Clicker Enhanced Social Norms Interventions for substance abuse prevention PLUS…

1. Clicker Enhanced Social Norms Interventions for substance abuse preventionPLUS… Linda Hancock, FNP, PhD www.thewell.vcu.edu lhancock@vcu.edu 804 828-7815

2. Goals • Part 1 • Clickers & Social Norms • Part 2 • PLUS…

3. 0 of 400 Clicker lessonsDoes your “dot” flash green when you push 1? • Immediate Audience Response Device • Anonymous • Radio Frequency- you don’t have to point it at anything • You can change your response by just hitting a different number, but ONLY one response will record per person! • Yes

4. 0 of 400 Have you ever used clickers before? • No, I’m a clicker virgin. • Yes, just once but I didn’t inhale. • Yes, I’m a clicker guru. • I’m clicker addicted

5. Where do you work? • Higher Ed • Community Agency • State or Fed agency • Private Practice • Other

6. How long have you worked in the field of substance issue prevention/intervention? • Less than a year • 1-3 years • 4-5 years • 6-10 years • 11-15 years • Over 15 years 0 of 400

7. Who is this woman? • Family Nurse Practitioner – 25 years at VCU • PhD in education (I love to share & borrow) • My private goal- • Change the way America drinks • My public work • Social Norms Practitioner • Using Immediate Audience Response Devices called “clickers” for alcohol education and perception and behavior change

8. They say people begin to look like their pets…

9. I don’t look like a college student… But I talk like one.

10. Spelling is not my mutant power!

11. Why the lanyard? -It protects the technology. -You can attach contact information and plea for the card to be returned if “lost”. -It makes it harder to accidentally “walk away” with the clicker.

13. The system is like Legos! • You can add on: • 32 clickers • 64 clickers • 96 clickers (that’s a pretty big sample size!)

14. Wouldn't it be great if you knew what students were really thinking?

15. Limitations of traditional lectures • Employs passive learning. • People have short attention spans • Fading occurs- full attention falls off in just minutes • Data show that the effectiveness of even the most exemplary lecture is limited by the way students learn. • Often unsuccessful at altering incorrect, entrenched beliefs. • In a typical class, 10-20% of the students dominate the discussion.

16. How much do you know aboutthe “Social Norms Approach”? • Zip, zero, zilch, nothing • A little • A moderate amount • I could write a book

17. Health & MISPERCEPTIONS Overestimate Unhealthy visible behaviors -smokers, drunks, violence, goofing off, credit card debt, etc. Underestimate Healthy less visible behaviors -non-smokers, moderate drinkers academic seriousness, prayer Perception REALITY GAP

18. “If you focus on problem,you get more problem. If you focus on health, you get more health.” Quote from Michael Haines Pioneer in the Social Norms Approach

20. Strategies for seeing “invisible” cultural issues that can affect health

21. Spell TOPS 3 times 3 items When our culture says… Don’t drink, Don’t drink, Don’t drink… We think everyone…. Our brains gets into ruts thinking EVERYONE has a problem. We need to see the INVISIBLE health of the majority How do our brains work?

22. We need a Paradigm Shift

23. Healthy Crowd willing to help the minority Drug users & Heavy Drinkers Willing to help drug users & Heavy Drinkers get healthy Healthy Person standing alone against the crowd

24. We need to stop making healthy teens feel like they are the minority!

25. What you focus on expands! If you focus on problem, you grow more problem. If you focus on health, you grow more health!

27. Evanston High School, Illinois

28. Summit Hill High SchoolColorado

29. Why clickers? • Because they are FUN! • Active learning on any health topic • Presentations become an interactive conversation rather than a lecture • Because the truth seems too good to be true • ALLOWS for immediate display of perception and reality. It breaks misperceptions and the spiral of silence. • Data collection is simple and quick!

30. Active Learning • Based on two premises: • Learning, by its nature, is an active process • Different people learn in different ways • Requires higher-order thinking • Analyze, synthesize, evaluate • Greater value in schema for future application • Examples of active learning strategies: talking, reading, writing, reflecting, evaluating

31. Resources that have helped us decide how to use clickers

32. Research by Nobel LaureateCarl Weiman (2004) • Difficult concepts or incorrect beliefs are hard to change! Example- teaching how a violin works. • Preconception is that the sound comes from the strings. • The strings DON’T move enough air to make sound. • Weiman demonstrates how the strings vibrate the bridge and wooden sound post at the back of the violin which moves enough air to make the sound. • 15 minute later he asks: “Sound heard from a violin is produced from-- a. mostly the strings b. mostly the wood at the back of the violin c. both equally d. none of the above

33. What percent do you think get it right? • 0% • 10% • 30% • 50% • 70% • 90% If percent with the correct answer is low- Send them back to peer-to-peer discussions 0 of 400

34. “This research is a good example of what is now widely known,an explanation, even a good clear one, often fails to reach students who have misconceptions.”-Douglas DuncanAuthor of “Clickers in the Classroom”

35. Helpful book on how to teach with clickers2009Jossey-Bass Publishers

36. "We do not first see and then define, we define first and then see."-Walter Lippmann

37. What image pops into your head when I say… College Student or High School Student?

38. “Toto, I don’t think we are in Kansas anymore.” College Challenge:Perception versus Reality Becoming a Scientist & Seeker of the Truth

39. 0 of 400 PerceptionHow many cups of coffer per day do most people in this room drink? • Zero • 1 • 2 • 3 • 4 • 5 or more

40. 0 of 400 RealityHow many cups of coffer per day do YOU drink? • Zero • 1 • 2 • 3 • 4 • 5 or more

41. B.L.I.N.G. • Clickers allow us to conduct… • Brief Live Interactive Normative Groups • At VCU we have been using clicker technology since 2005 to conduct BLING AOD education. • Expanded that effort with 2008 grant. • Key groups on campus – Clickers & PEER groups • New Student Orientation, Welcome Week Freshmen, • UNIV 101 Freshmen, Athletes, Greeks, Student Leaders, large classes on campus, etc.

42. Social Norms Marketing

44. What percent of ADULT West Virginians smoke cigarettes daily? • 12% • 20% • 28% • 35% • 42% • 51% 20.7% CDC’s BRFSS 2009 data

45. 0 of 400 Perception (Data from Freshmen Fall 2009 at VCU)What percent of VCU students smoke cigarettes daily? • 10% • 20% • 30% • 40% • 50% • 60% • 70% • 80%+

46. Clicker feedback to group

47. Most VCU students (7 of 10) didn’t smoke at all in the past month.Only about 8-10% smoke daily.20-30% have smoked in the past month.

48. How Do Misperceptions Occur? • OVER estimations of Unhealthy Behavior • We notice the “difference” not pattern. • “Out of the Ordinary” gets the attention. • Over-time, focusing on the unusual makes it appear “the norm”. • UNDER estimations of Healthy Behavior • When we focus too hard we miss things. • Our brains “fill-in” the meaning we expect. • Because of Media – we expect “the worst”

49. What Stands Out?

50. What are the majority doing?