Division Meeting - Feb. 28, 2020 UofSC Division of Student Affairs and Academic Support "The Resiliency Project"

1. DIVISION MEETING
February 28, 2020

2. PD TEAM – SPRING EVENTS
3/5 – LETS Chat: Emergency Management
3/19 – What’s Dennis Reading?
3/24 – Snack-Off Event
3/27 – Division Meeting: Campus Projects
Derek Gruner
5/1 - Annual Awards Recognition Breakfast
5/13 – ideaPOP!
*For additional information and RSVP links, please visit the PD
Team Calendar

4. ANNUAL AWARDS 2020
•Award descriptions and
nomination
form available on PD team
website
• NEW – Commitment to
Inclusion Award

5. ideaPOP!
May 13, 2020
RISE: REFRAMING IN SHIFTING ENVIRONMENTS
Submit a session
proposal and
register to attend!

6. PROFESSIONAL DEVELOPMENT TEAM 2020-2021
• Interested in joining the PD Team
next year?
• Fill out an application!
• Applications due April 5
• If you would like to nominate
someone, please send an email to
sapdteam@mailbox.sc.edu

7. NOMINATE A GEM TODAY
Gamecocks who Excel at Magnificent Service
Nominate a colleague in your department or across the Division

8. GEMS
• The GEMS recognition program makes it easy to celebrate
employee achievements and say thank you to staff.
• Eligibility
• All employees in the Division of Student Affairs and Academic Support are
eligible for recognition — full time, part-time, temporary, research grant /time-
limited and graduate assistants.
• Participation
• Ask your department's business manager or HR contact for a GEMS
notecard. Fill it out and send it to the employee you want to recognize,
because a handwritten note is always nice.
• Nominate online using the GEMS Gift Card Nomination and Registration
Form

9. FEBRUARY GEMS WINNERS
• Joey Derrick
• Daniel Chavez Nunez
• Patricia Davis
• Christina Jones
• Liz Carmon
• Chris Hutto
• Chris Gulino
• Erin Mullen
• Josh Dunn

10. NOMINATORS HAVE A CHANCE TO WIN!
When you nominate a colleague you will be
entered in the monthly drawings and you have an
opportunity to win a $25 gift card.

11. FEBRUARY NOMINATOR WINNER
• Cheryl Upchurch

12. THE RESILIENCY PROJECT
Division of Student Affairs & Academic Support
February 28, 2020

13. REFLECTIVE EXERCISE
• Think about an experience that you have had that felt
like a failure to you.
• Think about what you told yourself about the failure at
that time.
• Turn to a neighbor and share:
• What lessons has this experience taught you?
• How have you been able to use what you learned from this
experience in your life?

14. TODAY
• The Resiliency Project Task Force
• What is resiliency?
• UofSC student data on resiliency
• Programs piloting this spring
• Campus-wide implementation
• Opportunities for you

15. RESILIENCY TASK FORCE CHARGE
• The Resiliency Project is designed to create a culture of care
and holistic well-being for first-year students living in the
residence halls. This might include:
• Conducting workshops, programs and communication campaigns
designed to foster resiliency, including a focus on learning how to fail,
increasing coping skills, and building connections with other students.
• Promoting current well-being and mental health resources (both
preventative and reactionary) in the residence halls
• Considering the opportunities for a wellness outpost in Campus Village
– including counseling, psychiatry, and wellness functions

16. DEFINING RESILIENCE
Resilience:
1. the ability of a substance or object to spring back into shape;
elasticity.
2. the capacity to recover quickly from difficulties.
• Positive adaptation in the context of significant challenges or
adversity

17. WHY IS RESILIENCY SO
IMPORTANT?
Greater resilience leads to improved
learning and academic
achievement.
Those with greater
resilience tend to be more
involved in the community
and/or family activities.
Higher resilience is related
to a lower rate of mortality
and increased physical
health
It contributes to reduced
risk-taking behaviors
including excessive
drinking, smoking, and
use of drugs.
Resilience is related to
lower absences from work
or school due to sickness.
Source: bouncebackproject.org

18. CONCEPTS THAT EMERGED
Dealing with
failure/bouncing
back/failing forward
Developing habits
linked to resilience:
mindfulness,
gratitude
Developing
friendships and
healthy
relationships
Promoting growth
mindset
Increasing
belonging
Compassion for
others & the human
condition
Dialing back
perfectionism &
toxic striving
Adverse childhood
experiences/trauma
& resilience
informed

19. CORE ASSUMPTIONS
• Students can both recognize & build their personal resiliency
• Resiliency can be learned
• Consistent practice of skills is key

20. RESILIENCY IS IMPORTANT TO ME
BECAUSE WE ARE AT A TIME IN LIFE
WHERE SOMETIMES WE NEED TO LEARN
FROM FAILURES IN ORDER TO RE-DIRECT
US AND PERSEVERE TO OUR GOAL
Pranathi Meda, Major: Public Health
Class of 2020

21. RESEARCH ON COLLEGE STUDENT
RESILIENCY

22. USC STUDENT RESILIENCY: NCHA III SPRING
2019
USC National College Health Assessment, Fall 2019, n = 619

23. ADDITIONAL RESILIENCY CONNECTIONS
Additional Construct High Resiliency Low Resiliency
Screened positive for loneliness 34% 59%
Moderate or high levels of
psychological distress
19% 45%
Sense of belonging 80% 67%
USC students. Spring 2019, NCHA III: UCLA Loneliness Scale, Campus
Belonging & Well-Being Scale, Diener Psychological Distress Scale

24. FIRST-YEAR STUDENTS FALL 2019: USC FIRST-
YEAR EXPERIENCE SURVEY
0.3% 0.6% 1.3%
3.3%
7.9%
14.5%
33.3%
15.5%
22.3%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
Self-Reported Resiliency
1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
USC First Year Experience Survey (EAB), Fall 2019, n=4259

25. FIRST-YEAR STUDENTS FALL 2019: USC FIRST-
YEAR EXPERIENCE SURVEY
Adapt to Change Bounce Back
Overall 5.06 5.02
Veterans 5.09 5.11
Athletes 5.26 5.18
Honors 5.04 5.03
Capstone 5.10 5.06
International 5.27 4.95

26. SPRING RESILIENCY PROJECT PARTICIPANTS
PRELIMINARY RESULTS
• Participants in the completed curricular experience indicated on
the last night:
• Reduced loneliness score
• Increased belonging
• Increased self-compassion
• Increased resiliency score
• Increase sense that the institution cared about student well-being
• Participants in the pro-led series on these items started much
lower than the general population.

27. RESILIENCY MATTERS IN THE FIRST YEAR
• In a longitudinal study of entering students, UW tested their
entering students in the summer, end of 1st quarter, end of 3rd
quarter (78% of 8000+ students participated)
• Biggest predictors of thriving at the end of the first year:
self-compassion and level of school connections that are
developed

28. INTERVENTIONS BEING TESTING NATIONALLY
• Specific Skill-Building
• Mindfulness & meditative practice training, workshops about
practices: gratitude, journaling, drumming, etc.
• Individual interventions: Growth mindset consultations, wellness coaching
• Classes or Seminar Series about Personal Well-Being
• Faculty and/or peer-led experiences are both successful with undergraduates
• Addressing Failure & Perfectionism Directly
• Stories of celebrities, campus luminaries, and other students
• Communication campaigns

29. LOGIC MODEL

30. PILOT PROJECTS SPRING 2020

31. THE POWER OF PEER TO PEER LEARNING
Six sessions
• Self-Compassion
• Growth Mindset
• Mindfulness
• Growth after Setbacks
• Values and Identities
• Gratitude

32. RESILIENCY PROJECT SERIES
• Focus Areas:
• Core Identity
• Self-Compassion
• Reframing Failure
• My Resiliency Coping Skills Plan
• Weekly small group sessions
with individual practice between.

33. CORE CONCEPT

34. SELF COMPASSION

36. REFRAMING FAILURE

37. MY RESILIENCY
COPING SKILLS PLAN

38. TAKE AWAY A PERSONAL RESILIENCY PLAN
My mantra or affirmation is _________________________.
My go-to coping skill is __________________ and I commit to so this activity _____ times per week.
When I experience mild stress, I will ____________________.
When I experience moderate stress, I will _____________.
When I experience severe stress, I will _____________________________.
When I feel bad or trapped by a thinking trap, I will remind myself that ________________________.
_________________ will help hold me accountable to these commitments.
be where your feet are
taking a walk 7
take a deep breath
meditate
prioritize sleep & self-care
I can do this
My partner

39. YOUR PERSONAL COMMITMENT
I commit to being kinder to myself by...

40. PRACTICE WHAT WE PREACH

41. STUDENT PARTICIPANT - TAKEAWAYS
Self-gratitude is important; I often am harsh on myself and hold
myself to a higher standard and am not my own friend.
Things happen in life, but I’m exactly where I’m supposed to be.
I need to become a friend to myself, not a stranger trapped in a
body. Putting myself down after each failure will not get me
anywhere and becoming a friend to myself is first and foremost.
While I take care of others after a stressful situation, I do not
allow myself the same courtesy.

42. FALL 2020 ROLL OUT

44. RESIDENTIAL CURRICULUM
• Changing the Conversation on Entry:
• Using first meetings to normalize transition
• Communications to families to support transition/enhance resiliency
• Messages & Programs
• Focus on community building and peer connection
• Building capacity to re-focus brief conversations to growth
• Programmatic efforts reinforce connection, gratitude, normalizing
failure & struggle.

45. WHERE DO WE GO FROM HERE…
Resiliency Curriculum
Focus in Residence
Halls
Resiliency Group
Experiences
Resiliency Messages:
Campaign, Podcast
Curricular Offerings:
How to Fail, U101 BCC
Keynote, Common Read
Faculty Development:
Certificate Program
with CTE
Specific Skill
Development:
Mindfulness, Stress
Management, Wellness
Coaching, Growth
Mindset Coaching

46. EXPERIENCE THE RESILIENCY PROJECT YOURSELF
Two series available for UofSC
professionals:
• March 20- April 10
• Fridays at 10:30 a.m.
• April 30- May 21
• Thursdays 1:30 p.m.

47. STUDENT GROUPS: NEXT ROUND
• Mondays nights at 7:00 p.m.
• Seeking intact or affinity
groups to explore the
curriculum together.

48. THE RESILIENCY PROJECT
go.sc.edu/resiliency

49. RESILIENCY TASKFORCE MEMBERS
• April Scott, Mental Health Initiatives, SHS
• Austin LaForest, Behavioral Intervention Team,
OSCAI
• Dan Aleksiejczyk, Early Alert Initiatives, SSC
• Dylan Buter, Student Government Representative
• Grace Kazmierski, Office of Sustainability
• Hilary Lichterman, Residence Life-Housing
• Dr. Judy Chontos, Medical Director, SHS
• Lanie Kendrick, International Accelerator Program
• LaTasha Martin, Counseling and Psychiatry, SHS
• Leena Holt, Residence Life-Housing
• Marguerite O'Brien, Wellness, Prevention &
Advocacy Services, SHS
• Matar Emanuel, Resident
Mentor Representative
• Michael Crowley, Healthy Campus
Initiatives, SHS
• Rebecca Caldwell, Strategic Health
Initiatives, SHS
• Steven Jaindl, Student Health Services
• Susan Bernath, Residence Life-Housing
• Tiffany Howard, Counseling & Psychiatry,
SHS

50. THANK YOU!

51. UPDATE:
Dr. Debbie Beck

52. ASSESSMENT – TELL US WHAT YOU THINK!
• Get out your phone, laptop,
tablet, etc.
• Go to srs.campuslabs.com
• Type in code: 23324