Goals of Step Up!

2. It is imperative that those in attendance today feel free to have an open, honest, and non-judgmental discussion about the material presented and to consider their ability to make a significant difference. • Raise awareness of helping behaviors • Increase motivation to help • Develop skills and confidence when responding to problems or concerns • Ensure the safety and well-being of yourself and others Goals of Step Up!

3. Hazing • Discrimination • Anger Issues • Sexual Assault • Academic Misconduct • Alcohol • Depression • Disordered Eating • Gambling • Relationship Violence What are the 3 BIGGEST issues you see?

4. Notice the Event • Interpret it as a problem • Assume Personal Responsibility • Know How to Help • Step-Up! A. The five decision making steps

5. Individual-A person’s knowledge, skill set, confidence, sense of social responsibility, etc. • Situational-Severity of need; are there other people around? What are the costs of helping? • Victim-Do you know the person? Do you think they deserve help? Will they accept help? A. What Variables Affect Helping

6. Ambiguity • Is it a problem? Is it not? Error on the side of caution and INVESTIGATE! • Conformity • Informational Influence-when you think someone knows more than you do, or has more information than you, you will follow their lead. • Pluralistic Ignorance-the majority know there is something wrong but no one else looks concerned so you think you must be the only one and you don’t do anything. • Normative Influence-you go along with the group to fit in, to be liked of to be accepted by the group. • Groupthink-when members try to minimize conflict and reach consensus without critically testing, analyzing and evaluating ideas. Groupthink may cause groups to make hasty irrational decision where individual doubts are set aside due to a desire to avoid being seen as foolish or to avoid embarrassing or angering other members of the group. • Spiral of Silence-if one thinks that they are in the minority they are less likely to voice an opinion. So people who don’t directly engage in problematic situation still contribute to the problem with their silence. B. Factors that affect helping

7. Ask yourself… • Does it go against your morals? • Does this problem go against the norm in a negative way? • Is this problem hurting you or the other people? Step 2: INTERPRET IT AS A PROBLEM

8. Bystander Effect: People are more likely to intervene when they are alone than when they are part of a group. • Research shows that if you are alone you will help 80% of the time but if you are in a group you will help only 20% of the time because of the diffusion of responsibility-you think someone else will do something. (Think back to the first video.) • This occurs because of responsibility diffusion. • Responsibility assumed and number of people present is an inverse relationship • There are many documented occurrences where bystander effect has resulted in loss of life. • Do not rationalize away responsibility. • Verbalize your intentions-you are more likely to help that way. • Engage others- I’ll do A and you do B. Step 3: Assume Responsibility

9. If something is ambiguous look into it! See what others think. • Error on the side of caution and investigate. • Be mindful of group pressure and be prepared to react to it. Break through Pluralistic Ignorance and the Spiral of Silence and take a stand. • If you are a victim, let others know you need help- be specific if possible (i.e., “You there in the red shirt, please help.”) Strategies

10. Many times people WANT to help but they either don’t know what to do (knowledge) in a particular situation or how to do it (skills). • Help can come in two forms: • Direct: • Indirect: • NEVER put yourself in harm’s way but again, DO SOMETHING. • Be prepared-Think about what you would do in certain situations so when and if that situation arises, you will have a game plan. It’s harder to think clearly when suddenly put in a difficult situation. Step 4: Know How to Help

11. The challenges at this step are that there are always costs involved and the assumption is that when people decide on what actions to take they try to minimize cost and maximize reward. • Costs of intervening vs.. Costs of not intervening. • Strategies: • Carefully consider the situation before taking action. • BE THE FIRST! • Create shared and agreed upon standards of behavior and expectations within any group or organization. Step 5: Implement Step UP!

12. When noticing a problem: What would you want someone to do for you or a loved one in the same situation? • Imagine how the other person thinks and feels • Imagine being in the same situation • Imagine you are the other person • Traits that are highly related to High Perspective Taking are; patience, reasonableness, and sensitivity. Traits negatively related to High Perspective Taking were aggressiveness and sarcasm. Perspective Taking

13. One more challenge to helping is when people do things because a perceived authority figure told them to. • “All evil starts with 15 volts.”-Philip Zimbardo. All Problems start off as minor incidents and gradually escalate-people will keep pushing the limits because it is accepted by the larger group. Action for prevention must be immediate to prevent escalation. • The colligate problem of hazing is a form of Obedience to Authority. Obedience to Authority: Milgram Experiment

14. Safe Responding • Never put yourself in harm’s way but talk to someone, make a phone call (911 if necessary) and/or engage others. • Early Intervention • “All evil starts with 15 volts”-Intervene early before the problem becomes a crisis or disaster. • Effective Helping • Know what to do and how to do it. Remember the Law of Deliver: Who (person\s), What (content), When (timing), Where (location\privacy),Why (reasons), and How (tone). The S.E.E. Model

15. Stay calm • Gather information • Consider your options-direct\indirect helping • Provide support but do not become enmeshed • Know your limits-walk-away if the situation is unsafe Emergency Helping

16. Consider the frequency, duration and severity of the problem • Define the problem and the barriers • Determine the goal; develop a game plan • Set boundaries-don’t enable • Maintain respect • Consider options; know referrals Non-Emergency Helping

17. Turtle-Doesn’t want to get involved • Teddy Bear- Just wants to be liked • Shark-Wants to save the day • Fox-Gives thought and perspective to intervention • Owl-Most creative, experienced and successful problem solver; highest in social and emotional intelligence Intervention Styles

18. I care • I see • I feel • I want • I will Friends Helping Friends

19. It was the right thing to do • I would want someone to help me in the same situation • Someone needed help • We should look out for one another • So the situation wouldn’t escalate Top 5 Reasons we intervene

20. Notice the event • Interpret it as a problem • Assume personal responsibility • Know how you can be helpful • Step up! Implement Step UP!

21. A group of friends are having a party. Two of your close friends have confided in you that they don’t drink and aren’t huge “partiers” but, since they want to make more friends, they want to go. • You are there and everyone seems to be having a good time until someone suggests a drinking game. People start to gather around a table as the leader begins to explain the rules of the game. Your close friends, who confided in you earlier, initially decline to join but the others begin hassling them. You can see that they are uncomfortable. They look at you. What do you do? Scenario

22. For those who drink, what determines how much, or if, you will drink? • Do you drink more when you are really happy/excited or sad/upset, or because you think it will make a good time even better? • Does your peer group have rules about alcohol? • Do you have rules about drinking? • Do you personally make the choice to not drink during certain times? Why or why not? • Do rules or codes of conduct curb behavior? What does? • For those who drink, do you feel anxiety around those who don’t and vice versa? • Discuss the pull between choices you sometimes have to make around alcohol? • How can drinking games get out of control considering how competitive some people can be? • What are some things you could do to diminish this? Questions

23. One drink = 12 oz. beer = 4 oz. of table wine = 1 oz. 100% proof liquor • Cancels out gains from workout • Causes dehydration and slows body’s healing process • Prevents muscle recovery • Depletes energy • Hampers memory, retention and ability to learn new information • Drinking 5 or more alcoholic beverages can affect brain and body activities for up to 3 days • 2 consecutive nights of drinking 5 or more alcoholic beverages can affect brain and body activities for up to 5 days • Constricts metabolism and endurance • Requires increased conditioning to maintain weight • Inhibits absorption of nutrients Considerations

24. A person drinking alcohol can have second hand effects for others • Study/sleep time disrupted by other students’ alcohol abuse • Violence from alcohol related physical and sexual assaults • Campus environment negatively affected by vandalism • Insults, arguments and threats instigated by intoxicated students • BAC is affected by the pace of drinking, quantity consumed, food in stomach, altitude, fatigue, gender, medications, mood and body mass • Binge drinking is particularly unsafe. The normal “buzz” is not felt-it goes straight to extreme symptoms Other Considerations

25. Women have different health concerns around the consumption of alcohol than do men. Women should drink less than men (given the same weight) due to a number of factors including: • Different rates of metabolism • Lower levels of the enzyme dehydrogenase that breaks down alcohol in the stomach • Higher percentage of body fat and less body water • Alcohol absorption rates are affected by changes in estrogen levels related to the menstrual cycle • Health problems related to drinking develop more quickly for women than men, including alcoholism • Women who drink more than one alcoholic beverage per day increase their risk for breast cancer Considerations for women

26. Alcohol leaves the system at .015%/hour. If your BAC is .20 at 1:00AM it will not return to normal until 3:00PM the next afternoon. Think of how that may affect you for a test, practice or a game. • Body treats alcohol as fat! • The normal reaction to alcohol is biphasic. The first phase occurs while the BAC is low- mild “buzz.” The “point of diminishing returns” (where the effects become negative) happens above .06 for non-tolerant drinkers-including fatigue and physical impairment. More is NOT better. • Every person’s predisposition to alcoholism/addiction is different • Student-athletes reported that 85% of the time a negative situation from drinking too much could have been avoided if someone had intervened. Did you know?

27. UNDER NO CIRCUMSTACES LET INDIVIDUALS DRIVE WHILE IMPAIRED • Plan ahead-Set a limit before going out • Encourage them to stop drinking (or take their drink away) when they’ve had enough • Stay with them to ensure they will be alright • Remove them from the situation • Get them to consume non-alcoholic beverages first • Get them to alternate between alcoholic and non-alcoholic drinks • Get them to sip, not gulp if they are drinking alcohol • Have them consume food while drinking alcoholic beverages • Tell them not to drink while taking medication • Tell them to avoid taking Aspirin if they have been drinking. (DO NOT take Tylenol or other Acetaminophen medication for a hangover; liver damage may result) • Never discuss problematic behavior when the person is under the influence Action Steps

28. Notice the event • Interpret it as a problem • Assume personal responsibility • Know how you can be helpful • Step up! Implement Step UP!