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Aflv advisor 2


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Aflv advisor 2

  1. 1. A Problem Solving FrameworkAFA Advisor InstituteKim Novak: Kim@NovakTalks.comJustin Angotti: jangotti@pikapp.orgProgram Description:This professional development program is designed to help you meet those challenges of finding solutions and addressingproblems on campus or within organizations. The model taught will have useful application for task forces, work teams,standing committees, departments, and individuals faced with addressing behaviors, social concerns, and shifting campuscultures. Using a strategic problem solving model based on the social science/public health models developed by the HigherEducation Center for Alcohol/Other Drug and Violence Prevention participants will actively engage in designing strategic change iinitiatives that will address the REAL problem. Have you ever wondered if the action you are taking is actually making a difference or changing behaviors?Change the Approach:Instead of asking: What are we going to do?Explore and act upon: What are we trying to change…Challenges: Limitations of Traditional Problem Solving EffortsDriven by a single individual or groupLimited in scope with a focus on consequence or short term changeFragmented by type of incident/concern/violationDo not use information readily available to us to conduct a needs assessment or evaluationBased on “what others have done” rather than research on effectivenessActivity based rather than strategy basedBiggest Problem Solving Mistakes Failure to articulate: What is the problem we are trying to solve? How do we envision proposed efforts will solve those problems? What evidence exists that these efforts might work?NotesProven PrinciplesPrevention-focused - the goal is to change and/or prevent behaviorComprehensive - addressing the totality of the behavior(s) and with consideration of types of similarproblems, engaging the right constituentsPlanned, using a systemic planning process to design, implement, and evaluateStrategic & Targeted, to address priorities within the fraternity/sorority communityResearch-based, drawing from current research and theoryMulti-component, using multiple strategiesCoordinated & Synergistic, efforts need to compliment and reinforce one another
  2. 2. Supported by infrastructure, resources and systemsEvaluated, establishing clear goals and objectives and measuring whether they were achieved A central feature of the Centers work is the promotion of multiple prevention strategies that affect the campusenvironment as a whole and can, thereby, have a large-scale effect on the entire campus community. This approach represents a shift in thinking about prevention and suggests new leadership roles that postsecondary administrators, faculty, other campus officials, and students can play to reduce problem behaviors and to promote academic achievementPublic health suggests: 1. Define & understand the problems ( a.k.a. behaviors) 2. Identify causes and contributing factors that: a. Increase the likelihood of the problem (“risk factors”) b. Increase the likelihood of being impacted by the problem (“vulnerability factors”) c. Reduce the likelihood of the problem (“protective factors”) 3. Envision the “chain of events” that resulted in the problem 4. Institute measures to intervene in that chain of events and prevent similar behavior in the future 5. Evaluate: did the behavior change id problem solved?What do we know about the “Problem?” Describe the problem (What?)  What behaviors? How much (frequency, extent)?  Who is involved? Who facilitates?  Where/when/under what circumstances are the problems more likely to be present, or more severe? What causes and contributes to the problem? (Why?)  What factors are associated with behavior?  What facilitates, or fails to impede behavior?  What protective factors or positive norms exist?Contributing FactorsRisk factors are things present in the environment that increase likelihood of behaviorProtective factors are things present in the environment that reduce likelihood of behaviorVulnerability factors are things present in the environment that increase likelihood of victimizationConsider  Intrapersonal (Individual) factors  Interpersonal (Group/Peer/Family) factors  Institutional factors  Community factors  Public policy/societal influence factors What contributed to this problem? (Risk~ Protective ~ Vulnerability factors) What needs to change? Then we can ask: Which factors can be modified? What can we influence? 2
  3. 3. What Needs to Change?What do you want to change, exactly? Increase knowledge of sanctions for rioting Increase skills for negotiating sexual consent Increase motivation to intervene in hate/bias incidentsAmong whom?How will that change lead to a decrease of the problem?Make sure your activity can make that change. Often need to explore specific changes and options for making change before creating a plan.  Where/when to focus efforts  What needs to change  Which factors are modifiable?  What works to modify these factors?Consider “Proximal causes” as well as “Deep causes”Addressing proximal causes (e.g., raising the cost of bad behavior) may yield quicker results thantargeting deeper causes (attitudes, personality)Notes Strategies are designed to lead changes in people or in the environment.Strategy is what has to changeIncreasing knowledgeBuilding skillsDeveloping proceduresEnforcing policyChanging social normsTactics/Activities are used to carry out and support strategic changesEducational workshopsDraft a new way of doing thingsStakeholder involvementTraining sessions for membersCreating response protocolsOfficer Training 3
  4. 4. How to develop successful education efforts  KADNAB ~ Knowledge Alone Does Not Alter Behavior”  Build skills need practice, role playing  Scare tactics mostly ineffective, easy to do wrong ~ Promote benefits of desired behaviors instead  “Myths & Facts” myths may be misremembered as facts  One-time programs change doesn’t last ~multiple, reinforcing components work bestDesign your efforts:Specify:What changes in individual, group, or environmental factors would contribute to a decrease in ????What program content is needed to make those changes?What mode or channel (activity) would be most effective for delivering that content or making thatchange?  Education/training programs  Change in policies/procedures/interactions  Increased enforcement  Redesign the physical environment NotesThe Reconceptualized Meeting Agenda:  What do we know about the problem – how does this inform where we need to focus our efforts  What contributed to this problem?  What needs to change  Which factors can be modified? What can we influence?  What will make this happen?  What should the outcome of the process look like?Resources: Framework for session adapted from materials developed by Dr. Linda Langford, U.S. Department of Education’s HigherEducation Center for Alcohol, Drug Abuse, and Violence Prevention 4