Red Watch Band: Implementation and Outcomes of an Alcohol Bystander Intervention Program
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1 Red Watch Band: Implementation and Outcomes of an Alcohol Bystander Intervention Program Lisa Currie, MSEd Director, Health Promotion and Wellness Susan Cushman, MPH, CHES Coordinator, Alcohol and other Drug Prevention Illinois Higher Education Center Webinar January 29, 2013
2 Learning Outcomes As a result of this webinar, you will be able to: Describe the curricular components of an alcohol bystander intervention program, as implemented at Northwestern University. Explain the collaborative implementation process at a private, highly selective, Research 1 institution. Discuss the impact of participation in Red Watch Band training on students alcohol-related knowledge, attitudes and helping behaviors as evidenced by assessment results. Describe the relevance of the implementation process and assessment outcomes for one s own campus.
3 Northwestern University Profile Private, Highly selective, Research 1 Located in Evanston, a north shore suburb of Chicago 8400 undergraduates in 6 academic schools 8100 graduate/professional students in 9 academic schools Big Ten/Division 1 Athletics 35-40% of undergraduates involved in Fraternities and Sororities 60% live in university housing or Greek chapters, 40% live off-campus
4 Red Watch Band History Developed and launched by Stonybrook University in 2009 in response to the 2008 alcohol overdose death of freshman Matthew Sunshine at Northwestern University. Over 1500 students have been trained at NU since Spring Quarter 2010
5 Red Watch Band Purpose The purpose of the Red Watch Band bystander intervention training is to prevent deaths and other harm caused by alcohol overdose. In order to do that, participants will gain the knowledge and skills needed to understand: How alcohol affects our physiology and behavior How to recognize an alcohol-related medical emergency How to respond appropriately and in accordance with Northwestern University policies/procedures.
6 BYSTANDER INTERVENTION
7 Bystander Intervention Model Notice the Event Yes No Interpret it as a Problem Yes No Assume Personal Responsibility Yes No Know How to Help Yes No No help given No help given No help given No help given Attempt to Help Latané, B., & Darley, J. M. (1970). The unresponsive bystander: Why doesn t he help? New York: Appleton-Century-Crofts.
8 CURRICULUM
9 NU Curriculum Elements Barriers to Intervention Discussion Alcohol 101 /Progressive Effects of Alcohol Drink Pour Activity Signs & Symptoms Highly Intoxicated Person vs. Life-threatening Alcohol Overdose Intervention Skills Facts vs. Myths Review of High Risk Situations NU Policy: Responsible Action Protocol Scenarios
10 Once Students are Trained Receive NU Red Watch Band silicone wristband and certificate of completion Added to NU Red Watch Band listserv and database Invited to like the NU Red Watch Band Facebook page /NURedWatchBand
11 Curriculum Lessons Learned Facilitators need alcohol and other drug knowledge Curriculum should focus on the knowledge and skills needed to encourage intervention Making it interactive enhances the students experience Tailor your approach to your students and campus culture It s challenging to clearly and concisely talk about AOD policies and sanctions We re always improving the curriculum
12 IMPLEMENTATION
13 Participation Spring Quarter Fall Quarter Winter Quarter Spring Quarter Fall Quarter Winter Quarter Spring Quarter Fall Quarter TOTAL Trainings Students
14 Collaborators New Student and Family Programs Office of Fraternity and Sorority Life Athletics Center for Awareness, Response and Education University Residential Life Center for Student Involvement Office of Student Conduct and Conflict Resolution
15 Implementation Costs Must Haves Trained facilitators Staff time Copies/handouts Pens Appropriate room/space Watches (or substitute) May Haves CPR Training instructor Facilitator training costs Visual aids/poster Props for drink pour activity Certificates of Completion Snacks/Drinks Recognition Reception Facilitator thank you s Marketing
16 Implementation Lessons Learned Entire program can be very low-tech and low-cost Student co-facilitation is highly beneficial Comprehensive facilitator training is critical Volunteers have been harder to reach Students want their watches/wristband Continuously learn and improve to fit NU s needs
17 ASSESSMENT
18 IRB Approved Assessment Strategy Pretest (N = 328) Workshop Evaluation (N = 899) Six Month Questionnaire (N = 200) One Year Focus Groups (N = 24) A 92-question online instrument (implemented Fall 2010) Measured knowledge and attitudes about alcohol overdose and collected information about student experiences in high risk environments Voluntary A 16-question evaluation instrument required (implemented Spring 2010) Collected student evaluation of workshop, including satisfaction Measured self-reported learning and attitudes An 87-question online instrument (implemented Fall 2010) Re-measured knowledge and attitudes about alcohol overdose and collected information about student experiences in high risk environments Voluntary Eight interview questions explored how students used the training, how it affected their personal use of alcohol, and their level of commitment to intervene (First held in Spring 2011) Voluntary
19 Assessment & Learning Outcomes As a result of participation in the Red Watch Band Training program, NU students will... positively evaluate the Red Watch Band Training accurately identify the signs of alcohol overdose accurately identify basic alcohol 101 facts express a greater willingness to intervene in an alcohol-related emergency describe how they used the helping behaviors they learned to intervene effectively in high risk drinking situations
20 NU students will positively evaluate the Red Watch Band Training.
21 NU students will accurately identify the signs of alcohol overdose and accurately identify basic alcohol 101 facts
22 Paired or Matched Respondents Pretest Workshop Evaluation (N = 192) Pretest Six Month Questionnaire (N = 50)
23 Results of Paired T-Tests Changes in Self-Reported Knowledge Between Pretest and Workshop Evaluation (1 = strongly disagree to 5 = strongly agree) Pretest Mean (SD) Workshop Evaluation Mean (SD) Difference t df Sig. (2-tailed) I feel knowledgeable about alcohol overdose I can identify high risk environments and high risk behaviors involving alcohol I can identify the facts from the myths about how to help a friend sober up I can identify the signs of alcohol overdose 3.59 (0.88) 4.44 (0.55) (0.74) 4.47 (0.58) (0.87) 4.41 (0.57) (0.85) 4.44 (
24 Results of Paired T-Tests Changes in Self-Reported Knowledge Between Pretest Six Month Questionnaire (1 = strongly disagree to 5 = strongly agree) Pretest Mean (SD) Six Month Mean (SD) Difference t df Sig. (2-tailed) I feel knowledgeable about alcohol overdose I can identify high risk environments and high risk behaviors involving alcohol I can identify the facts from the myths about how to help a friend sober up I can identify the signs of alcohol overdose 3.50 (0.95) 4.16 (0.55) (0.63) 4.54 (0.58) (0.90) 4.28 (0.73) (0.95) 4.16 (0.55)
25 Signs of Alcohol Overdose Changes in Knowledge and Concern Between Pretest Six Month Questionnaire Knowledge 98% 100% 98% 94% 92% 98% 92% 73% PRETEST (N = 50) Concern SIGNS Cannot be roused/awakened Irregular breathing Vomiting Low body temperature Passed out Bluish skin color Slow breathing Pale skin color SIX MONTHS (N = 50) Knowledge 100% 100% 96% 96% 100%* 100%* 90% 73% Concern 5.00* 4.77* * 4.58* 4.98* 4.61* 4.52 * p <.05
26 NU students will express a greater willingness to intervene in an alcohol-related emergency.
27 Sources of Help Pretest (N = 181) Six Months (N = 89) Another student 73% Another student 81% (+8%) Residence hall staff member 35% A leader/officer in my group 45% (+16%) A leader/officer in my group 29% Residence hall staff member 31% (-4%) Emergency Room 18% % (-1%) % Emergency Room 13% (-5%) Parent 13% Northwestern Police Department 10% (-----) Community Service Officer 12% Community Service Officer 10% (-2%)
28 NU students will describe how they used the helping behaviors they learned to intervene effectively in high risk drinking situations. The most useful part of the training was where we were taught the signs when you should call As a risk manager, I was actually able to use this training.
29 Summary of Assessment Results Red Watch Band training at NU receives high marks from both mandated and voluntary students. seems to further bolster already high self-reported knowledge about the signs of alcohol overdose. appropriately raises students concern when witnessing signs of alcohol overdose. appears to boost students confidence and willingness to respond effectively in an alcohol-related emergency. increased percentage of students who reported going to another student, particularly group leaders, as a source of help.
30 Questions?
31 Thank you! Lisa Currie, MSEd Director, Health Promotion and Wellness Susan Cushman, MPH, CHES Coordinator, Alcohol and other Drug Prevention Northwestern website: Stonybrook website:
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