk drinking and mental health distress.
All Princeton University community members with a NetID can submit or search the interventions plotted on the map. (See utilization on page 3). The Wellness Self-Assessment was made into an online form to allow individuals to take the self-
assessment online, have their answers scored, and responses emailed to them. Individuals are encouraged to take the assessment more than one time to reflect on their progress. (See utilization on page 3).