ACHA’s Tripod Tools for Developing Healthy Campus Initiatives Presented by Jim Grizzell, MBA, MA, CHES California College Health Nurses Association Conference, November 2004

Tripod Definitions Tri"pod\, n. [L. tripus, -odis, Gr. ?; ? (see Tri-) + ?, ?, foot. See Foot, and cf. Tripos, Trivet.]Tri-FootTriposTrivet 1.Any utensil or vessel, as a stool, table, altar, caldron, etc., supported on three feet.  Note: On such, a stool, in the temple of Apollo at Delphi, the Pythian priestess sat while giving responses to those consulting the Delphic oracle. 2.A three-legged frame or stand, usually jointed at top, for supporting a theodolite, compass, telescope, camera, or other instrument. SourceSource: Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.

Tripod Definitions Tripod of life, or Vital tripod (Physiol.) Tripod of lifeVital tripod the three organs, the heart, lungs, and brain; -- so called because their united action is necessary to the maintenance of life. SourceSource: Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.

Photographers Talk about Tripods “You are buying it to eliminate vibration and create a steady platform.” “A tripod is one of the major investments you will make, my suggestion is by the best that you can afford.” “Problems caused by a cheap tripod can cost you much more in the long run, in wasted film, missed opportunities and even damaged equipment.”

ACHA’s Tripod

Agenda Introduction Review Needs and Interest Assessment The Tripod Standards of Practice for Health Promotion in Higher Education National College Health Assessment Healthy Campus 2010: Making It Happen Developing Healthy Campus Initiatives Guide for Using the Standards NASPA’s Leadership for a Healthy Campus CCHS Strategic Planning Application of Program Development using the Standards

Standards of Practice, Revised 2004 Introduction that welcomes multidisciplinary practitioners and delineates the premises that guide the Standards

Standards of Practice, Revised Standards of Practice 24 Indicators

Standards of Practice, Revised 2004 Six Standards Integrate with the Learning Mission of Higher Education Collaborative Practice Cultural Competence Theory-Based Practice Evidence-Based Practice Continuing Professional Development and Service 24 Indicators

Council for the Advancement of Standards (CAS)

Developed in 1998 Over 300 questions Over 165,000 students 274 institutions Reliability and Validity Understand trends Identify problems National College Health Assessment

Not often captured Insurance, sleep, credit card debt Health, Health Education, Safety Weight, Nutrition, Exercise Sexual behaviors, perceptions, contraception AOD Mental and Physical Health Impediments to learning Health problems National College Health Assessment Types of Information

Report norms Identify University retention and mission objectives Health impediments to learning Prioritize health care Allergies, back pain, sinus infections, depression Develop healthy campus initiatives Evaluate strategies National College Health Assessment Uses

National College Health Assessment Results Received Health Information from College/University Last School Year (Spring 2004) Percent

National College Health Assessment Results Student Credit Card Debt – Monthly Unpaid Balance Last School Year (Spring 2004)

National College Health Assessment Results Body Mass Index (BMI) Last School Year (Spring 2004) Percent

National College Health Assessment Results Body Mass Index (BMI) – Black Students Last School Year (Spring 2004)

National College Health Assessment Results Actual Vs. Perceived Number Sexual Partners Last School Year (Spring 2004) All Student Responses Included

National College Health Assessment Results Condom Use Vs. Perceived Condom Use – Vaginal Intercourse Last 30 Days (Spring 2004) Percent

National College Health Assessment Results Five or more Alcoholic Drinks at a Sitting during Last 2 Weeks Last School Year (Spring 2004)

National College Health Assessment Results Top 10 Impediments to Academic Performance Last School Year (Spring 2004) Percent

National College Health Assessment Results 10 Top Mental and Physical Health Problems Last School Year (Spring 2004) Percent

National College Health Assessment Results Felt So Depressed that it was Difficult to Function Last School Year (Spring 2004) Percent

National College Health Assessment Results Seriously Considered Suicide Last School Year (Spring 2004) Percent

Healthy Campus 2010 Two overarching goals 28 focus areas 467 measurable objectives and 178 college objectives 10 Leading Health Indicators

Mental Health Leading Health Indicator 7-3b6. Increase the proportion of college students who have received information on suicide prevention. Baseline: 12.2%, 2010 Target: 55% Reduce the rate of suicide attempts by adolescent and college students (12- month average rate). Baseline: 1.5%, 2010 Target: 1.0%

Mental Health Leading Health Indicator 7-3b6. Increase the proportion of college students who received information from their college about suicide prevention. Targets: Baselines: Target setting method: National: Not applicable College: Better than the best. 351% improvement Our Campus: Better than the best. 634% improvement Data sources: National: Not applicable College: National College Health Assessment, Spring 2000 Our Campus: National College Health Assessment, Spring 2000 NationalDNCCollege12.2%Campus7.2% NationalDNCCollege55%Campus55%

Mental Health Leading Health Indicator Reduce the rate of suicide attempts by adolescents and college students. Targets: Baselines: Target setting method: National: Better than the best. 62% improvement College: Better than the best. 66% improvement Our Campus: Better than the best. 86% improvement Data sources: National: 1999 Youth Risk Behavior Survey, CDC, NCCDPHP College: National College Health Assessment, Spring 2000 Our Campus: National College Health Assessment, Spring 2000 National2.6%College1.5%Campus2.8% National1.0%College0.5%Campus0.4%

Mental Health University Retention Objective Leading Health Indicator

Mental Health University Mission Objective Leading Health Indicator

Developing Healthy Campus Initiatives Vision to Action: Tools for Program Development based on the Standards of Practice for Health Promotion in Higher Education ACHA Leadership for a Healthy Campus NASPA Strategic Planning: Move Your Prevention Efforts Forward CCHS

ACHA’s Guide to Using the Standards Step 1: Reflection on the Current Program Role and Scope Step 2: Program Needs Assessment Accreditation approach Based on the Standards Step 3: Action Plan Identify Indicators/Objectives Identify activities Evidence of completion & Evaluation

Conclusion The Tripod Standards of Practice for Health Promotion in Higher Education National College Health Assessment Healthy Campus 2010 Developing Healthy Campus Initiatives Guide for Developing Programs Using the Standards NASPA’s Leadership for a Healthy Campus CCHS Strategic Planning

NASPA’s Health Education & Leadership Program (HELP) Assess overall health of the campus Identify 4 critical areas in which campus health can be improved in an effort to reduce student's risk-taking behaviors Develop strategic plans to address the four areas

NASPA’s Health Education & Leadership Program (HELP) It is a new way of viewing the connection between health, learning, and the campus structure that explores relationships between and among individuals and the various learning communities that comprise the campus environment.

An Ecologic Approach

Center for College Health and Safety Campus and Community Depiction Inventory of Current Prevention Efforts Environmental Management Effective Evidence-Based Interventions Tiers 1, 2, 3 and 4 Comprehensive Approach Typology Matrix Organizational Readiness Assessment Eight Steps of Strategic Planning

Identify the problem Define Outcomes Clear, measurable, realistic, time bound Select evidence-based strategies and interventions Determine organizational stage of readiness Select activities Implement your plan Evaluate your efforts