guiding principles - umatter

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1 Not Anymore! (freshmen) Clarifying Consent (juniors) Not Anymore! (graduate students) The Way You Move UMaer Now mobile website SCORRE (athletes) StandUp SHARE peer liaisons (residence hall, Bridge Year, eang clubs) MAVRIC Policy and pracce consultaons CPS First-Year Orientaon talk Graduate School Orientaon Measure Your Mood screenings Calm App Mindfulness workshops Cupcakes and Connecons UMaer Now mobile website Princeton Distress Awareness & Response (PDAR) Peer Health Advisers (PHA) Policy and pracce consultaons AlcoholEdu RCA-Led Alcohol Quiz for First Years ScreenU UMaer Now mobile website Alcohol Orientaon Session Limits Maer booklet Limits Maer cups BASICS Student Leader and Eang Club Officer Trainings Peer Health Advisers (PHA) Policy and pracce consultaons Wellness Wheel programs UMaer Now mobile website Wellness Self-Assessment online tool use Bystander Infirmary Quesonnaire Bystander Intervenon Map Peer Health Advisers (PHA) Wellness Self-Assessment tool requests Individual Group Instuonal Community Society Guiding Principles Action-Oriented · Bystander Intervention · Healthy Choices Prosocial · Multi-level Impact Appendix B. UMaer Annual Report

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Page 1: Guiding Principles - UMatter

1

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

Page 2: Guiding Principles - UMatter

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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

Page 3: Guiding Principles - UMatter

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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

2

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

Page 4: Guiding Principles - UMatter

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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

1

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

Page 5: Guiding Principles - UMatter

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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

Page 6: Guiding Principles - UMatter

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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.

Page 7: Guiding Principles - UMatter

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369 followers

113 followers

130 followers

Followers 929 210 371

Total Number of

Posts 115 93 34

1,332 users

891 users 2839 pageviews

Page 8: Guiding Principles - UMatter

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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

Page 9: Guiding Principles - UMatter

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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

Page 10: Guiding Principles - UMatter

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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.”

Page 11: Guiding Principles - UMatter

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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).