7/12/2018 Asking Questions Membership The audio is by default - - PowerPoint PPT Presentation

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Engaging Residence Life in Collegiate Prevention Efforts

• Dr. Jim Lange

Executive Director, HECAOD Coordinator of AOD Initiatives, SDSU

Q&A: Your questions will be submitted to the staff and answered at the end of the

• webinar. Any questions we do not

address during the webinar will be shared via email along with a recording

• f the webinar.

The audio is by default through your computer’s speakers. If you would like to call in, click “view audio options”

Asking Questions Membership

• Each annual membership to the Higher Education

Center provides unlimited access to ScreenU Alcohol, Rx and Marijuana. The cost includes all implementation, training, technical assistance and quality assurance materials. Additional HECAOD Membership Benefits:

• Member Listserv
• Members only web portal
• Free access to past and future learning collaboratives
• Conference discount
• Technical Assistance

Membership Rate: $2,500

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• Dr. Jim Lange

Executive Director, HECAOD Coordinator of AOD Initiatives, SDSU

Our Presenter

Ecological Model Comprehensive Strategy

• Motivation Focus
• Enforcement and

Access

• Behavioral

Alternatives

• Community Action
• Research

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Max Drinks Past 28 days Alternatives can also mean housing options: Results of Michigan study

McCabe, S. E., Boyd, C. J., Cranford, J. A., Slayden, J., Lange, J. E., Reed, M. B., … Scott, M. S. (2007). Alcohol involvement and participation in residential learning communities among first-year college

• students. Journal of Studies on Alcohol and Drugs,

68(5), 722–726.

Ecological Model The RA’s role: consistency and success

• Laid back vs By the book
• Rubington 1993 and 1996
• Consistency across RA’s helps (Kilmer, 2018)
• “the very second that one person is ‘good cop’

and lets someone go or looks the other way, they have effectively made anyone trying to do their job ‘bad cop’ when they enforce policies.”

• Underestimating support for enforcement is

reflective of a normative misperception (Saltz, 2007).

Kilmer, J. (2018). Prevalence, Trends, Prevention, and Conversations in a Changing Legal Climate. In Promoting Behavioral Health and Reducing Risk among College Students: A Comprehensive Approach (1 edition) Cimini, M. D., & Rivero, E. M. (Eds.). New York, NY: Routledge. Rubington, E. (1993). College drinking and social control. Journal of Alcohol and Drug Education, 39(1), 56–65. Rubington, E. (1990). Drinking in the Dorms: A Study of the Etiquette of RA-Resident Relations. Journal of Drug Issues, 20(3), 451–461. Saltz, R. F. (2007). How do college students view alcohol prevention policies? Journal of Substance Use, 12(6), 447–460.

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Norms perceptions on drinking interact with identity

Reed, M. B., Lange, J. E., Ketchie, J. M., & Clapp, J. D. (2007). The relationship between social identity, normative information, and college student drinking. Social Influence, 2, 269–294.

Housing’s role in norm misperception (correction)

• Unintentional “normalizing” speak as attempt

to relate

• Normalizing activities
• Alternative timing: Fear of competition
• Scare tactic programming
• Believing the residents’ bystander effect and

fear of social failure means no second hand effect.

• Second hand effects can exacerbate norm

misperception (Boekeloo et al, 2009) which may create a cycle

Boekeloo, B. O., Bush, E. N., & Novik, M. G. (2009). Perceptions About Residence Hall Wingmates and Alcohol-Related Secondhand Effects Among College Freshmen. Journal of American College Health, 57(6), 619–628.

Does everyone understand the point of MI consequences: Barriers to using programs

Logan, Diane, Jason R. Kilmer, and Timothy C.

• Marchell. “Connection

versus Enforcement: Lessons Learned from the ‘Teachable Moments.’” San Diego, CA, 2014. Following the sanction effect the ADP approach… ”suggests that the immediate effects may be undermined

• r at least not maintained in

an education-only program.”

Logan, D. E., Kilmer, J. R., King, K. M., & Larimer, M. E. (2015). Alcohol Interventions for Mandated Students: Behavioral Outcomes From a Randomized Controlled Pilot Study. Journal of Studies on Alcohol and Drugs, 76(1), 31–37.

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A few additional observations

• Lay expertise is a barrier to asking for help from campus

professionals

• Organizational structure may not naturally lead to collaborative

relationships

• Social consequences are high for RAs: both for action and
• inaction. They take it personally and have to live in the

environment

• Gray areas and very hard to detect issues are popping up:

cannabis, Rx…

• Often want to know about signs of misuse and recovery support
• Physical layout of the living environment can dramatically affect

both the misuse potential and an RA’s ability to intervene

A utilitarian view of collaboration

• Access to students
• Delivery of information
• Delivering students (actually getting them to your

event)

• Source of information on students
• Ready set of highly competent peers

Building inroads: WIIFM

• Bulletin Boards in a Box
• Supporting their

interests, access and expertise (e.g., Aztec Nights, Learning Centers)

• Work with admin to

include wellness events in their 1st week activity

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Taking an Improvement Approach

Quality Improvement Using Plan-Do-Study-Act - STEPS

• Forward. (n.d.). Retrieved

June 30, 2018, from https://www.stepsforward.or g/modules/pdsa-quality- improvement

Questions?

October 15-18, 2018

Pre-Conference Sessions:

Recovery Is Spoken Here Recovery Ally Trainer of Trainers Motivational Interviewing: Using the Science of MI for Conversations that Work!

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