stophazing.org University of Kentucky: Revitalization Hazing Prevention Consortium Summit June 11-12, 2015 University of Maine

stophazing.org Campus Hazing Assessment Findings Defining Hazing Along with widespread awareness of hazing at UK, students convey multiple understandings and, especially in more nuanced cases, often lack clarity when it comes to differentiating whether or not certain activities constitute hazing.

stophazing.org Campus Hazing Assessment Findings Who is Hazing? Greek Life as a primary focus for hazing activities while findings regarding hazing within other types of students groups are less robust.

stophazing.org Campus Hazing Assessment Findings Types of Hazing Strong presence of hazing with a range of behaviors, from seemingly inoffensive efforts to differentiate new and veteran group members to high risk activities that involve the potential for physical, mental and emotional harm. The types of hazing include forms of hazing with the potential to cause physical harm as well as potentially humiliating or degrading behaviors.

stophazing.org Campus Hazing Assessment Findings Motivation for Hazing Students engage in hazing because they often accept it as a rite of passage and thus perceive earning one’s place in an organization through hazing in a positive light. Students feel that the benefits of group bonding outweigh the risks of hazing.

stophazing.org Campus Hazing Assessment Findings Hazing Awareness Interviewees described a culture at UK in which people know that hazing is occurring, are aware of hazing policies and informed about measures available to report it. Students are reluctant to report hazing because they see it as the norm, do not necessarily see the harm or potential harm it might cause, or do not want to jeopardize their membership in a group.

stophazing.org Campus Hazing Assessment Findings Perceptions of Hazing Prevention In addition to illuminating the deep-seated role of hazing in certain organizations, there is a gap between UK students’ awareness of hazing prevention and their ability or sense of empowerment to do something about it. Students are reluctant to report hazing.

stophazing.org Hazing Prevention Core Strategies Implementation of a campus-wide hazing prevention coalition –Coalition under new leadership with a new mission, goals, and subcommittees. –Alcohol and Substance Education office is changing focus to Wellness Initiatives for Student Empowerment and will take on hazing prevention.

stophazing.org Hazing Prevention Core Strategies Train all hazing prevention stakeholders, student- services staff, selected faculty, and student leaders of organizations, teams, fraternities, and sororities in bystander intervention with a specific focus on hazing. Closely aligned with UK’s culture of participation and engagement, bystander intervention will help community members to build capacity for the following key components of prevention: 1) notice hazing; 2) interpret hazing as a problem; 3) see one’s responsibility to help change it; 4) develop skills needed to intervene safely; and 5) take action.

stophazing.org Hazing Prevention Core Strategies –Coalition subcommittee is working on a new hazing prevention education session to use with different group. –Athletics introduced the Step Up program as a bystander program.

stophazing.org Hazing Prevention Core Strategies Form a response team to help staff determine if hazing has occurred and to help staff make decisions about informal and/or formal responses to hazing or suspected hazing. This response team will help centralize information about groups suspected of hazing, provide support for staff response, label and report suspected hazing behaviors, and over time, help to expose potential connections/patterns in campus hazing.

stophazing.org Hazing Prevention Core Strategies –Implemented the response team this semester in fraternity case. Conducted interview and produced a report which was shared with the national leadership.

stophazing.org Hazing Prevention Core Strategies Provide targeted leadership development for students to help them make ethical decisions in the face of moral dilemmas and in the context of intense peer pressure. –Common Goals Retreat

stophazing.org Hazing Prevention Core Strategies Develop efforts to mitigate high-risk drinking while paying particular attention to differentiating between alcohol consumption and hazing.“ –Health and Safety Task Force reviewing University’s alcohol policy.

stophazing.org Evaluation Case Study Activities Greek 101 – Hazing Prevention Presentation Prevention Strategy: Training for student members Learning Outcome: Students will demonstrate that they have an understanding of the hazing prevent-ion policy by demonstration their know-ledge of the definition of hazing as defined by the university. Target Audience: New fraternity and sorority members

stophazing.org Evaluation Case Study Activities Greek 101 – Hazing Prevention Presentation Content: Hazing means any action or situation created by a member of the University Community against another member of the University Community for the purpose of affiliation with a group or organization that: Is negligent or reckless in nature; Is humiliating or endangers an individual; or Unreasonably interferes with scholastic or employment activities. Hazing may occur regardless of the individual’s willingness to participate. This regulation applies to behavior that occurs on University property. It may also apply to off ‐ campus behavior if the activity is sponsored, conducted, authorized, or recognized by the University, a registered University organization, or a group.

stophazing.org Evaluation Case Study Activities Greek 101 – Hazing Prevention Presentation Content: Actions and situations that may constitute hazing include, but are not limited to, the following: Forced consumption of food, alcohol, or drugs Paddling in any form Creation of unnecessary fatigue Personal servitude Physical and/or psychological shocks Forced wearing of apparel which is conspicuous and not normally in good taste Degrading or humiliating games and activities Sleep or food deprivation Unreasonable exposure to the weather Kidnapping or abandonment Line ‐ ups and berating Undue interference with academic pursuits Expectation of participation in activities that are illegal, lewd or in violation of University

stophazing.org Evaluation Case Study Activities Greek 101 – Hazing Prevention Presentation Content: Hazing in any form is prohibited. Complaints or reports of activities believed to be hazing should be reported to the appropriate University Official or the University Police at (859) 257 ‐ More information can be found on the UK Hazing Prevention

stophazing.org Evaluation Case Study Activities Greek 101 – Hazing Prevention Presentation Evaluation Design: Information on the hazing prevention policy was presented to 1,090 new fraternity and sorority members who also received information on fraternity and sorority life, academic resources, and violence intervention prevention. 1,751 new members were required to attend the informational sessions and those with conflicts were given the information by their chapter leadership. The information on the hazing prevention policy was presented using PowerPoint slides by student leaders who were coached by staff members in the Fraternity and Sorority Affairs office.

stophazing.org Evaluation Case Study Activities Greek 101 – Hazing Prevention Presentation Evaluation Design: Four sessions were offered on two Sundays in groups of around 250 each. When the students entered the session on fraternity and sorority life they were asked to complete side 1 of the attached assessment tool which directed them to mark True or False for each statement. Four forms (A, B, C, and D) were developed with two focusing the definition of hazing behaviors and two focusing on statements within the university’s hazing prevention policy. At the end of the presentation, the students were asked to turn the form over to complete side 2. The forms were shuffled and distributed randomly during each session.

stophazing.org Evaluation Case Study Activities Greek 101 – Hazing Prevention Presentation Evaluation Design: The data from the assessment tools were entered into Access database and then analyzed using Excel tools. Individual pre-test and post-test were compared to see if the individuals answered more questions correctly during their post-test compared to their pre-test. Each question was also evaluated to see which of defining behavior or policy statement students understood more than others. The results were then discussed by the staff of the Fraternity and Sorority Affairs.

stophazing.org Evaluation Case Study Findings & Evidence Base Greek 101 – Hazing Prevention Presentation Findings:

stophazing.org Greek 101 – Hazing Prevention Presentation Findings: Evaluation Case Study Findings & Evidence Base Understand the Definition of Hazing Average 98%FALSEPerforming community service as a group 97%FALSEParticipating on an intramural chapter team 97%FALSERequired attendance at chapter meetings 97%FALSEDress code for chapter meeting 97%FALSELearning fraternity or sorority songs for Ritual 96%FALSEAttending mandatory 96%FALSEStudy Hours 96%FALSEAttending date parties and other social events 95%TRUEForced consumption of food, alcohol, or drugs 94%TRUEPhysical and/or psychological shocks 94%TRUEDegrading or humiliating games and activities 93%TRUESleep or food deprivation 92%TRUECreation of unnecessary fatigue 89%TRUEExpectation of participation illegal 88%TRUELine-ups and berating 83%FALSEHigher dues for new members 81%TRUEUndue interference with academic pursuits 63%TRUEPersonal servitude such as drivers to parties 52%FALSEInitiation test on chapter history

stophazing.org Greek 101 – Hazing Prevention Presentation Findings: Evaluation Case Study Findings & Evidence Base 63%TRUE Personal servitude such as drivers to parties 52%FALSEInitiation test on chapter history

stophazing.org Greek 101 – Hazing Prevention Presentation Findings: Evaluation Case Study Findings & Evidence Base Understand Hazing Policy Average 94%FALSEIt is only considered-University property 86%TRUEIndividuals who are victims of hazing-hazing violation 86%FALSEIt is only considered hazing-not willing to participate 83%TRUEAn organization or group-past behaviors 83%FALSEIt is only considered hazing-student organization or group 80%TRUEIndividuals who-relation to that particular incident 70%TRUEAn organization-a past violation of hazing 68%TRUEAny organization-threat of being charged with a hazing 63%FALSEIndividuals who report-participated in the behavior 49%FALSEAny organization-charged with a hazing violation

stophazing.org Greek 101 – Hazing Prevention Presentation Findings: Evaluation Case Study Findings & Evidence Base 63%FALSE Any organization or group that self-reports a hazing behavior to an appropriate University Official or the University Police shall being charged with a hazing violation. 49%FALSE Individuals who report hazing activities will be individually charged with a hazing violation with they participated in the behavior.

stophazing.org Evaluation Case Study Findings & Evidence Base Greek 101 – Hazing Prevention Presentation Findings: Students need more intervention in the area of defining hazing especially in the area of personal servitude and what is an acceptable manner of testing new members on chapter history. Students need more information about hazing than given during a 20 minute presentation. Hazing prevention efforts may need to directly engage the differential power dynamics involved in hazing as an aspect of group bonding.

stophazing.org Evaluation Case Study Findings & Evidence Base Greek 101 – Hazing Prevention Presentation Contributions to hazing prevention at the University of Kentucky: Coalition sub-committee work on a more developed presentation:

stophazing.org Evaluation Case Study Findings & Evidence Base UK Hazing Prevention Presentation Definition Hazing Spectrum Case Studies/Examples of Hazing Greater Impact of Hazing Why Do We Haze? Benefits of Not Hazing Social Pressure/Bystander Effect Response/Reporting Groups to Cater To - Our Audience Talking Points - Sharing With Other Offices/Student Groups ● What is the context of the activity? What are the consequences of not participating, whether that be exclusion or they think they will lose the respect of their peers? ● Respect is the key issue here, how do we hold the same standard of expectation for all members and foster respect for older and newer members. ● How do we show we care about all of our members

stophazing.org Hazing Prevention Consortium Think Tank –What are others doing for assessment? –How are others getting students involved? –What funding sources exist? –Other programming efforts?