RU Surviving Thriving in the Rutgers University Wilderness

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RU Surviving?Thriving in the Rutgers University
Wilderness

• Josh Gelles, Mike Andrikanich, Bethany Little,
• Mike Cleary, Jessica Pansini, Jillian Ottaviani,
• Marissa Johnson, Staci Piech, Jennifer Arnau,
  Christina Alfano,
• Paula Heifez
• AHC Advisors Dr. Lea Stewart, Dr. Helene White,
  Dr. Lisa Laitman,
• Dr. Robert Pandina, Cynthia Bates, Jennifer
  Greenberg

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Agenda

• Overview
• Theoretical Models
• Supporting Data
• Class Structure
• Peer Facilitation Methods
• Conclusion

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Overview

• First Year Student Seminar Offered Fall
  Semester
• Offered to students thinking about being
  communication majors
• Peer Facilitators
• 2 Facilitators per class
• Provide information and serve as mentors for
  first year students
• Collect data and disseminate alcohol and other
  drug prevention messages
• Overseen by CHI and ADAPS

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Theoretical Models

• Socially Situated Experiential Learning Model
• Experience-based process of acquiring and
  interpreting social information (and
  misinformation) received from peers and other
  sources within the context of their direct
  learning experiences (Lederman Stewart)
• Health Belief Model
• Behavior Change Theory

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Supporting Data

• Personal Feedback Interventions
• N116
• 44.8 of PFI participants believe they are
  maintaining safe drinking habits
• 76.1 of males and 59.6 of females reported
  having engaged in at least one episode of
  dangerous drinking in the past month
• Discrepancy between perceptions, behaviors, and
  risks related to alcohol use.

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Class Topics

• Health and Wellness
• Health Centers
• Locations
• Hours
• Pharmacies
• Health Services
• What is available for students
• Exercise
• Gym Locations
• FIT Cards
• Proper exercise practices
• Alcohol and Drug Abuse
• RU SURE Campaign Messages/Misperceptions
• Prevention of Drug Abuse
• Sexual Health
• Safety
• Testing
• Nutrition
• Where to eat off-campus

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Class Assignments/Artifacts

• Self Report Journals
• ADAPS
• Service Hours
• PFI Brief Motivational Interviews
• Questionnaires
• ADaWGS
• SHADES

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Daily Timeline

• 10 minutes Self Report Journal Entries
• 10 minutes Discussion of Self Report Journals
• Perceptions
• Thoughts
• 25-30 minutes Themed Informal Lecture or Group
  Activity
• 5-10 minutes Final Questions and Wrap Up
• 55 minutes total

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Peer Facilitators

• Prerequisites
• Third Year Communication Major
• Minimum Communication GPA 3.0
• Enrolled in Spring Semester Advanced Health
  Communication Class
• Must achieve at least a B in AHC
• Selected by instructor
• Peer Facilitating Earns 3 Credits
• 1.5 credits for facilitating
• 1.5 credits for lesson preparation

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Facilitation Methods

• Listening
• Observing
• Communicating
• Decentering
• Being an Example
• Team Building
• Importance of Confidentiality
• Ethical Considerations
• GA to Supervise Peer Mentors

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Conclusion

• Our perceptions as first year students
• Self fulfilling prophecies
• Proactive rather than reactive

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Thank You

• Esteemed Guests
• USDE Q184H050084
• NIDA 017552
• AACU Bringing Theory to Practice Project
• With Support from the Charles Engelhard
  Foundation

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Questions?