meeting people where they are p1 2012
TRANSCRIPT
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2012 Peer Education Institute
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By the end of this session, participants will be able to:Describe differences between individual,
targeted/group, & community prevention approaches
Identify the 5 stages of change of the Trans Theoretical Model
Understand how misperceptions of social norms contributes to general opinions of unhealthy behaviors
Understand evidence-based approaches to reducing high risk behaviors
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Write down 3 things/activities in which you engage every day
Why do you enjoy these activities so much?
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IndividualTargeted/GroupCommunity/Population
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Strategies used with an individual◦Coaching◦Advising◦Feedback◦Counseling◦Goal-setting
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A larger group of “like” people◦Classes for first year students◦Programs for athletes◦Substance-free events for a particular residence hall
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Focuses on overall population (i.e., college campus)
Media campaignsPolicy changeSeatbelt checkpoints
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Using Poll Everywhere Identify the type of approach
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http://www.polleverywhere.com/multiple_choice_polls/LTk4ODE4MTk4NA
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Model not a theoryPart of the Trans Theoretical model developed by DiClemente & Prochaska
Change is a process, not an event
Circular not linear
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Pre-contemplationContemplationPreparationActionMaintenance
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Unaware or uninterested in changing behavior
Does not believe the negatives outweigh the positives
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Has decided the behavior is causing some stress
Contemplating a changeAmbivalent towards change
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Decides to make a changeMakes specific plans for a new lifestyle
May ask a health provider to suggest strategies
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Takes steps toward changeLearns from mistakes
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Has made the changeContinues to work at sustaining the new behavior
Needs tools to keep living the change
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Wake up in the morning feeling like P Diddy
(hey, what up girl)Grab my glasses, I’m out the door,I’m gonna hit this city(let’s go)Before I leave brush my teeth with a
bottle of Jack‘Cause when I leave for the night, I ain’t
coming back
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I said you wanna be startin’ somethin’You got to be startin’ somethingI said you wanna be startin’ somethin’You got to be startin’ somethingIt’s too high to get over (yeah, yeah)too low to get under (yeah, yeah)You’re stuck in the middle (yeah, yeah)And the pain is thunder (yeah, yeah)It’s too high to get over (yeah, yeah)too low to get under (yeah, yeah)
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Mine is not a heart of stone, I am only skin and bone
And those little pieces are pieces of my ownWhy don’t you give me some love?I’ve taken ship-load of drugsI’m so tired of never fixing the painValium said to meI’ll take you seriouslyAnd we’ll come back as someone elseWho’s better than yourself
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Shown to be effective on college campuses
Strategies that have been shown to be effective in preventing or reducing high-risk behavior
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Changes to the general environment
Policy change Implementing safety precautionsCampus task forces
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Everyone will be thereAll my friends get to…You are the only who doesn’t….
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Ways of behaving that are considered typical or standard
Students tend to misperceive the actual behaviors of their peers
People tend to act in ways that are in line with what they perceive to be the norm
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Educate peers on the actual data & attitudes of students on campus
Messages conveyed through a variety of marketing channels
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Descriptive Norms◦Refers to the most common actions or
behaviors◦“2 out of 3 students stop at 3 drinks or
fewer.” Injunctive Norms
◦Refer to most widely shared beliefs◦“most students believe that alcohol use
should not interfere with academic responsibilities.”
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Individual-based Non-judgmental, non-confrontational Allows a “client” to speak freely Interviewer “guides” the person to
conclusions and realizations about behaviors
Interviewer provides information and resources only if asked
Requires extensive training and practice
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Attempts to control factors to minimize overall harm done to a person engaging in destructive behavior
Ultimate goal is “abstinence” though realizes there are many steps to getting there
NOT “black & white” Highly controversial