Transformingteambondingtoasafeandpositiveexperience©

Atoolkitforhazingeducation:Understanding,prevention&transformation

Preparedby:

jayjohnson,Ph.D.,UniversityofManitoba;MargeryHolman,Ph.D.,UniversityofWindsor;andMikeHavey,Director,AthleticsandRecreationalServices,UniversityofWindsor

Introduction

Thisdocumentservesasafacilitator’sguide.ItprovidescontenttoassistleaderswhendeliveringaworkshoporothereducationalformatonTransformingteambondingtoasafeandpositiveexperience©.Materialprovidedincludesthepowerpointslidesasatooltoguidelectureanddiscussionaswellasothersupportivestrategiestomovetowardsthepreventionofhazingandthedevelopmentofalternativebondingactivities.Thisincludesadefinitionofhazing,examplesofhazingalongwithlegalcases,acriticalanalysisofhazingimpact,policyandorganizationalroleinprevention,andtheprovisionofalternativeactivitiesthatcanproduceasimilardesiredoutcome.Theformatrecommendedisonethatencouragesparticipationandinteractiononthepartoftheparticipants/athletes,coachesandathleticleaders.Thistoolkithasdiscussioncaseshowever,itisimportanttoencourageparticipantstopresentcasesthattheywouldliketohavediscussed,particularlyifactivitiesfallwithinanambiguousareaofthedefinition.

Whilethistoolkithasbeendevelopedbaseduponresearch,experiencewithmembersoftheathleticcommunities,athletes,coaches,athleticdirectorsandfeedbackfromconferencesandworkshops,leadersareencouragedtointroducetheirownormorecurrentmaterialsspecifictotheiraudience.

Acknowledgements

ThistoolkithasbeendevelopedthroughsupportofaresearchgrantfromSSHRC.TheresearchhasbeenconductedbyDr.jayjohnson,Dr.MargeryHolmanDr.Madden,Dr.Allan,andDr.Chin.Theyhavededicatedextensivetimetohazingintheirresearchprogramsandteachings.Holman&Johnsonco-editedandwerecontributingauthorstoabookonsporthazingaswellasadditionalworkinthedeliveryofworkshops,consultingwithsportorganizationsinformally,andavailabilitytomediaonmultipleoccasionstodiscussthetopiconair.

TheworkshophasbeenpilotedwithtwoworkshopsincooperationwithMr.MikeHavey,theUniversityofWindsorAthleticDirector,Lancerleaders,athletesandcoaches.Thefirstin2016wasaneducationalexperienceforleadersinLancerathletics–administrators,coachesandotherteamstaff,andseniorathletes–titledTransformingteambondingtoasafeandpositiveexperience©.Thesecondin2017,Transformingteambondingtoasafeandpositiveexperience©:TrainingtheTrainers,wasdesignedtotraintheleadersinthedeliveryoftheworkshopbyreinforcingtheknowledgebase.Itmoreactivelyengagedtheleadersincritiquingtheprosandconsofhazinginathleticsandinthedevelopmentofalternativeactivitiestohazingthattheywouldreasonablybeabletoimplement.OurSincerestappreciationtothosewhohavecontributedtothisprocess.

FundingsupportforthefirstworkshopwasprovidedbyaWomen’sCampusSafetyGrantthroughtheUniversityofWindsor’sOfficeofHumanRights,Equity&Accessibility(OHREA)allowingafocusontheparticularvulnerabilitiesoffemaleswhenexaminingthegenderednatureofhazinginathletics.ThesecondworkshopwasfundedthroughtheSSHRCresearchgrant.

Wearegratefulforthesupportofallinthedevelopmentoftheworkshopsandthistoolkit.

Content

Preface

Acknowledgements

WorkshopIntroduction

• Whypreventionandunderstandingofhazinginuniversityathleticsisimportant

• WorkshopObjectives• WorkshopOutline

HistoryofHazing

• Whyistherehazinginathletics

DefinitionofHazing

• UniversityofWindsor,OUA,&USport

ExamplesofHazingCasesinAthletics

GenderedNatureofHazinginAthletics

LegalAspectsofHazing

StrategiestoPreventHazing

• Education• Policyincludingsanctions• Bystanderrole

AlternativeOrientations

Dealingwith‘Tradition’

• Creatinganewtraditionregardinghazing• Whynothazeinathletics?

DiscussionScenarios

ConclusionandReferences

Appendix

WorkshopMaterials

Thefollowingprovidesaguideforwhatmaterialsareneededtoconducttheworkshop.

Facilitator(s):

Onefacilitatorwithaclearunderstandingofhazinginathleticsandacommitmenttopreventhazinginathleticsisessentialtothesuccessoftheworkshop.Itishowever,lessstressfultohavemorethanonefacilitator.Eachfacilitatorcanassumeresponsibilityforaparticularsectionofthepresentationandtaketheleadforengagingathletesintheprocess.Allfacilitatorsshouldpreparebybecomingfamiliarwiththematerialstobepresented.

Equipmentandsupplies:

Room

AVequipment/accessforpowerpoint

Materialsforicebreakerasplanned–i.e.,balloons,markers,pens,nametagsetc.

Recordingmaterialsforgroupworktodevelopalternativeactivitiesandsharewithallworkshopparticipants

Motivationalprizes

Food/snacks/water

WorkshopEvaluationform

LengthofWorkshop:

Itisrecommendedthattheworkshopbescheduledfor2hours.Itiseasiertofinishearlythantokeepparticipantslongerthanexpected.

SLIDE#1-INTROSLIDEDISPLAYEDASWORKSHOPPARTICIPANTSARRIVE

SLIDE#2–INSERTAPICTURETHATCOMMUNICATESTHESERIOUSIMPACTTHATHAZINGCANIMPOSE

WorkshopIntroduction

Thepurposeoftheintroductionistoprovideparticipantswithanoverviewofthetopicandtocapturetheirattentionandinterestfromthestart.Inaddition,participantsmaynotknoweachotherandtheremaybeablendofleaderswithdifferentresponsibilitiesandpower.Ifahierarchypersists,itmaybeaninhibitortotrustandopenandfulldiscussions.

Itistherefore,recommendedthatfacilitatorsorganizeanicebreakerforthegroupthatrandomlymixesindividualsfromdifferentteamsandroles.

InitiativeGamesarenotunlike"normal"games.TheydifferinthatmostInitiativeGamesdonotconcludewithWinnersandLosersasfoundinmosttraditionalgameswehavebecomeusedto,wheretheobjectisplayingnottolose.Rather,thefocusisonmakingaWinforeveryone,whereeffortcountsatanylevel.Inthecontextofencouragementandlearning,InitiativeGamesprovideexperiencesforgroupsandindividualstosolveproblems,gettoknoweachother,comeintophysicalcontactwitheachother,communicate,testandconfrontimaginedlimitations,buildteams,andfaceuptoavarietyofotherchallenges.Theyareplayedindoorsandoutdoorsandmostofteninvolvetwoormorepeople.Inintegratedprograms,InitiativeGamesoftenrepresentthestartingplaceforgroupswhichwilllaterbeinvolvedinRopesCourseactivitiesorTeamScenarios.Theycanbeusedexclusivelyasabasisforbuildingteams,improvingproductivityandchangingperceptionsaboutwhatispossibleforindividualsandgroups.

Stand-aloneInitiativeGamesPrograms,alsoofferedaspartofRopesCourseActivities,areavailablewithpossibilitiesforsmallandlargegroupsofparticipants.Openfields,schoolandparkplayingfields,gymsandothergamingareasareidealvenuesforfungroupgamesandinitiativessuchasBlindfoldSoccer,MoonBall,BlindfoldLineup/BlindfoldSquare,andmanyoftheothertraditionalInitiativeGamesProgramsknownintheAdventureIndustry.

Someeasier,lesstimeconsumingandinexpensiveactivitiescouldbe:

ShrinkingCircle

WhatYou'llNeed:Arope,blanket,ortapetomarkaspaceonthefloor

Instructions:Makeaspaceonthefloorandhaveyourwholegroup(orasetofsmallerteams)standinthatspace.Thengraduallyshrinkthespace,sotheteamwillhavetothinkfastandworktogethertokeepeveryonewithintheshrinkingboundaries.

TeamCoatofArms

WhatYou'llNeed:Paper,pens,markers

Instructions:Havetheteamcreateyourcompanycoatofarms.Inthefirstspace,drawsomethingthatrepresentsarecentachievement.Inthesecondspace,drawsomethingthatreflectsyourgroupvalues.Inthethirdspace,drawsomething

thatrepresentswhereyouseetheteamgoinginthefuture.Postthefinishedcoatofarmsinyourpracticespace.

Therearemanyexcellentresourcesavailableonlinetooffersuggestionsforteambuildingactivities.

Initiativegamesprogramdetails(SeeAppendix)

TwohourtothreedayInitiativeGames/LowRopesCourseProgramsonsitessuchasropescourses,openareassuchasaparks,parkinglots,openfields,ormountainorriverretreatareaswhereportableropescourseelementscanbesetup.LowRopesCoursesandInitiativeGameProgramslendthemselvesverywelltosituationswherenocommittedropescourselocationisavailableneartheclientheadquartersorfacility,anditisideallysuitedtokeeptravelcostsataminimumforparticipantstotravelfromonelocationtoanotherforthetraining.

Someofthepotentialoutcomes:

Tosolveanorganizationproblem;developteamspirit;increasecommunication,bondgroups;itmaybeforgoal-setting;decision-making;todevelopleadership;assesstheorganization'sstrengthtotakeonnewtaskorproject;datafeedbackforinter-intra-departmentreorganizationorre-engineering.

Activitydesignstrategy:

TheProgramdesignbeginswithaninitialcontactwithorganization/group'srepresentativetodefinegoalsforprogram.Stepsmayincludeaverydetailedproblemanalysisorinterventionbyaconsultant,orsimplyadiscussionwiththegroup’srepresentativeonhis/herexpectedoutcomesforprogram.Inspecialcasesthismightbetheculminatingstepinsomelong-termorganizationalchangeeffort.Someprogramsrequireaninitialinterventionwiththeorganization'sparticipantstoletthemexperiencesomeelementoftheprogrampriortotheircommitmenttoafull-dayormoreofsimilaractivities.Whenneeded,thiscanbeaverypositive"deinhibitizer"foragroupwhichmaybefeelingthreatenedbyrumoursofwhattheymightbeexperiencingintheoutdoorprogram.

Thefacilityorsitetobeusedforprogramischosenandmaybeonacommittedropescoursesite,insideabuildingorinanopenarea(i.e.,parking

lot,openfield,woodedarea).Next,lengthofprogramisdeterminedbasedonmoneyavailableinthebudget,orbytheproposedprogramoutcome(ifbudgetisnotaconstraint).Thetype(s)ofactivitiesusedwilldependuponfocusofprogram.Typically,theprogramfocusisteam-oriented.Theprogramcanincludeinitsgoalsindividualgrowth,leadership,orpartnershipdevelopmentaswellasteamdevelopment.

Thescheduleincludesaninitialactivitytosetthecontextforthedayordays.Thislargegroupactivityusuallyaimsatgivingtheentiregroupanexperienceinvolvingbeingincloseproximitytoothers,gettingusedtotheoutdoorenvironment,andmild"deinhibitation"activitiessuchasbeingblindfolded,solvingaproblemwithoutuseofverbalcommunication,etc.Ongroupslargerthan10insize,thelargegroupcouldthenbedividedintosmallergroupsforrotationalactivities.Smallgroupscontinuetoworktogether,rotatingfromoneactivitytoanotheruntilallgroupshaveexperiencedthesameorsimilarexperiences.Thefinalphaseoftheprogramusuallyinvolvestheentiregroupagainforsomeculminatingactivity.

Timeframesarefactoredintoallprogramsforfrequentdebriefsofseparateactivities.Insomecases,note-padsareprovidedforon-goingjournalentriesbyparticipants.Questioninganddiscussionoftheexperiencearetheprimaryfociofthefacilitator(s),withtheaimofgettingtheparticipantstounderstandandbeabletoarticulatetheessenceoftheirexperienceandhowthatfitsintotheoverallprogramgoals,theirlife,theirwork,ortheirpersonalgrowth.

Postactivityfollow-up:

Inone-dayorshorterprogramspost-activityfollow-upishighlyrecommended.Afteraone-dayprogram,forexample,muchbenefitcanbederivedfromashortinterventionbytheorganizingfacilitator(s)whichbringstheparticipatinggroupbackintothecontextofhavingfun,experiencingadifficultproblem-solvingactivityoratleastdiscussingoutcomeswhichhavebeenexperiencedbackintheworkplace,hometurf,orotherorganizationbaseofoperation.Post-activityfollow-upshouldbeschedulednosoonerthanonemonthandnolongerthansixmonthsaftertheinitialexperience.Theactivitycanbedoneattheorganization'shomebaseorinaremotelocation,andisusuallynomorethanfourhourslong.

WorkshopOutline

SLIDE#3–ANOUTLINEOFHOWTHESESSIONWILLUNFOLD

FacilitatororSeniorAthleticAdministrator:Presentwhypreventionandunderstandingofhazinginuniversityathleticsisimportant

ParticipationinthisHazingEducationWorkshopisanimportantelementinsupportofourmissioninAthletics&RecreationalServices.

”Toenhancethestudentexperienceandfosteracommitmenttopersonaldevelopmentthroughcompetitivesportsandrecreationopportunities.”

ThevaluesthatsupportthismissionarewhatwerefertoasLancerPride…

Passion Ourpassiondriveseverythingwedo

Relationships Webuildrelationshipsbyengagingourstudents,campusandcommunity

Inspire Weinspirepeopletosucceedintheirpursuitoftheirgoals

Diverse Weembracediversityinourapproach,programsandpeople

Excellence Weseekexcellencethroughteamworkandfairplay

Thepracticeofhazingfallsoutsideofthevaluesthatsupportourmission.Hazingdoesnotcontributetoteamworkandfairplay.Infact,hazingonlyservestocreatebarrierstoexcellencebyturningteamsintohierarchies.Teamsthatperformathighlevelsaretypicallymodelledafterfamiliesordiversecommunitiesofpeopleunitedinthepursuitofacommongoal.

Oneofourprimarygoalsinthisworkshopistoshowpositivewaystowelcomenewteamparticipants.Weaspiretocreateteamsthatareunifiedinthepursuitoftheirgoals.Wehopetoencourageabestpracticeofteaminitiationactivitiesthatcontributetobuildingateamculturethatwelcomesdiversityinteamcomposition.Wewishtomodelandtoofferalternativestohazingthatbuildacceptanceandteamworkinsteadofbarriers.

Attheendofthedayweareallinterestedincompetingandingivingourrespectiveteamsthebestchancetowin.Hazingdoesnothelpustoachievethisend.

FacilitatororSeniorAthleticAdministrator:Describeworkshopobjectives

Bytheendofthisworkshop,participantsshouldhavecriticallychallengedtheirperspectiveonthedefinitionofhazingandexaminedthespectrumofhazingforabetterunderstandingofitsrisks.Thisincludes:

a) adefinitionofhazing–discussionwillusepracticalexamplesforparticipantstounderstandthebreadthofbehavioursthatfallwithinthedefinitionofhazingwithaparticularlinktotheinstitution’sdefinitionandexpectationsforteambehaviourtowardseachother,specificallynewmembers.(Whenpossible),usethedepartmentorUniversitycodeanddefinition.

b) reasonsforhazingandeffectsofhazing–discussionofwhyathletesfeeltheneedfor,orhavetheexpectationthat,hazingisanessentialpartofteam

membership.Participantsshouldbeabletounpackthemisunderstandingsofthespectrumofhazingandwhatrepresentspositiveteambuildingandharmfulhazingpractices.

c) legalandorganizationalpolicy–participantswilllearntherisksthathazingpresentsasaviolationofpubliclaw.Inaddition,theywillexamineexistingpoliciesoftheirdepartment,institution,andgoverningathleticbodies.

d) alternativeactivitiesthatproducethesameorsimilardesiredoutcomes–participantswillhaveanopportunitytoexploreanddevelopconstructiveactivitiesthatproducethesameoutcomesintendedthroughhazingwhileeliminatingabusive,disrespectfulordemeaningoutcomes.and,

e) theroleofleaders–asaleaderintheirprogram,participantswilllearntheirroleinpreventinghazingbythebehaviourthattheymodel,theinformationthattheycommunicatetotheirpeersandcolleagues,andtheactivitiestheycreatetobuildahealthy,respectfulandcooperativeculture.

HistoryofHazing

Thehistoryofhazingdatesbackcenturies,millenniainfact,andisoftendescribedinculturesaroundtheworldwhocreatedelaborateritesofpassagefortheiryoungmenandwomentodemarktheirpassageintoadulthoodand

HISTO-CULTURALROOTS

• RiseofUniversitiesin12th CenturyinEurope(StadiumGenerales)

• Paris,Palermo,Oxford• WeedoutthosenotphysicallymentallyabletoachieverankofProfessor(Trota &johnson,2004

• Notedinparamilitary,military,fraternitiesandsororities

FRATERNITIES-TRADITIONS

• NorthAmerica1657,riseoffraternities• 1776PhiBetaKappa,most1870’s• Firstcourtcase,1657,studentswon• 1873,CornellUniversity,firstdeath• 1947,48%ofdormstudentswithdrew,increaseinhazing• ChuckStenzel,1978,AlfredUniversity

acceptancewithintheircommunities.WiththeriseoftheUniversitysysteminEurope,cameaparallelriseinhazingofyoungacademics,designedtoweedoutthosewhodidnotmeettherigorousmentalandphysicalchallengesasarequirementofbecomingaprofessor.Inthemoderncontext,hazingceremoniesarefoundinparamilitary,military,sport,fraternitiesandsororityculture.FraternitiesinNorthAmericahaveexistedfornearly500yearsandsharemanysimilarcharacteristicswithregardstothecultureofhazingandtheirmoderndaychapters.Thefirstdescribedhazingceremoniesdatebackto1657,thatsameyearacourtcasewasfiledandwonbyastudentwhowashazedagainsttheirwill.Asmoreuniversitiesproliferatedthroughthecenturies,sotodidfraternities,andlatersororitieswhoinvolvedmoreandmorehazingpracticesintotheirentranceceremonies.ThecultureproliferatedlargelyuncheckedthroughouttheuniversitysystemuntilthedeathofChuckStenzelin1978,whodiedinthetrunkofacarasaresultofhazing,largelyviewedasaflashpointforinvestigation,morescrutinyandshiftintheculturewithregardstohazingpracticesoncampuses.

Whyhazeinathletics

Facilitators–leadagroupdiscussiononwhyparticipantsbelievehazingisimportant.

Onestrategycouldbeforfacilitatorstorecordtheseonflipchartpapertapedtowallsandcomebacktothemwhendiscussingalternativestoensureallofthe‘whys’areincludedindesigningalternativeactivities.

DefinitionofHazing

Itisessentialthatateamworktogethertosetgoals,achievethosegoalsandexperiencesuccess.Whenteamsarefragmented,itisunlikelythattheywillreachtheirgoals.Forthistohappen,individualsmustbetreatedwithrespect;thisdoesnotmeanthateveryteammembermustbeabestfriendbutitdoesmeanthattheyarerespectedforwhattheybringtothe‘game’–thereasonsthatacoachplacedthemontheroster.Hazingpersistspartlybecauseofmisunderstandingsabouthazingandbecauseitisshroudedinsecrecy.Discussionofadefinitionandthefullrangeofactivitiesandoutcomesthatcanbeharmfultoteamgoalsand

evendangerousforindividualsisafirststepinbreakingthesilenceandexposingthenegativesidesofhazing.

Slide#4–DefinitionofHazing

• UniversityofWindsor,OUA,&USport

Slide#5–Spectrumofhazing

Facilitatorscanencouragediscussionaroundthedefinitionofhazinganditscomponentswiththefollowingquestions:

1–ifteamleadersorganizea‘rookieinitiation’thathasnoriskofphysicalinjury,isitstillconsideredtobehazing?

Response–hazingdoesnotalwayscausephysicalinjurybutmaycausepsychologicaland/oremotionalstressandreducesthepersonalautonomyandlibertyofanindividual.Itisimportanttounderstandthatwedonotknowthehistoryeachathletebringstotheteamandtheirpossibleexperiencesofabuseintheirlivesthatmayrisetothesurfaceinahazingevent.

2–Doesconsentprovidepermissiontohazeinitiatesorifinitiatessaytheyhadfunandnoonewasinjured,ishazingstillprohibited?

ExamplesofHazingCasesinAthletics

RefertoPowerpointpresentation.

Inpreparationofthepresentation,facilitatorscanfindmorerecentcasescanbeincorporatedbysearchingmediasourcesonline.Examples:

St.Michael’sCollege-sexualizedhazing

Laurentianbasketballteam-hazinginfractions

SayrevilleNewJersey-highschoolfootballsexualizedhazing

Dalhousie,suspendeditsmen’srugbyteam

Dalhousiesuspendeditswomen’shockeyteam

GenderedNatureofHazinginAthletics

Whenreflectingonthehistoryofhazing,itisevidentthatitemergedfromamaleculturetoestablishlinesofdominanceandcontrol.Inathletics,femaleshave

becomecentraltothecompetitivestructurebothwithfemaleonlyteamsandwithco-edteams(trackandfield,swimmingforexample).Femaleonlyteamsoftensocializewithmaleonlyteamsintheirsportastheyhaveacommonpassionandinterestforsuccessinthatsport.Thisdevelopmenthasintroducedfemalestoamalepracticeandaddsanewelementtotheinteractions.Thisrequiresanadditionalanalysisintheexaminationofhazing.Thewebsitehazingprevention.umd.eduofferssomegenderedstatisticsofinterest:

• 50%ofthefemaleNCAADivisionIathletesreportedbeinghazed• morethan20%offemaleNCAAathletesweresubjectedtoalcohol-related

hazing;howeverevenahigherpercentageadmittedto"mentalhazing"whichrangedfromsingingtobeingkidnapped

• 10%ofthefemaleNCAAathleteswerephysicallyhazedincludingbeingbranded,tattooed,beatenthrowninwaterofhavingtheirheadforciblyshaved

• 6-9%ofthefemaleNCAAathletesweresubjectedtosexuallyrelatedhazingincludingharassment,actualassaultorbeingexpectedtosimulatesexactivities

Facilitators:Refertoslidepresentationforfurtherinformationwithrespecttogeneralsocialgenderhierarchiesandcharacteristicsofdomesticviolencethatcanbereinforcedthroughhazingactivities.

Resultsshowedthat58%ofathletesexperiencedatleastonehazingbehaviour.Someathletesreportedthatcoacheswerenotonlyawareofhazingbehaviours,butalsopresentwhilehazingbehavioursoccurred.Athleteswhoexperiencedhazingperceivedmorepositiveoutcomesofhazingthannegative,anddidnotreporthazingincidentsbecausetheybelievedexperiencinghazingwaspartofbeingamemberoftheteam.Asmallpercentageofathleteshadparticipatedinhazingpreventionworkshops.

LegalAspectsofHazing

IntheUnitedStates,legislatorshaverecognizedtheseriousnessofhazingoncollegecampusesandbeyondandexpressedthisthroughlegislation.Currentlythereare48statesthathavelegislationspecificallydeclaringthathazingisillegal.InCanada,therearenosuchlaws.However,thecomponentsofhazingtypicallyviolatelawswithrespecttoalcoholuse(centraltohazingevents),assaultandbattery,andhumanrightslegislation.AthletesareencouragedandexpectedtoabidebyCanadianlawsandvalues.Institutionalpolicyreflectsthisexpectation.

Facilitators:Refertoslidesforpresentation

AssessingtheStatusQuo

Thefollowingassessmentwillassistindeterminingwhetheryouractivitiesorsomeofyouractivities,fallwithinthedefinitionofhazing.Ifyouansweryestoanyofthesestatements,theactivityislikelytobehazingandalternativeactivitiesshouldbeincorporatedinyourwelcomeofnewteammembers.

Istheretheexpectationthatrookieswilldrinkalcohol?

Aretheregamesthatusealcoholasareward/punishment?

Areteammembersexpectedtokeeptheplannedactivitiesasecret?

Areactivitiesplannedthatonlyrookiesmustdo?

Isintimidationorperceptionthatveteransareincontrolusedtoensurerookiesparticipate?

Isthereriskinvolvedinanyoftheactivities?

Doyouhaveconcernthatcoaches/administratorsorparentsmayfindoutwhatisplanned?

Aretheseactivitiesthatyouwoulddiscouragethemediafromreportingasapositiveaspectofteamdevelopmentandcohesion?

StrategiestoPreventHazing

• Education–understandingiscriticaltochangingthehazingcultureinsport.Manyunchallengedtraditionsandmisperceptionsarebestexposedthroughknowledge.

• Policyincludingsanctions–establishingexpectationsthroughpolicyalongwithanunderstandingoftheconsequencesforindividualathletesandteamsforviolationsserveasdeterrentswhileexpressingorganizationalvalues.Policiescanalsooutlineresourcesforthosewhohaveexperiencedhazingandseekremedialassistance.

• Bystanderrole–Bystanderscannothidefromresponsibilitybehindaclaimofnotparticipatingintheplanningoractionsofhazing.Asleaders,veteranathletes,coachesandadministrators,arecentraltocreatingahealthysportculturephysically,socially,emotionallyandmentally.Bystandersneedtobesupportedintheireffortstobemoreproactiveinresistingteamhazingactivities.

AlternativeOrientations

Facilitators:Seepowerpointslides;appendixwithstudentathletegeneratedalternatives.

DiscussionScenarios

Facilitators-Thefollowingdiscussionscenarioscanbeusedtoapplytheinformationthathasbeenpresentedintheworkshop.Thisincludescritiquingtheprosandconscontainedinthescenarioanddevelopingalternativeactivitiestoaccomplishtheintendedoutcomes.

Alternatively,participantscanworkinsmallgroupstogenerateascenario,exchangethesescenariosamonggroups,andcritiqueasabove.

Aseachgroup(orselectedgroupsiftoomanytoreviewall)presentstheircritique,facilitatorsshouldguidethediscussiontoensureappropriateresponsesbaseduponknowledgepresentedandencourageotherstocontributetotheoverallassessment.

GuidingQuestions:

Whatbehavioursareconsideredhazing?Howdothesebehaviourscontravenepolicy?Howcanthesebehavioursbedisruptivetoteamcohesion?Whatcanbechangedtoachievethedesiredoutcomewhileabidingbybothorganizationalpolicyandthelaw?

Scenario1:

Attheconclusionofthepre-seasonforyourteaman“initiation”isheldforthefirstyearplayers.Toyourknowledgethishastraditionallyinvolvedseveralactivitiessuchassingingsongswithembarrassinglyrics,puttingonaskitinwhicholderplayersareparodiedandmocked,andeatingsomeleftoverfood.Theinitiationisheldatnightandoffcampus.

Thisyeartwoseniorsandajuniorwhoarenotteamleaderswanttoampuptheactivitiesbyusingalcohol,physicalexercisesuchasrunningaroundafieldanddrinkingabeerateach“station”,andrequiringrookiestoattempttocompletetaskswhichwillbeimpossibletocompletewithinthetimeallowedandespeciallyundertheinfluenceofalcohol.“Thisistrainingforlifeandfortheteam”oneseniorsays.“Theylearnhowtolose”

Theeventisscheduledfortomorrownight.

Scenario2:

Youarewalkingbyahouseoffcampuslateintheevening.Fivemenarestandinginalineoutsidethehousefacingthefrontdoor.Theyappeartobeinapositionof“attention”.Twoothermenarestandinginfrontoftheline.Theyarespeakinginloudvoicesandusingprofanities.Asyouwalkbyyouhearoneofthespeakerstellthefivewhoarestandingatattentionthat,“Youaren’tgoingtomeasureup…Idon’tknowwhywe’rewastingourtimeonyou…youarenevergoingtomakeit…betterguysthanyouhavequit”

Whenyouturnyourheadtolookatthesceneasyouwalkbytheotherspeakeryellsatyou.“Hey!Whatareyoulookin’at?Thisdoesn’tinvolveyou!Keepwalkin’!”

Thefirstspeakerthensaystothesecondspeaker,“Itoldyouweshouldhavedonethisinside”

Thefivemenstandinginlinearedressedint-shirtsandbluejeans.Itiscoldoutandtwoofthefiveareshaking.

Scenario3:

Anundergraduatecomestoyouandaskstospeakwithyouinprivate.Youagreetodoso.Shetellsyouthatsheisconcernedabouttheactivitiesofaparticularcampusorganization.Thisorganizationhascertainpractices—shereferstothoseas“traditions”—thatarecurrentlybeingemployedfornewmembersoftheorganization.Youaskforexamples.

Onepracticeinvolvesnewmembers“soundingoff”whenamemberwalksbyanewmemberoncampus—thenewmembermustrecitecertainphrasesinaparticularorder.Newmembersmaynotsteporwalkoncertainsidewalksoncampusnormaytheyusethefrontdoortoanoff-campushouse.Theymustalsointervieweachmemberandcommitinformationabouteachmembertomemoryandrecitethatinformationondemandbyamember.

Theundergraduatetellsyouthatsomemembersignoretherequirements;somemembersappeartotolerateorgoalongwiththerequirements;andsomemembersenforceeachrequirementwithenthusiasm.Shealsotellsyouthatshedoesnotwanttobeidentifiedbecauseshedoesnotwanttobe,inherwords,“stalkedorharassed”.

Scenario4:

YouadviseanorganizationattheUniversity.Youhavebeenadvisingforlessthanamonthwhenyoulearnthatyourorganizationhasbeenreportedforallegedlyhazingnewmembers/rookies/othertermforthosejoining.

Themembersmeetinaroom.Thenewmembers/rookies/othersarenotinvitedtothismeeting.Organizationleadersspendmostofthetimeatthemeetingattemptingtodeterminewhorattedoutorsnitchedontheorganizationanddiscussingvariousplanstopunishthatorthoseindividual(s).Theyalsodiscuss“Gettingtheirstoriestogether”topresenta“unitedfront”toadministrators.

Scenario5:

Anoldermemberofyourorganizationcontactsyouregarding“Aproblem”Youmeetwiththemember.Youlearnthatanotheroldermember—perhapstwo—hasbeenleading“Specialsessions”withnewmembersoftheorganization.Theseareheldatnightandoffcampus.

“Nooneissupposedtoknowaboutthesebutthewordupisthatthese“sessions”involveyellingandintimidation”theoldermembertellsyou.“Andthenewmembersaresworntosecrecy—theyaretoldnottotellanyoneandtolieifanyoneasksaboutit”.

Scenario6:

Youaretheleaderofyourorganization.Fourmembersandtwonewmembers/rookiescometoyouandaskforameeting.Atthemeeting,thememberstellyouthattheorganizationneedsto“Makethingsmorechallenging”forthenewmembers/rookies.Wordssuchas,“Meaningful…earnyourway…showrespect…loyalty”areincludedinthedialogue.Thetwonewmembers/rookiesthentellyouthatcomparedtowhatothergroups/teams/organizationsaredoing,yourorganizationis“slack…easy…wedon’thavetoearnanything…it’scheap”.

AdditionalOptions:Workshopparticipantscanpresentanddiscusstheirownscenarios.

ConclusionandReferences

Dealingwith‘Tradition’:

• Creatinganewtraditionregardinghazing–Eachteamcancreateateamfunctionthatwelcomesnewmemberswhileinstillingasenseofprideandidentity.

• Whynothazeinathletics?

Facilitators–uponcompletionoftheslidepresentation,participantsshoulddiscussfactorsthatsupporttheeliminationofhazingandthevalueoffindingnewwaystobuildteamcohesion.Thisisapositivewaytoendtheworkshopasparticipantsleavewithaffirmingalternativesratherthansearchingforwaystodefendtraditionalhazingpractices.

APPENDIX

A:Testimonialsfrompreviousworkshopstudentathletes:

Towhomitmayconcern,

MyoverallexperiencewhileattendingtheHazingWorkshopconductedbyDr.MargeHolmanandDr.jayjohnsonattheUniversityofWindsorinMarch2016waspositive.

Discussionwasconductedaboutthedifferentlevelsofhazingrangingfromhavingfirstyearathletes,formallyknownas‘rookies’setupequipmentatpractiseandfillingupwaterbottlestothemoreextremecircumstanceslikeforcedalcoholismand/orpublicembarrassment.Mostathletesatauniversitylevelareawarethathazingoccurs,howevermaynottrulyunderstandthenegativeimpactitcanhaveonfellowathletes.Thiscouldbeduetothenormalizationofhazingritualsovertheyears,suchasrookieinitiations.

OneofthemanythingsIenjoyedatthisworkshopwastherandomizationofbeingputintogroups.AsmuchasallvarsityteamsattheUniversityofWindsorareconsideredtobeoneLancerfamily,itwasnicetoseeathletesfromvariousdifferentteamsworkingtogethertoachieveonegoalthatwillbetterusall.IenjoyedthatinsteadofDr.HolmanandDr.johnsonsimplytellingusthatweneededtostartnewtraditionstoeliminatehazing,theyputtheonusonusasathletestocomeupwithnewideasaswearetheleadersthatwillberelayingtheseideastoourteamsandhelpingtoimplementthem.

AnotherpositiveandaffectivestrategyusedbyDr.HolmanandDr.johnsonwastheuseofreallifeincidentswherehazinghadnegativeimpactsonindividualsandonteamsasawhole.Thiswaseffectivebecauseitshowsthathazingdoesoccur,thatitisnotfunnyandcanseriouslycauseharmtoindividualsandteamdynamics.Seeingreallifeincidentsreallydemonstratestherealconsequencesthatcanoccur.

Allinall,thegoalofLancerathleticsistobesuccessfulasoneteambuttobeabletoaccomplishthiswemuststartatthebasefoundation,whichcanbefoundwithineachindividualsport.ThisHazingWorkshopillustratedthathazingritualsarehumiliatingandcreateresentmentswhichcanhindertrustandcooperationbetweenteammates.IbelieveinthevaluesthatthisprogramispromotingandIwouldliketoseemoreofthisprogrambeingofferedasitisbeneficialtothesocialandpersonalresponsibilitiesofvarsityathletes.

IwasprivilegedwiththeopportunitytoattendDr.HolmanandDr.johnson’sHazingWorkshopintheSpringof2016.Asco-captainofavarsitytrackandfieldteam,understandinghazingandattemptingtoensurethatallmyteammatesfeelwelcomedandsupportedhasbeenofgreatimportancetome.Thepresentationhitalltheimportantpointsbyclearlyoutliningwhatqualifiesashazing,theimplicationsonallpartiesinvolved,andthelong-lastingeffects.Itrulybelievethatpresentationssuchasthishelptoraiseawarenessonanoftenhushedsubject.Toooftenpeoplebelievetheyhavearighttotreatothersinademeaning,embarrassing,ornegativewaysimplybasedonseniority.Weareateam,andweshouldalwaysactassuch,whichmeansbeinginclusiveandsupportiveofeveryone.Thishazingpresentationstressedthis.

Thequalityofinformationpresentedwassuperb,andthedeliveryevenbetter.Dr.HolmanandDr.Johnsonareclearandeffectivespeakers,keepingaudiencesengagedandthinkingthroughout.Informationwaspresentedinawaythatwasmaderelatabletoeveryoneintheroom,andwasappropriateforallaudiences.Itgaveeachcoach,athlete,andtraineranopportunitytomaketheirownconnectionsandthinkcriticallyaboutwhattheyengagein,andwhattheirteam’s

engagein.Itwasatrulyengaginglearningenvironment,andlearningaboutthistopiciskey.Raisingawarenessabouthazing,andtheimplicationsofitwillhelptochangetheculturetoamoresupportiveandinclusiveone.

Myfavouritepartoftheentirepresentationwastheinteractiveactivitywiththeballoons.Wewereeachsplitintorandomgroupsandgivenatask:getasmanypeopleofftheground.Weweregivenstring,balloons,andtapethenhadtofigureoutasagrouphowwewouldaccomplishthistask.WhatItookawayfromthis,otherthanhowtobuildaneffectiveballoonmattress,wasanalternativeforteambonding.Teambondingisoftenusedasanexcuseforhazing,anditisunacceptable.Wecanbondasteaminawaythatwon’tembarrassmembers,whileconnectingandworkingtogethertowardsacommongoal.ThisisanactivityI’mactuallyhopingtousewithourteamthisyear.SothankyoutoDr.HolmanandDr.johnsonforprovidinginsightintoanoftenneglectedtopic,andprovidinganopportunitytolearnandgrow.

B:2017Student-generatedAlternativeActivities:

TransformingTeamBondingtoaSafeandPositiveExperience©

Beyondtherhetoric:Valuesdemandaculturalchange

Onceyouidentifythepurposesofhazing,itisclearthattherearesomewellintentionedoutcomesinadditiontosomebehavioursthatovertlyorinvisiblyhavethepotentialtobeharmfultoindividualsandanorganization.Afurtherassessmentshowsthatwhenaligninghazingactivitieswithprogramvalues,thereisanincompatibilitythatwarrantscorrectivestrategies.Thechallengeistodevelopandimplementpoliciesandpracticestoovercomethetraditionsthatdrivehazingpractices.Itisnecessarytoreviewwhathappenswithintheathleteculture–theirintent,messagingandcoercion–thatembedsthepracticeofhazingwithinateamandthenworkwithathleteleaderstoinvokepositivechangewhilestillrespectingadesireforaninitiationthatcontributestoteambondingofveteransandnewteammembers.

Effortstointroducechangemustbeaccompaniedbypoliciesthatguideabehaviouralmodificationinbothoncampusandoffcampussettings.Wehavetodevelopacontinuumstartingwithpoliciescoupledwithprogramsandpracticesthatensuresuccessintheimpactofpolicy,reflectingthevaluesoftheinstitutionanditsstudentprogramming.Itisacontinuumthatinvolvesatwo-wayconversationaddressingtheneedsofbothathletesandleaders.

Respectfulinclusionisrootedintherighttoequitabletreatment,enshrinedinthemissionofUsport.

CIS(USports)iscommittedtoprovidingasportandworkenvironmentinwhichallindividualsaretreatedwithrespectanddignity.Eachindividualhastherighttoparticipateandworkinanenvironmentwhichpromotesequalopportunitiesandprohibitsunlawfuldiscriminationandharassment.(Usportpolicy90.20.1.1)

Theaimofthistoolkitistolaunchchangeplacingthestudentathletesatthecentreoftheprocessasauthorsandchangeagentsofanexceptionalathleticlearningexperience.

TheoverallgoalistoensurethatUathleticsisaplacewhereallstudentathletesaretreatedwithrespectanddignity.Thisinvolvesachangeinhowwethinkabouthazingasameansofinitiationandteambonding.Thistoolkitoffersanapproachthatlooksateducatingathletesandleadersabouttheinvisibleunderstandingsofhazingpractices(Stage1)andprovidingparticipantswiththemeansbywhichtotransformtraditionalpotentiallyharmfulwithmorepositivealternatives.Thetoolkitrepresentsfourpillarsoflearningastheyapplytohazing–toknow(beawareandunderstand),toact,tolead,andtobondtogether.Oneofthefirststepsistoarriveatacommonlanguagethatplaceshazingintheannalsofhistoryandbuildsonpositivecommunicationtodevelopingpromisingpracticesthatofferabankpositivealternativesforstrongteambonding.Ultimatelythedesiredoutcomewillhonourhumanrights,fosterpositiveinteractions,contributetoperformance,andmodeldesirableleadership.

Thetoolkitoffersseveralcost-effectivemeansbywhichtopromoteinclusiveandrespectfulteambondingexperiences.Stageoneaddressestheeducationalcomponentsofhazing:StagetwoprovidesthetoolsforTrainingthetrainers:developingasustainablemodelforcreatingsystemicchangeinathleticprogramswhilebuildingleadershipqualitiesinstudentathletes.Itisimportanttothinkoftheathleticexperienceashavingmorethanaperformancedrivenpurpose.Itiscriticalthatthestudentathleteexperiencebeaholisticapproachwithaculturefoundedonpersonaldevelopment,respect,teamworkonandoffthecompetitionsite,andeducationalgrowth.

STUDENTGENERATEDORIENTATIONACTIVITIES2017ASALTERNATIVESTOHAZING

ACTIVITY OBJECTIVES OUTCOME1 VarsityDay

A:Departmenthostedbarbecue–mustincludeamixerB:ActualhazingworkshopC:Physicalchallengebuildingteamswithamixofsportsandyearofeligibilityfinishedwithbarbecue

1-Createacommonsocialeventinasafeenvironmentforall2–opportunitytoconnectwithstudentsfromothersports,fittingintheprogram’s‘family’

1-AllLancerscometogetherandsupporteachother2–opportunitytocelebratepastsuccessesandLancerpride

2 Teamget-awayPlananeventawayfromcampusandpracticesite/neutralterritory;1-3day

1–removecompetitionfrombuildingrelationships

1–developmentandcommitmentto(a)commongoal(s)

event,includingfunactivities,goalsetting,otherbondingactivities

2–coachesandteamleadersworktogethertocreateawelcomingexperience3–treatallasequalsbyeliminatinghierarchiesandcreatingalevelplayingfieldforall

2–confidencebuildingfornewteammembers

3 Paintballand/orLaserTag

4 AllSportTournamentweekendofallteamsparticipatinginsportsotherthantheirownormodificationsofsportsTeamsdevelopedbymixingfemales/males,sports,1-5yearathletes,coaches/otherleadersandathletes

5 CookingcompetitionPlanamenuCreate‘culinaryteams’Assigneach‘team’withoneportionofthemenutopurchaseingredients,cookandserveTeamcomestogetherforamealfromthefoodproducedAdvisabletoincludeabudgetforeachculinaryteamCanbedonewithinateamORbetweenteamsCoachescanbejudges

6 Teamtrainingcamp/2-a-daypracticesAssignedtrainingpartnersmatchingseniorandnewteammembersReviewandbuildonteamgoalsandidentityonandoffcompetitionsiteDevelopteamandindividualplansReviewpolicies,determininghowpolicycanassistingoalachievementIncludeadinnerwithanactivitysuchastrivia

Combinesperformanceobjectiveswithteambonding

7 RopecoursesLowropes

TeambuildingTeamcommunication

PublicTeamdevelopment

Highropes(Onoroffsite)Modifiedropescourses

Cooperation&CohesionRemovehierarchyCompetitionremovedGoalsetting

PushedoutsidecomfortzonesafelyLearnhowtodealwithchallengeandstress/anxietySuccessismeasuredoncompletingthetaskwhichisdependentoncooperation

8 Teammeal/BBQVeteranshostnewteammembersforamealNewmembershostveteransforateammealAllcontributetohostingateammealNote:fundedorsharedexpenseregardlessof‘host’

9 ScavengerHuntA:CampushuntsonewteammemberscanlearnwherebuildingsandUservicesareavailableB:SignaturessonewmemberscanlearnwhotheUleadersareacrosscampusC:CommunitypurposeNote:scavengerlistshouldavoiddemeaning,humiliatingorembarrassingitemsLeadtoaculminatingeventsuchasabarbecue

Problemsolving–worktogethertoachieveagoal

PositiveatmosphereFriendlycompetitionAllinvolvedMayhaveafitnesselement

10 TalentShowAsknewmemberstoselectatalenttheyhaveandshare/performitfortheteamSamples:music/instrumentorvoice;magic;dance;craft;photography;otherhobby

CohesionCommunicationRemovalofhierarchy

LearnaboutteammatesandrespecttalentsFunforallwithouthumiliation

11 EventHostingAthleticprogramcollectivelyhostsacommunityeventwithproceedsgoingtoaselectedcharityAllteamshaverepresentationintheplanning;allteamscontributetothedeliveryoftheevent

12 Indoormaze

SetuponeormoremazecoursesParticipantsareblindfoldedandguidedthroughverballyCanbesetupinsmallteamsandtimeforsuccessIndoorsoroutdoors

Teamwork;communication;trust

GroupparticipationFun

13 GuestspeakerInviteamotivationalspeakerInviteanexpertonsport

Helpindividualathletesandtheteamtodevelopgoalsandstrategiesforsuccess

Learningexperience

14 Climbingwall

15 Athleticdepartment’scontributionA:1styearathletemeetingB:Captain’smeetingC:Presentationofworkshopitselftoteamleadersi.e.,1coachplus2seniorathletesD:EncourageacademicprogramstoteachabouthazingE:consideralineiteminbudgetthatcansubsidizeactivitiessubmittedforapproval

16 EarlyseasontravelA:Travelinsmallgroupswithpeopleyoudon’tknowB:arrangeroommates

GettoknownewteammatesAvoidhierarchyandcliques

DREAMBIG!1 DisneyCruise! 2 Teambondingtriptotropical

destination!

3 Spaday! RelaxationGettingtoknoweachotherRespectingthebodyforahealthyseason

Dreambutmayhavealumniwhowilldonatetheirservicesthusastrongerconnectiontoformerathletes

GeneralActivitiesCyclingcourseandpicnic

Triviagameswithdinner Movienightwithsnack Couldbeheldinroomoncampus‘WinitinaMinute’games AvailablebygooglingonlineMinigolf/Indoorgolfsimulators TeammixerBingo CommercialorinhouseEuchretournament ParticipateinasportthatisnotinLancerprogrami.e.,pickleball,darts;canoeing;dragonboating;paddleboards

Equipmentsetupandtakedown;firstaidkit;travelequipment;warmupgame;etc.Senior/juniorpairedandascheduledevelopedforsharedresponsibilities

Teachesresponsibility;equitabletreatment

Considerations Funding Transportation,participationfees(i.e.,ropescourse

offcampus),foodcostsCommunication Importantforseniorathletesandcoachesto

interacttoensureactivitiesareappropriateandrespectful

‘Rule’ofnophonesforteamevents Establishguidelinesaroundalcoholuse

C:WorkshopEvaluation