Perspectives spring 2014

Spring 2014

A publication for members of the Association of Fraternity/Sorority Advisors AFA1976.org | @AFA1976

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Leveraging Brotherhood/Sisterhood to Improve Mental Health How can brotherhood and sisterhood support students who struggle with mental illness?

26

Essential Questions on Work-Life Balance

Are you prioritizing yourself and your happiness and interests?

Mental health can require us to rewire our brains and change the way we think, work and live.

INSIDE: Special section by Dr. Peter Magola page 17

WHY DO WOMEN

PUT UP WITH

HAZING? Research of women’s development indicates that adolescent and adult women would rather silence themselves than risk open conflict or disagreement which might lead to isolation or violence. Women have been conditioned to find power through obedience. Women who are perceived as “good girls” will find secret ways to dominate others. Because of this, women often experience a disconnect between their actions and being able to comprehend the consequences—it’s an internal struggle.

HOW WOMEN HAZE

AND OTHER KEYNOTES by

LORIN PHILLIPS learn more: CAMPUSPEAK.COM/PHILLIPS

editor’s note “I needed to sleep … and stay married,” she replied when I asked her, “Why did you decide to leave the field?” This was not the first time I had heard a similar response. I’ve seen colleagues leave fraternity/sorority advising to move to other perceived less demanding functional areas of student affairs. I’ve seen even more leave higher education to work in marketing, finance, fitness and other fields.

Our colleagues are seeking shorter working hours; greater time to spend with a partner, family or friends; less stress; more support; and a phone that won’t ring in the middle of the night bringing crisis.

As student affairs professionals, we invest so much of ourselves in our students and organizations.

We challenge and support them, often sacrificing our own mental health in the process. We ask students, “Are you taking care of yourselves? Are you getting enough sleep? How are you balancing school and leadership roles? Have you thought about seeing a counselor?”

Heather Matthews Kirk Editor @hmk0618

We attempt to provide guidance and encouragement, but we rarely look in the mirror to ask ourselves (and answer) these same questions. Some of us sacrifice our own wellbeing—sleep, healthy eating, exercise and our mental health—all in the name of doing our jobs. Yet, what we may not realize is the risk that comes with that style of dedication. It is difficult to provide sound advisement to students if you are not practicing what you preach. Furthermore, it is difficult to do your job to its fullest if you’re not mentally in a place to provide support.

Some of us sacrifice our own wellbeing—sleep, healthy eating, exercise and our mental health—all in the name of doing our jobs.

Imagine yourself on an airplane. As your flight attendant, I’m providing important safety instruction, so please give your full attention. “In the event of an incident, if you’re traveling with someone who requires assistance, secure your own oxygen mask first, then assist others.” That’s how mental health works, too. Start with yourself.

In this issue of Perspectives, we’ll look at mental health from a multitude of angles. We’ll explore coping, how brotherhood and sisterhood can provide a support network, work-life balance, selfimposed limitations, and how to deal with loss. The articles will help you help your students, but they will also nudge you to reflect on your own wellbeing.

What this issue of Perspectives will not do is approach the topic from a stereotypical construct.

When you do a Google image search for mental health, your screen quickly populates with photo after photo of people looking down, head in hands. If you curate the words most associated with mental health, stress, anxiety, disorder, depression, mood, trigger and horror rise to the top.

While these things can be a part of mental health, they are not its whole. The cover story by Ross Szabo defines mental health as “a state of wellbeing in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.”

We hope this issue of Perspectives will push you to consider mental health in this way. Rather than imagining a person—head in hands, imagine yourself or a friend in an everyday environment, because that is where we are navigating life’s stressors, learning to cope and helping one another.

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from the president As you read and learn from this issue of Perspectives, I encourage you to pay special attention to the article by Miami University professor Dr. Peter Magolda. During the 2013 Annual Meeting in Orlando, the Association invited Peter to conduct an organizational culture study of the Annual Meeting. He participated in events, observed sessions and programs, held focus groups, and interacted with our members. It was necessary for AFA to take the unconventional step to invite an outsider into our “family.” The desired outcome of this experience was for us to gain an informed perspective on the attitudes, beliefs, meanings and symbols associated with our Association’s largest gathering.

Thad Doyle 2014 President tmdoyle@uakron.edu

Drawing from his observations, Dr. Magolda identifies two major AFA subcultures, both of which add value to the Association’s work. He further provides two main recommendations.

The first focuses on the creation of dialogue and the opportunity to participate, understanding differing perspectives and fostering meaningful outcomes to positively change the future of AFA. The second centers on maximizing the differences—and understanding the shared experiences— between the two subcultures and their respective dialogue.

We can each find ourselves in Dr. Magolda’s message. Whether you are in one subculture or the other—or perhaps do not identify with either, during this critical time in our Association’s history we must continue to move the needle forward, cultivating our members’ abilities to be dynamic and respected in their work. As the landscape of higher education steadily changes, AFA must identify how it is relevant and sustainable in an evolving climate.

Wherever you find yourself, I encourage you to use the article as an opportunity to begin the dialogue now.

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The board of directors will utilize Dr. Magolda’s findings to augment our effort on the Strategic Framework. The ability for AFA to open itself up to acknowledging our differences could allow for greater opportunities that will support AFA and the future of the profession.

While some of you might read the article and think, “this is nothing new,” others might see his observations and recommendations through a new lens. Wherever you find yourself, I encourage you to use the article as an opportunity to begin the dialogue now. Don’t wait for the next Annual Meeting—pick up the phone, send an email, grab lunch or coffee, and engage in conversation with other members. Particularly engage with those outside your immediate circle of friends or who share a different view of our profession and our association. Use this as a prompt to be more audacious, authentic or different this year.

Talk about this at #AFAPerspectives

Perspectives is the official publication of the Association of Fraternity/Sorority Advisors, Inc. (AFA). Views expressed are those of the individual authors/contributors/advertisers and are not necessarily those of the Association. AFA encourages the submission of articles, essays, ideas and advertisements.

Submissions should be directed to the Editor, advertising queries to the staff.

Submission Deadlines: Summer 2014: May 1, 2014 Fall 2014: August 1, 2014 Winter 2015: November 1, 2015 Spring 2015: February 1, 2015 Editor: Heather Matthews Kirk Zeta Tau Alpha Heather-Kirk@zetataualpha.org (317) 872.0540 @hmk0618 AFA Staff: Lea Hanson Director of Marketing & Communication lea@afa1976.org 2014 Editorial Board: Noah Borton, Delta Upsilon Fraternity Emilee Danielson Burke, Shippensburg University Annie Carlson, Wake Forest University Stephen Dominy, Kennesaw State University Holly Grunn, Bowling Green State University Scott Isenga, University of Central Arkansas Emily Perlow, Worcester Polytechnic Institute Natalie Shaak, Drexel University Nathan Thomas, Bradley University

Association of Fraternity/Sorority Advisors P.O. Box 1369, Suite 250 Fort Collins, CO 80522-1369 info@afa1976.org phone: (970) 797.4361 fax: (888) 855.8670 www.afa1976.org @AFA1976 AFA is a proud member of:

in this issue

8 Cope Strong Ross Szabo

Coping is the way we deal with stress from adversity, disadvantage and other problems in our lives. Coping mechanisms are learned behaviors. The longer you use one, the more ingrained that pathway becomes in your brain.

Sometimes we must rewire our brains for effective coping.

14 Leveraging Brotherhood/Sisterhood to Improve Mental Health Leslie Fasone and Noah Borton

For many, college preparation includes an inundation of phrases such as, “College is supposed to be the time of your life.” Unfortunately, this perception does not align with reality. Stress, anxiety and the pressure to succeed quickly enter a student’s world. How can we leverage brotherhood and sisterhood to support students who struggle with mental illness?

do you Want? Essential Work-Life Questions to Ask 26 What Yourself Paul Artale

The phrase “work-life balance” is ambiguous given that it means something completely different to everybody. After all, what is balance? If we do not know what we want, we cannot make the adjustments to take care of ourselves. Too many student affairs professionals today prioritize their own happiness and interests lower than those of their students.

HIGHLIGHTS

12 :: Mental Health and Today’s Student 30 :: Phony Limitations: How the Impostor Phenomenon Holds us Back 34 :: In Loss Be Found

COLUMNS

03 :: Editor’s Note 04 :: From the President 07 :: Letters to the Editor 39 :: Spotlight

17 SPECIAL SECTION Dr. Peter Magolda

Community, Subcultures and Organizational Change: An Outsider’s Perspective on the 2013 AFA Annual Meeting

The AFA Foundation believes it is important for our members to learn more about our donors.

We would like to introduce you to Justin and Heather Kirk. They have committed to expanding research for new initiatives. See why AFA and research is so important to them.

What is your favorite AFA memory?

Heather: I most enjoyed working with Interim Executive Director Sue Kraft Fussell to first launch the Advance U program, which I’m so proud my organization, Zeta Tau Alpha, sponsors. As Editor, receiving each issue of Perspectives in the mail also ranks up there. It’s such an honor to work with talented authors and editors.

Justin: In my four years serving on the AFA board, I developed friendships with colleagues that go beyond our professional relationship and will last a lifetime. We thoughtfully and respectfully challenged each other, stayed focused on how to create the best professional development experience for every member, and had fun doing it.

Tell us a fun fact.

We both served as collegiate chapter presidents, started professionally in the field as traveling consultants, and now serve our organizations on the headquarters’ staff.

We met in the Indianapolis airport in baggage claim, and our love for travel has taken us around the world to at least one new country each year.

I’m in several book clubs.

I race bicycles competitively.

Heather Matthews Kirk & Justin Kirk

View the grant application here:

Why is research important to you, student development and the industry?

There are many topics that if researched, could guide professionals in solving the greater problems in fraternity and sorority life. Without research, much of our work is reduced to shooting darts. There are so many big questions that need exploring and answering.

We hope this gift not only motivates researchers (and potential researchers) to focus their attention on fraternity/sorority life, but also inspires other prospective donors to give to this important direction.

letters to the editor Fueling Education of the Next Professionals

I just got the winter issue of Perspectives in the mail, and WOW—exceptional work! The editorial board has much to be proud of! Burn on media spotlight [in reference to the Editor’s note] because Heather Matthews Kirk is here to help us move on to what really matters.

To that end, I am glad I have chosen to give a graduate student membership in AFA as a graduation gift to the last two of my students who have chosen higher education as their profession. Both have benefited greatly from the research and writing in Perspectives. Although neither has been able to attend the AFA Annual Meeting as of yet, they are able to connect to the leading thinkers in our field through this great publication. One has chosen fraternity/sorority life, and while the other is heading in a different direction, she still finds the information in Perspectives very useful in other aspects of student affairs. I am proud to share this good work with them and know it will help advance their knowledge and service.

Melinda B. “Mindy” Sopher Academic Advisor North Carolina State University

Facebook mentions about our winter 2014 issue Rachel Westra Marsh

Just finished reading the Women Leaning In article in Perspectives and really appreciate Jenny Levering, Kayte Sexton Fry & Sue Kraft Fussell being vulnerable and sharing their stories. I have always looked up to these amazing women and love that they are encouraging women to be authentic and continue these important conversations! Thank you.

Jacob Oppenheimer

Every time I chat with or read something by either Dan Wrona or Mike McRee, I always come away significantly more informed than I was going in. Together they make it look easy!

Tweets about our winter 2014 issue Jessica Ryan (Tweed) @JessNicoleRyan

Can’t put this #AFAPerspectives down! 2 views on GPA Criteria for BGLOs, exploring ways NPHC men can mentor men of color at our PWI #UWFFSL

Mike Prinkey @McPrinkey

Used my flight back to Boston to read @nate_burke’s fantastic piece in the new #AFAPerspectives winter issue!

Wendy Faust @DGwendyfaust

#AFAPerspectives Loved the article “Women Leaning In” in the latest issue. Many thanks to these wonderful women for sharing their stories.

T.J. Sullivan @intentionalTJS

Nice job @scottisenga with his article about masculinity in @AFA1976 #AFAPerspectives

We Want to Hear Your Thoughts Tweet using #AFAPerspectives Post your comments Association of Fraternity/Sorority Advisors Email Perspectives Editor Heather Kirk Heather-Kirk@ZetaTauAlpha.org

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by Ross Szabo

• 25 percent of college students experience a mental health disorder each year.

• Suicide is the second leading cause of death on college campuses.

• 66 percent of people who have a substanceuse disorder have a simultaneously occurring mental health disorder.

• 76 percent of college students report feeling overwhelmed.

• 80 to 90 percent of people who seek help for a mental health disorder see improvement in their symptoms.

Kessler, et al., 2005; Suicide Prevention Resource Center, 2004; Office of the Surgeon General, 1999; Kadison & DiGeronimo Foy, 2004

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On my 21st birthday, while enjoying my first bite of steak, my parents started to cry. My father began to whisper through his tears. “We didn’t think you would live to be 21,” he said.

I was a little shocked, but I understood his concerns.

At 16, I was diagnosed with bipolar disorder with anger control problems and psychotic features. During my senior year of high school, I was hospitalized for attempting to take my own life. I managed to graduate from high school and attend American University.

Two months into my freshman year, I took a leave of absence due to a crippling relapse. I was hospitalized again. I took a year off and then enrolled at Moravian College.

Mental health

and anger with new, healthy coping mechanisms. I put myself on a schedule. This allowed me to better examine my challenges. I made sure I slept eight hours every night, regardless of whatever else was going on in my life. I started to exercise regularly, which gave me the power to stop making drinking the solution. I changed my diet to give me more consistent energy to address my challenges. I began opening up to my friends and started seeing a therapist. I learned about my triggers and how to lessen the extremes of my disorder. All of this work allowed me to return to American University and graduate with a degree in psychology.

What Is Mental Health?

I was attending Moravian at the time of this meal. I listened to my parents recount their scariest moments with me. Unfortunately, I still wasn’t willing to accept the reality of my mental health disorder. Later that night, I went out with friends and had 21 shots of hard liquor. It would take another year of self-destruction and near death experiences before I realized I needed greater help.

is defined as a state of wellbeing in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.

The most important piece of achieving balance for my mental health was changing my coping mechanisms. For nine years, binge drinking was my go-to coping mechanism to address my emotional instability. I never talked to anyone about how I felt. I didn’t want to be seen as weak. I believed my depression, mania, anger and psychosis would simply go away. It got to the point where changing the way I coped was the only option.

I had established neural pathways in my brain that led to coping with negative behaviors as a way to avoid my problems. I knew I had to replace drinking, suppression

After practicing these new coping mechanisms for a few years, I was able to address my emotions and mental health disorder more effectively. I can’t change the fact I have bipolar disorder, but I have been able to change the way I live with it. The process of developing new coping mechanisms is an important part of everyone’s life whether you have a mental health disorder or not.

How coping develop

mechanisms

Coping is the way we deal with stress from adversity, disadvantage and other problems in our lives. Coping mechanisms are learned behaviors. The longer you use one, the more ingrained that pathway becomes in your brain. All of our habits have corresponding pathways in our brains. As described by Psychology Today, habits can be hard to break, because they require awareness, time and focus to create new pathways.

Neurologists explain the formation of pathways in the brain by saying, “neurons that fire together wire together” (Dubuc, n.d.). The girl who cuts herself to cope with her pain starts a connection in her brain that, with repetition, becomes a natural response whenever that emotion is triggered. The guy who has anger issues also has a pathway,

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or pathways in his brain, to follow a pattern of flipping out when he is triggered. Learning about our pathways is vital to be able to implement change.

The influences that most significantly impact the development of coping mechanisms are oneself, family, friends, environment, a mental health disorder, and media/ society. In my experience, I was born into a family that had a history of mental health disorder on both sides. I had a biological predisposition to develop bipolar disorder. I grew up in a home with parents who modeled ineffective coping mechanisms, and I established friendships that enabled my binge drinking. I was raised in a small town where addressing emotions was not socially acceptable.

This was the perfect storm for ineffective coping. I started hiding my emotions at a young age. I began drinking as a way to cope with my feelings at 13. When I was diagnosed with bipolar disorder just a few years later, I already formed coping mechanisms that impeded my ability to balance my life. By the time I turned 22, I realized I needed to change how I coped but had to undo nine years of ineffective coping.

One of the first coping mechanisms I wanted to change was my explosive anger in times of stress. For years I had been hurting myself and other people both physically and emotionally.

My anger was becoming harmful to my relationships and friendships. Often I would feel bad but would just yell more instead of admitting I was wrong. I hated the way I behaved and deeply wanted to change. Wanting to build effective coping mechanisms is important to creating change.

It took some time to figure out, but eventually I was able to define what led to my rage. It would begin with tension building in my chest, making me feel increasingly nervous. I learned this could happen as quickly as a few seconds before I’d unleash my anger. The triggers for that nervousness would vary depending on the situation, but it was important for me to identify how I felt. I had to know what happened right before I acted out in anger, so I could try to replace my actions.

I started to take slow, deep breaths before my chest could fill with that nervous energy. Then I’d try to talk about how I felt.

Even if my tone was tense, I was still creating a new pathway.

I was giving my brain a different response to choose from than anger. It was a difficult process, and there were setbacks along the way. Sometimes instead of calmly addressing an issue, I would scream or act out inappropriately. In those instances it was easy for me to use failure as a reason to beat myself up and think things would never change. It took so much patience to make those changes and be okay with the reality that we all have tough days. I was also fortunate to have friends who stood by me and a partner who listened and allowed me to grow.

I continued the practice of applying effective coping for months then years, until it became my natural response to triggers. I

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don’t have to think about how to respond to that nervousness in my chest anymore. The pathways I built helped me respond more calmly and without fear. There are still times when my anger gets the better of me, but it isn’t possible to be prepared for every situation possible.

Effective vs. ineffective coping

One of the first steps in addressing your coping mechanisms is to determine the difference between effective and ineffective coping. What is effective for someone is individual and not a one-size-fits-all model.

Effective coping should reduce stress, lessen the intensity of your triggers, allow you to face more challenges, help you become more productive, and prompt you to be more engaged with the people in your life. Ineffective coping reduces your ability to address stress, prevents you from developing your mental health, and can be harmful to your overall physical/ mental health.

Hiding my emotions was an extremely ineffective way to cope.

I tried to bury all of my stress, which heightened my anxiety and made me more prone to losing sleep, triggering episodes of bipolar disorder. I wasn’t able to develop stronger mental health because I wasn’t being honest or open about what I was experiencing. The combination of heightened stress and not addressing my mental health led to a constant self-destructive pattern I felt I would never be able to change.

How to talk with students about coping

Talking with students about coping is important. A majority of students experiencing mental health challenges may not feel like there is anything they can do. They didn’t choose to have a mental health disorder, but they can choose to work and change the way they cope with those issues. Any discussion with students about coping should be basic and meet them where they are.

Here are some tips for that conversation: • Begin with a definition. “Coping is the way we deal with stress from adversity, disadvantage and other problems in our lives.” Sometimes students confuse coping with typical behaviors. It’s important to let them know a definition and give examples. According to a survey conducted with 500 sorority women, the most common ways they cope with stress are: eating, drinking alcohol, exercising, not sleeping/sleeping too much, talking to a friend and hooking up.

• Talk about the brain. Most students feel a lot better about this issue when they understand where it’s coming from. Point out that the brain doesn’t fully mature until age 25, and the coping mechanisms they develop in college may affect them for life. The last part of the brain to mature is the pre-frontal cortex. That part of the brain allows people to evaluate and process emotion. The

How to Change and Practice Effective Coping part of the brain most active in college students is the amygdala, which is in charge of impulses (Partnership for a Drug Free America, 2014). This explains why some young people easily engage in such risky behaviors like racing cars, binge drinking and feeling invincible.

There are seven steps to create effective coping mechanisms.

1. Identify the coping mechanism you want to change.

• Coping starts from birth. We start coping before we know we are coping. Sucking our thumbs, crying, having a blanket or stuffed animal, are all things that give us comfort. As students get into their teens, they might start using ineffective coping mechanisms. Helping them understand that history is important.

2. Recognize when you are coping in an ineffective manner.

• Let them know the sources. Again the most common sources that influence the development of coping mechanisms are yourself, family, friends, environment, a mental health disorder, and media/society.

4. Practice the effective coping mechanism.

• Explain effective vs. ineffective. The definitions are listed above in this article. Determining these differences is really the most important step to helping them change.

• List the steps of how they can change. The steps to build effective coping provide an important guide for everyone.

• Don’t give up. I talk to so many people who tell me they tried to build an effective coping mechanism for a few weeks and it didn’t work, so they stopped. Creating new pathways in the brain and changing our responses takes a lot of time and is different for each person. If a person is able to learn a new coping mechanism, it opens them to creating other pathways faster in the future.

Every time I celebrate my birthday, I take a moment to think back to the dinner I had with my parents when I was 21. I am lucky to be alive and thankful for the support of so many people who stuck by me as I went through the worst of bipolar disorder. I know I need to continue to work on my coping mechanisms and do everything I can to learn about myself. I also know that I’m not alone.

REFERENCES

3. Replace ineffective coping with an effective coping mechanism.

5. Be patient while trying to get results in changing the coping.

6. Build a healthy environment to help change the coping.

7. Acknowledge small victories, learn from setbacks.

(Lickerman, 2009)

Lickerman, A. (2009) Five Steps to Changing Any Behavior.

Retrieved from http://www.psychologytoday.com/blog/ happiness-in-world/200910/5-steps-changing-anybehavior Office of the Surgeon General. (1999). Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Public Health Service.

Partnership for a Drug-Free America (2014). A Parent’s Guide to the Teen Brain. Retrieved from http:// teenbrain.drugfree.org/science/behavior.html

Dubuc, B. (n.d.) The Brain from Top to Bottom. Retrieved from http://thebrain.mcgill.ca/flash/i/i_07/i_07_ cl/i_07_cl_tra/i_07_cl_tra.html

Psychology Today. (n.d.) Habit Formation. Retrieved from http://www.psychologytoday.com/basics/habitformation

Kadison, R., DiGeronimo Foy, T. College of the Overwhelmed: The Campus Mental Health Crisis and What to do About It. San Francisco: Jossey-Bass, 2004.

Suicide Prevention Resource Center. (2004). Promoting mental health and preventing suicide in college and university settings. Newton, MA: Education Development Center, Inc.

Kessler, R.C. et al. (2005). Prevalence, severity, and comorbidity of twelve-month DSM-IV disorders in the National Comorbidity Survey Replication (NCS-R).

Archives of General Psychiatry, 62(6): 617-27.

Ross Szabo is CEO of the Human Power Project and a speaker for CAMPUSPEAK.

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college students have: 7%

Considered suicide

7.5% 7.4%

Male

1.4% 1.3% 1.5%

Attempted suicide

Female

Intentionally cut, burned, bruised, or otherwise injured self

All students

4.5% 6.6% 5.9%

0%

2%

4%

6%

8%

10%

and have experienced: Stress

28.5%

Anxiety

19.7%

Sleep Difficulties

19.4%

Depression

All students

12.6%

Participation in Extracurricular

8.6%

Alcohol

4.2%

Drug Use

1.9%

0%

10%

20%

In the past 12 months, fraternity/sorority members reported having been diagnosed/treated for:

30%

40%

50%

The most common areas fraternity/sorority The d members found difficult to handle in the past 12 months were:

Anorexia (1.7%) Depression (10%) Insomnia (3.5%) Phobia (.9%) Substance Use (1%) Bulimia (1.4%) ADHD (5.6%) Anxiety (10.9%) Bipolar Disorder (1.3%)

Wha

Academics (48.9%)

Intimate Relationships

Other Relationships

(36.3%)

(28.6%)

Note: The opinions, findings, and conclusions presented/reported in this graphic are those of the authors, and are in no way meant to represent the corporate opinions, views, or policies of the American College Health Association (ACHA), whose study is cited. ACHA does not warrant nor assume any liability or responsibility for the accuracy, completeness or usefulness of any information presented.

Of adults who used illicit drugs in the past year:

32.1% reported having serious mental illness.

27.6% reported having moderate mental illness.

In the last month, 17.7% of fraternity/sorority members have used marijuana three (3) or more days.

13.2% reported not having mental illness.

Of first-time illicit drug users, more than half begin with marijuana, followed by prescription drugs and inhalants.

Compared to 12.7% of non-members.

What experiences are they bringing to college?

ity The drug-use experience of 2013 high school grads: Alcohol (68.2%)

Illicit Drugs (50.4%) MDMA/Ecstasy (7.1%) Amphetamine (12.4% Inhalants (6.9%) Heroin (1%) Crack Cocaine (1.8%)

Marijuana (65.6%)

LSD (3.9%)

Pain Relieves (17%)

Cocaine (4.5%)

Inhalants (6.3%)

Hallucinogens (7.6%)

Other (11.1%)

Marijuana (45.5%) Any Prescription Drug (21.5%)

National Institute on Drug Abuse, 2012 National Survey on Drug Use, American College Health Association – National College Health Association Spring 2013 Reference Group Executive Summary, National College Health Assessment in 2009

Brotherhood/Sisterhood to Improve Mental Health

by Leslie Fasone and Noah Borton

Many students entering college are socialized to believe they are entering into a perfect utopian society.

Their college preparation includes an inundation of phrases such as, “College is supposed to be the time of your life,” and “You’ll never have four years like this ever again, so live it up and enjoy it!” The message is clear— they will have an incredible experience and social life.

Their problems will melt away, and they will have a finite time in this new environment to live in the moment with no concern for consequences.

This perception does not align with reality. Stress, anxiety and the pressure to succeed quickly enter a student’s world. Sadness, loneliness and insecurity creep in. Such feelings are not outside the norm among college students, and according to a survey of university counseling center directors, many are seeing an increase in the number of students with severe psychological problems. With mental health proving to be a common issue among college students, it is important to consider where fraternities and sororities fit into the discussion.

Existing literature on mental health is void of investigation into fraternity and sorority membership. To date, the authors have not found any articles identifying differences in the area of mood disorders between students who are members of fraternities and sororities and those not affiliated. Mood disorders include depression, stress, anxiety or a combination of these. In fact, findings of the 2009 National College Health Assessment from the American College Health Association show very little difference between members and non-members when you examine the statistics where students identify feelings of loneliness, depression and exhaustion. There is some nuance to be extrapolated, but in large measure, we ascertain members of fraternities and sororities are students, and they experience issues related to mental health in the same fashion as other students.

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A difference that could be examined is the relationship between the mental health concerns and the environment within fraternities and sororities. Are these environments contributing to or exacerbating mental health concerns?

Or, can these environments foster greater support around mental health concerns?

Fraternity and sorority membership can result in desirable student outcomes related to mental health.

Brotherhood/sisterhood is highly valued by members and they widely proclaim it as a benefit of membership.

This can be leveraged to create an effective network of support related to mental health as students cope with the everyday challenges of college life.

Research has shown individuals who have strong social support networks tend to score lower on scales measuring depression, anxiety, hospitality, social anxiety and academic distress. Social support has also been found to serve as a protective factor for individuals who may be experiencing problems associated with mental health (Heaney & Israel, 2008 in Glanz).

For fraternities and sororities to facilitate healthy social support, it is important to define this as an expectation of the community. Engaging communities in problem solving and using resources is one strategy many health professionals use to help eliminate a problem. Therefore, it is important for those who work with fraternity/sorority members to recognize the role of social support and how brotherhood and sisterhood can positively impact the lives of other college students. For example, if one member experiences a tragedy such as a loss of a family member, she can utilize her social support group to cope. This is an example of utilizing a positive coping mechanism rather than a detrimental one, such as using alcohol or another substance to deal with emotions and grief.

While in the instance of a campus tragedy, an institution will likely offer counseling support for students who venture to the health center, but within the fraternal context, staff can leverage brotherhood/sisterhood to gain greater connection with those in need of resources and care. If there is a death of a member in the chapter, fraternity/sorority professionals can partner with the counseling center and provide in-person support by going together or in tandem to meet with chapter members.

In this situation, consider how to utilize brotherhood/ sisterhood to create an environment where students feel comfortable talking about the loss. For example, invite the counselor to a discussion where members can share what they are feeling. That counselor’s presence and kind words may help members feel more open to meeting with him/her to talk one-on-one. The president could even meet with the counselor in advance to put a plan together on how to best create a safe and open environment where members will feel willing to talk.

This type of connection can be facilitated most easily when there is already an established relationship between fraternity and sorority staff, chapter leaders and the institution’s counseling staff. Do not wait until a tragedy to build a relationship and establish trust between student leaders Research and counseling staff.

The key to leveraging brotherhood and sisterhood to have a positive impact on the mental wellbeing of members is to create an environment which fosters social support. There are several important steps that can be taken to do this.

students learn healthy coping skills for both day to day stresses and serious crisis or tragedies.

4. Be proactive in creating support around time periods likely to generate stress and anxiety. For example, one might anticipate a great deal of stress around the conclusion of sorority recruitment or specific academic periods. Making counseling resources available in these situations can be a proactive method for responding to these situations. There may also be campus activities planned around stress management during these periods. Advertise these events to your members and incentivize them to attend.

5. Educate chapter leaders and advisors on signs of mental health issues members might exhibit. They provide a front-line connection to students, and by educating them on what to look for, you greatly enhance the web of support available to students.

This will ensure fewer students slip through the cracks without receiving the support and treatment they need. This can also be a positive way to engage advisors as many are already dealing with student mental health issues but finding themselves ill-equipped to respond.

has shown individuals who have strong social support networks tend to score lower on scales measuring depression, anxiety, hospitality, social anxiety and academic distress.

1. Develop a relationship with the counseling center and connect with the campus crisis response team.

Through this relationship, staff, student leaders and advisors can act as a team—a conduit to connect students with the professional support and resources they need. Students can invite counselors to speak to the chapter about mental health, not only as an educational program, but also to demystify the counseling experience.

6. Educate chapter leaders and advisors about the interconnectedness of mental health concerns and other issues such as alcohol abuse, sexual health, sexual assault, violence, hazing and academic issues.

Helping individuals to recognize the underlying causes for some concerning and problematic student behaviors can create a more caring, supportive and accountable environment.

If a student is failing a class because he or she is severely depressed, putting them on academic probation will do nothing to address the issue. Removing the student from the organization might relieve the chapter GPA, but it does not serve the mission of the organization to foster personal growth. An awareness of the dynamics of mental health issues should be incorporated into chapter accountability and discipline processes.

2. Normalize mental health and counseling. There can be a stigma associated with seeking treatment for mental health concerns. In many circles it is still not acceptable to bring mental health into the open.

By talking about mental health, therapy and other forms of treatment, the stigma can be broken down.

Students will no longer have to hide their suffering in private feeling like they are the only one who feels this way.

7. Defining healthy brotherhood and sisterhood will establish a foundation for this conversation. While students will proclaim they are their brother’s keeper, behaviors often fall short of this objective.

Brotherhood and sisterhood should be defined to support behaviors which create positive peer support rather than behaviors which enable destructive patterns and decision making.

3. As referenced in the sidebar on page 16, many existing norms may foster negative coping mechanisms. Educational interventions should help

Responding to mental health concerns or creating a supportive chapter that fosters a healthy environment is not easy. It will mean the implementation of different

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initiatives or programs at various times throughout the year to create a cultural shift focused on supporting the mental health of members. It is important to remember that when working with individual students, often times they are behaving within the context of their environment. Therefore, it is important to consider how the environment may be contributing to the health and wellbeing of a member, either positively or negatively.

Although education has its role, environment has an even greater impact on the member. Social norms, such as drinking activities or perception surrounding mental health, greatly impact a member of a group. By altering norms around perceptions of mental health, connecting students with resources, and teaching them the skills to exert positive support to their peers, the fraternity and sorority experience can become a powerful positive influence in mitigating mental health concerns.

REFERENCES

Chevalier Minow, J., & Einolf, C.J. (2009). Sorority participation and sexual assault risk. Violence Against Women, 15, 835-852.

Heaney, C.A., & Israel, B.A. (2008). Social networks and social support. In K. Glanz, B.K. Rimer, K. Viswanath. (4th Eds), Health Behavior and Health Education: Theory, Research and Practice (pp. 189210). San Francisco: Jossey-Bass.

Hingson, R.W., Heeren, T., Zakocks, R.C., Kopstein, A., & Wechsler, H. (2002). Magnitude of alcohol-related mortality and morbidity among U.S. college students ages 18-24. Journal of Studies on Alcohol, 63(2), 136-144.

Menning, C. L. (2009). Unsafe at any house?: attendees’ perceptions of microlevel environmental traits and personal safety at fraternity and nonfraternity parties. Journal of interpersonal violence, 24(10), 1714-1734.

Mohler-Kuo, M., Dowdall, G.W., Koss, M.P., & Wechsler, H. (2004). Correlates of rape while intoxicated in a national sample of college women. Journal of Studies on Alcohol, 65(1), 37-45.

Zinzow, H. M., Amstadter, A. B., McCauley, J. L., Ruggiero, K. J., Resnick, H. S., & Kilpatrick, D. G. (2011). Self-rated health in relation to rape and mental health disorders in a national sample of college women. Journal of American College Health, 59(7), 588-594.

Zinzow, H. M., Resnick, H. S., McCauley, J. L., Amstadter, A. B., Ruggiero, K. J., & Kilpatrick, D. G. (2010). The role of rape tactics in risk for posttraumatic stress disorder and major depression: results from a national sample of college women.

Depression and Anxiety, 27(8), 708-715.

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The Inherent Conundrum: Perpetuating the Problem Although social support can contribute to the healing of members, unfortunately, not all fraternities and sororities have a brotherhood or sisterhood which provides a positive sustenance. Fraternity and sorority members have higher rates of binge drinking than nonmembers, sorority women are at greater risk of being sexually assaulted than non-members, and fraternity party environments have been identified as higher-risk parties than off-campus parties (Chevalier Minow & Einolf, 2009; Hingson, Heeren, Zakocks, Kopstein, & Wechsler, 2002; Menning, 2009; Mohler-Kuo, Dowdall, Koss, & Wechsler, 2004).

These patterns of behavior are likely to promote poor coping mechanisms, which can exacerbate mental health concerns rather than aid in the healing process. Peers have great influence in shaping the coping mechanisms, students develop and utilize. For example, if a peer tells a member the way to deal with a loss is to drink or the way to blow off steam during finals is to go to a party, these behaviors become normalized as coping mechanisms.

Additionally, if sorority women are at greater risk of being sexually assaulted than non-members, it is important to recognize the negative emotional impact sexual assault has on victims. Students who are victims of rape are also at greater risk for depression and post-traumatic disorder (Zinzow et al., 2011; Zinzow et al., 2010).

They also may choose to use alcohol as a coping mechanism, a common practice.

As stated previously, although social support and fraternity and sorority communities can positively affect one’s wellbeing, simply joining these groups or engaging in this environment, could actually do just the opposite.

Leslie Fasone is pursuing her doctorate in health behaviors at Indiana University. She worked with fraternities and sororities professionally for nine years, most recently as the Assistant Director for Greek Life at IU. She currently works in the Dean of Students Office where she advises the Culture of Care initiative. Leslie obtained her Ed.S. in counseling in 2011 and her M.S. in counseling in 2010.

Noah Borton is the Senior Director for Educational Programs at Delta Upsilon Fraternity. He has worked for more than 10 years in higher education at multiple fraternity headquarters and campuses. Noah is a member of Sigma Nu Fraternity and has served as a volunteer in various capacities.

Note: The opinions, findings, and conclusions presented/reported in this article are those of the authors, and are in no way meant to represent the corporate opinions, views, or policies of the American College Health Association (ACHA), whose study is cited.

ACHA does not warrant nor assume any liability or responsibility for the accuracy, completeness or usefulness of any information presented.

SPECIAL SECTION

Community, Subcultures and Organizational Change:

An Outsider’s Perspective on the 2013 AFA Annual Meeting

by Dr. Peter Magolda, Miami University

A Stranger in a Strange Land with a Strange Mission In 1956 Horace Minor published a manuscript entitled “Body Ritual Among the Nacirema” in American Anthropologist, where he described the exotic and primitive cultural practices of the Nacirema tribe. An excerpt of his cultural description read: The daily body ritual performed by everyone includes a mouth-rite. Despite the fact that these people are so punctilious about care of the mouth, this rite involves a practice, which strikes the uninitiated stranger as revolting. It was reported to me that the ritual consists of inserting a small bundle of hog hairs into the mouth, along with certain magical powders, and then moving the bundle in a highly formalized series of gestures.

In addition to the private mouth-rite, the people seek out a holy-mouth-man once or twice a year. These practitioners have an impressive set of paraphernalia, consisting of a variety of augers, awls, probes, and prods. The use of these objects in the exorcism of the evils of the mouth involves almost unbelievable ritual torture of the client. The holy-mouth-man opens the client’s mouth and, using the above mentioned tools, enlarges any holes which decay may have created in the teeth. Magical materials are put into these holes.

Minor’s satirical description of two Nacirema (i.e., “American” spelled backwards) tribal rituals—brushing one’s teeth and visiting a dentist—reminded readers that what is “normal” is in the eye of the beholder, one’s past experiences influences one’s present interpretations, and an outsider’s strange and contested interpretation has the potential to educate insiders, even if they disagree with it.

I recount this story because as a non-fraternity/sorority member invited by Association of Fraternity/Sorority Advisors staff to attend the 2013 Annual Meeting and write an essay about my experiences, my interpretation of the conference experience might appear strange and contested. My past professional experiences as a student affairs educator, faculty member and educational ethnographer have influenced what I deem “normal.”

In this essay I offer my interpretation of the conference (not the interpretation) by making the obvious obvious, the obvious dubious and the hidden obvious. Hopefully these reflections will prompt readers to discuss and critique my conclusions, to reflect on AFA’s past and ponder its future.

From the outset, this invitation intrigued me. Often higher education organizations, mired in day-to-day crisis, struggle to find time to reflect on their everyday practices and strategically plan for the future. When reflective and evaluative opportunities arise, seeking

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outside perspectives is rare because conventional wisdom suggests cursory involvement of individuals unfamiliar with the culture usually does more harm than good. I admire AFA’s courage, forward-thinking agenda and willingness to take risks. These three values were evident in the association’s proposal to me.

Our annual meeting is one filled with ritual behaviors attracting a membership base that displays a high affinity for the organization. It is the intention of an organizational culture study of the AFA Annual Meeting to bring scrutiny, observations and revelations from an outside perspective. The intention is to gain information that will allow a mirror to be held up to members to assist in understanding what AFA is as an organization and if member actions are in alignment with intended organizational outcomes.

To achieve these aims I observed formal and informal conference events (e.g., leadership meetings, presentations and meals); facilitated focus groups with several AFA enclaves (e.g., new members and board members); and analyzed relevant organizational artifacts (e.g., conference booklet and website).

Communities of Interest and Difference

My research over the past 25 years has centered on collegiate subcultures or communities of interest (Magolda, 2000; Magolda & Ebben, 2007; Magolda & Knight-Abowitz, 1997). Not surprisingly, when I began to familiarize myself with AFA, its many organizational subcultures garnered my attention. While standing in line checking-in at the conference hotel, colleagues’ name badges, symbolically communicated their subculture affiliations and AFA status. Attendees with the ribbon-less badges were likely new members while the attendees with ribbons cascading from their badges were likely veterans.

Likewise, during Fireside Chats, campus-based staff members consulted with organization representatives revealing two additional distinct subcultures. During evening strolls through the hotel, I discovered formal invite-only receptions as well as informal, non-exclusive gatherings at the resort bar. Even attendees’ attire and fashion accessories (e.g., pendants and sweatshirts) celebrating their fraternity/sorority affiliations revealed even more AFA enclaves.

Confronted with a seemingly endless list of intriguing AFA subcultures to examine during my brief fieldwork, two competing subgroups garnered my attention because they politely jostled during various events I attended.

In addition, focus groups participants explicitly and substantively discussed these subcultures, in particular

“Confronted with a seemingly endless list of intriguing AFA subcultures to examine during my brief fieldwork, two competing subgroups garnered my attention...”

1. Proponents of organziational change 2. Opponents of organizational change their differences. Focusing on these two subcultures, which are microcosms of the larger AFA culture, revealed important insights about not only the two subcultures, but also more importantly the entire AFA culture.

In the remainder of this essay I introduce these two enclaves, clarify subculture differences and introduce lessons learned.

AFA at the Crossroads

Jeremiah Shinn, during his 2012 presidential inaugural speech, explicitly referenced two AFA subcultures that had competing ideologies and opposing visions of the organization’s future: We find ourselves at a fascinating juncture in the history of our profession. Like many (communities, institutions and organizations) we’re faced with a decision between two philosophies for advancing the fraternity/sorority experience. One of these philosophies assumes that we’ve already articulated our best ideas—and that our challenge is to become more skilled and consistent in executing these ideas. The other philosophy assumes that the world is shifting underneath us—and that our challenge is to fundamentally change the way we construct our professional world. While there is merit in both

philosophies, I am far more inclined to side with thought leaders like Thomas Friedman, who speaks of a world moving at a rate that is IMPOSSIBLE for us to understand or to harness, unless we are fully and unequivocally committed to parting ways with outdated [fill in the blank: worldviews, organizational structures, policies and assumptions].

For the past few years AFA has been at a junction, contemplating its future as an association. The two subcultures (i.e., proponents and opponents of organizational change) Dr. Shinn mentioned were alive and well during my 2013 visit, despite the many organizational and policy changes enacted in the last year. Undoubtedly, this familiar and epic battle persists, which centers on an all-important question, “Should AFA sustain the status quo or institute dramatic organizational change?”

I concur with Dr. Shinn’s three primary points: change is inevitable; reflecting on the past is a necessary prerequisite to initiating change; and the byproducts of change have serious implications for AFA as an organization as well as fraternity/sorority members its professional members serve. While Dr. Shinn’s stark dichotomy— the status quo versus change—is an excellent rhetorical device to focus listeners’ attention during a speech, it complicates, not simplifies, efforts to reach consensus and enact innovative policy. My observations and discussions with AFA members revealed a more elaborate and nuanced typology involving four looselylinked, rather than the two polar-opposite, subcultures noted in the presidential address.

First, I encountered individuals unfamiliar with the organization, its history and aspirations. These mostly first-time conference attendees were in a betwixted state; they were neither AFA outsiders nor “real” insiders. These focus group participants were thrilled to be AFA members but confessed to having insufficient insights to offer constructive feedback. With some gentle encouragement, they shared potent stories and invaluable insights that viewed the organization through fresh eyes.

Second, I encountered staunch champions of the status quo resembling the subgroup Dr. Shinn mentioned. Members of this tribe spoke with reverence about AFA traditions

“My observations and discussions revealed four polar-opposite, subcultures...”

1.

Individuals unfamiliar with the organization, its history, and aspirations.

2.

Staunch champions of the status quo.

Special Section

loosely-linked, rather than the two

AFA as 3. aViews familial and

volunteer-led orgnaization needing to focus on members.

4.Views AFA as a

business needing to focus on the profession before the members.

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Four Noted AFA Subcultures: 1. Individuals unfamiliar with the organization, its history and aspirations.

These mostly first-time conference attendees were in a betwixted state; they were neither AFA outsiders nor “real” insiders. These focus group participants were thrilled to be AFA members but confessed to having insufficient insights to offer constructive feedback.

2. Staunch champions of the status quo.

Members of this tribe spoke with reverence about AFA traditions and more importantly the sacred values embedded in them. Members of this enclave perceived even routine changes (e.g., enclosing certificates of achievement in recipients’ check-in packets, rather than honoring them in public venues) as both dangerous and antithetical to AFA values such as celebrating excellence and honoring service.

3. Those who view AFA as a familial and volunteer-led orgnaization needing to focus on members.

Members believed that despite the many recent AFA organizational and policy modifications, continued organizational change is both inevitable and necessary. This said, they see AFA as a familial, grassroots, informal, volunteer-led and membercentric organization that should focus on professional development.

4. Those who views AFA as a business needing to focus on the profession before the members.

Members believed that despite the many recent AFA organizational and policy modifications, continued organizational change is both inevitable and necessary.

This said, they see AFA as an entrepreneurial and business-like organization (led by professional staff) that should place the interests of the profession ahead of the interest of the association and its members.

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and more importantly the sacred values embedded in them. Members of this enclave perceived even routine changes (e.g., enclosing certificates of achievement in recipients’ check-in packets, rather than honoring them in public venues) as both dangerous and antithetical to AFA values such as celebrating excellence and honoring service. These individuals’ reasons for sustaining the status quo could best be captured by a question one person posed to me when I asked about their resistance to change: “Why mess up a good thing?” I suspect their perceived marginalized status within the organization contributed to these seemingly entrenched views.

The remaining two groups (and the focus on my analysis) agreed that despite the many recent AFA organizational and policy modifications, continued organizational change is both inevitable and necessary. Yet, these two groups differed about the kind of community AFA should ultimately become and the organizational structure AFA should adopt to facilitate change.

One enclave envisioned AFA as a familial, grassroots, informal, volunteer-led and member-centric organization that should focus on professional development. The other subculture envisioned AFA as an entrepreneurial and business-like organization (led by professional staff) that should place the interests of the profession ahead of the interest of the association and its members. The most contentious and important subculture struggle I observed and heard about during interviews involved these two groups.

When Subcultures Collide

Mingling with attendees during the welcome reception—a cross between a fancy corporate reception and a family reunion—I quickly recognized conference organizers’ efforts to mash and accommodate these competing views.

The posh resort, the mostly well-dressed attendees, as well as the lavish and abundant hors d’oeuvres reminded me of a corporate executive gala. Yet, during this gathering I witnessed countless human interactions— endless hugs, expressive greetings and extended intimate conversations. These scenes were more reminiscent of a family reunion than an educational conference reception.

This reception symbolically conveyed the organization’s desire to accommodate the many different desires of its members: AFA is a business and a family, formal and informal, and committed to sustaining traditions and changing. Creating safe space for competing views worked reasonably well in this social context. Yet these subculture differences were more pronounced when comparing a regional meeting with the opening keynote address.

We are Family

Seated in the corner of the ballroom, an optimal vantage point to observe one of the regional meetings held at the conference, I studied the nearly 150 people pouring in in preparation for the 75-minute event. These attendees, who all work in a particular geographic region of the US, appeared stylized and energized. A chic clique—two men donning high-voltage pants and dapper bow ties as well as three women wearing upscale dresses and dangerously high stiletto heels— wrestled my attention from other attendees. Having only seen outfits such as these in catalogues, this clan answers two longstanding fashion questions that have perplexed me for decades: “Who would wear these outfits?” and “Where would one wear them?”

Toward the end of the meeting, individuals—one-by-one— stood and made brief announcements like, “Hi everyone; we’re posting a position, see me if you are interested” or “My former school has an opening; it’s a good one.” Initially, I struggled to ascertain why organizers allowed these seemingly mundane announcements to dominate this once-a-year gathering. Why not post the vacancies on a website or distribute a handout that includes the job vacancies at the end of the meeting? As I continued to study this social scene, I eventually inferred that the primary intent of this announcement ritual was to communicate and affirm essential cultural norms (e.g., you’re family …You’re part of a supportive network that will help you secure a job …fraternity/ sorority life continues to thrive on college campuses). These symbolic messages were far more important than the technical information (e.g., disseminating the actual job posting).

Upon entering the ballroom for the opening session, I quickly located a seat and began to study the surroundings to glean cultural cues.

Meeting organizers standing in the front of the room tried to quiet the crowd, which was a formidable task.

After several aborted attempts to corral the hyper-relational group, the meeting finally commenced. The first speaker roamed the front of the room as she welcomed the audience without a microphone. Attendees divided their time between listening to the warm and genuine greeting, texting, conversing with neighbors and scanning the crowd for colleagues. The greeter seemed enthused and unfazed by attendees’ divided allegiances.

I expected the second speaker to introduce the meeting agenda and present a blueprint for the region’s activities for 2014. Instead, he solicited agenda topics and program suggestions from attendees. The skilled and casual facilitator listened attentively to contributors, summarized their commentary for the larger crowd and then solicited reactions. As I categorized the ideas generated during this highly interactive segment, I concluded that the number of organic, local/regional grassroot programs far exceeded the number of programs orchestrated by traditional power structures, such as regional leaders.

Despite the advocacy for attendees to provide techsavvy programs that utilize social media (e.g., virtual roundtables), this gathering was low-tech. There was no podium, no microphones, no PowerPoint slides and no speeches. The meeting resembled a quaint town hall meeting that showcased the exchange of ideas and the promise of action. Extemporaneous, folksy, “We can’t do it without you” or “Get involved” discourse was the norm.

Special Section

Members remaining in the ballroom and enjoying each other’s company, long after the meeting adjourned, suggested to me that members of this warm, collaborative, chaotic and sometimes inefficient enclave were all about creating a family-like ethos and the future of AFA rests on celebrating and enacting these values.

Taking it to the Next Level

Upon entering the ballroom for the opening session, I quickly located a seat and began to study the surroundings to glean cultural cues. The staging for this Thursday morning all-conference keynote address was a stark contrast to staging of the regional meeting the evening before. This morning, pop music blared from the stateof-the art sound system. The upbeat music coupled with the minimalist industrial stage contributed to the hip, optimistic and high-energy ambiance. Like the chic clique with their purposeful and conspicuous outfits, the architects who planned this session were, too, intentional and valued style.

Suddenly an off-stage announcer’s voice echoed throughout the hall, which momentarily distracted me. He bellowed, “Please take a seat, the program will begin in 10 minutes.” For a moment I felt part of a game show studio audience, not an attendee at a higher education plenary session. A few minutes later, the deep voice returned— “The program will being in one minute.” Like most

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attendees, I redirected my attention to the stage. Even before the event officially began, I confidently concluded session organizers intended to take the conventional and predictable opening keynote address to the next level.

The keynote speaker quietly walked on stage (without a formal introduction), which was intriguing and unusual.

His commanding presence, distinctive speaking cadence, fluid presentation style and intimate familiarity with content signaled to me he was a seasoned speaker. He knew just when to pause, when to interject humor, and how to present information listeners could easily digest.

The slides, broadcast on the jumbo high-tech television screens on either ends of the stage, were in perfect sync with his lecture, which he delivered without notes.

The speaker advocated for change and for members to be reflective innovators and entrepreneurs, not simply administrators. A slide with a Margaret Wheatley quotation appeared on the screen: “We don’t have to let go of what we believe, but we do need to be curious about what someone else believes.” The speaker’s engaging style, forward thinking agenda and razor-sharp message contributed to my receptiveness to his ideas. Not surprisingly the carefully orchestrated performance (not merely a perfunctory keynote address) ended precisely on time to enthusiastic applause.

C o m p e t i n g Metaphors: A Local Chapter or Fraternal Corporation

Later that afternoon, a focus group participant shared two metaphors that captured the core values of these two distinct advocacy groups. The first metaphor imagined AFA as a (obviously larger) campus fraternity or sorority. In this scenario, illustrated by the regional meeting, AFA should be a member-centric, grassroots-driven community that provides members opportunities to: develop intellectually, personally and socially; form bonds of brotherhood and/ or sisterhood; cultivate networks; and develop leadership and teamwork skills, which ultimately benefit their constituents by sponsoring programs and service.

Members of this subculture professed that the process of forging and sustaining

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members’ familial relationships such as brotherhood / sisterhood should be central to AFA’s mission. Further, organizational changes AFA undertakes should not simply involve soliciting input from grassroots groups and then having centralized professional staff enact the plan for members. AFA policy or organizational changes should involve grassroots members acting as agents of change and action (e.g., volunteering), not simply beneficiaries of change.

During the regional meeting, members enacted these ideals. Facilitators privileged the view of members more than leaders. The brainstormed programs were organic grassroots initiatives, not programs devised and enacted by those in power. The meeting provided attendees space to interact, generate ideas and devise collaborative programs and policies. The ambiance of the meeting as well as the proposed programs were highly relational, aimed at networking, leadership development and furthering bonds of brotherhood and sisterhood.

The second metaphor imagines AFA as a fraternal corporation. In this scenario, illustrated by the opening keynote address, a centralized entrepreneurial business-like community privileges its customers (e.g., fraternity/sorority members) more than organizational members.

This subculture values innovation, quality management, cost effectiveness, efficiency, centralization, financial stability, minimizing risk and organizational sustainability.

This subculture believes most organizational changes AFA undertakes should solicit input from grassroots groups but to ensure the attainment of the aforementioned values, a professional staff must take the lead.

Now What?: Modest Alternatives to Innovation and Change

Although these two distinct visions of AFA’s future are stark, there are two noteworthy commonalties. First, AFA members, regardless of their subculture affiliation, have honorable intentions and serious investment in and concern for the association.

Almost every individual I encountered wanted AFA to thrive, not simply survive. This realization is important and easy to overlook.

A second and more dangerous commonality is the desire for both subcultures to recapture a romanticized AFA of yesteryear, which probably never truly existed.

In both the regional meeting and the keynote address, organizers subtly advocated for back to basics ideology (i.e. return to values), harkening back to simpler times by oversimplifying issues and discarding nuances.

Embracing romanticized notions of the past has wide appeal especially in unsettling times such as when an organization is at a crossroads and factions are battling to advance their agenda.

For example, during the regional meeting, planners adopted a traditional old-time town hall meeting format, a near relic of democracy in these virtual times. The low-tech meeting was built on simplicity, face-to-face relationships, messy consensus building, and progress through collaboration.

In their vision of the future attendees keep it simple, work together, share resources, serve AFA and constituents, and have fun.

be celebrated, not deemed as a threat to “progress.” Yet insular subcultures are a problem. I conclude this essay with two modest suggestions for AFA and its members to consider that both continue to support subcultures and encourage subculture members to cross borders and interact with “the other.”

First, I advocate for association-wide discussions that provide space for communities of interest to form and prosper, where a common, public culture is constructed and reconstructed through dialogue across and about difference. The role of all association members during these discussions is to: [1] maximize public participation, providing room for divergent perspectives and being sensitive to the concerns of all; [2] stand for something in the way of moral or ethical vision for the reconstruction of community (e.g., individual freedoms, equity, respect for difference) and change; [3] rupture the borders that separate individuals into separate camps; and [4] build alliances aimed at agreed-upon change.

Subcultures are necessary and insufficient. AFA subcultures are essential because they support and give voice to individuals outside the mainstream and should be celebrated, not deemed as a threat to “progress.”

During the opening keynote address, planners of the event adopted a traditional back to basics management/marketing ideology, a near relic in these times of continual innovation.

The centerpieces of the high tech meeting were a desirable product (i.e., the high quality keynote speaker), an appealing package for the product (the stylized agenda and setting), a distinctive brand (the innovative agenda format), and a high quality and controlled management philosophy that ensures efficiency, cost effectiveness, sustainability and customer satisfaction.

In both the regional meeting and the keynote address, organizers’ ideologies also implied that advancing their romanticized back-to-basics visions of AFA necessitated the association should be unified in thought and action— deemphasizing the value of subculture. For example, oldtime town hall meeting proponents are a threat to the corporate management 101 proponents, and vice-versa.

Yet the idea of a monolithic AFA community has and will continue to elude the association (as is the case with all large organizations).

Subcultures are necessary and insufficient. AFA subcultures are essential because they support and give voice to individuals outside the mainstream and should

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The annual AFA meeting is an ideal place to model these kinds of conversations. During every focus group, members talked extensively and positively about how the annual meeting is the ideal setting to reconnect with friends and colleagues, network and learn from others. Such comments suggest these kinds of conversations are already occurring. Yet, participants described their focus group experience (i.e., spending onehour focus group with a cross-section of AFA colleagues talking about differences) as fundamentally different from their other highly valued conference interactions and network opportunities. The focus group discussions invited participants to exchange subculture struggles, ideological differences and policy nuances (rather than policy platitudes). Without these conversations centering on difference, members marginalized in the debate will likely withdraw to their subcultures, which neither benefits the subculture or AFA. A second modest recommendation centers on ways to optimize these dialogues about difference. As noted earlier, as members discuss the future of the association, a common strategy is to create and then debate artificial binaries (e.g., change versus the status quo …centralized versus decentralized governance …corporate versus family ambiance). Dichotomies, at first glance, appear innocent,

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descriptive, fair and balanced. Upon closer examination, inequities and distortions become obvious (Aichele, 1995). When an AFA member introduces a change versus status quo binary, these terms are not merely descriptive; they are evaluative. Evoking these socially constructed binaries highlights stark differences, which is good news.

The bad news is that these dichotomies stifle rather than facilitate dialogue. They contribute to superficial, deceptive or skewed analyses and understanding of “the other.” I advocate for the dichotomy-free discussions— involving new members, sustainers of the status quo and change advocates—that focus less on extremes and more on nuances, which facilitates genuine discourse about what is good and what counts as a viable solution rather than providing opportunities for insular communities of interest to snipe at “the other” by debating which stark dichotomous position is supreme. Margaret Wheatley articulated the benefits of subcultures crossing borders and engaging in discussions about difference.

I believe that this changing world requires much less certainty, and far more curiosity. I’m not suggesting we let go of our beliefs, only that we become curious about what someone else believes. As we open to the disturbing differences, sometimes we discover that another’s way of interpreting the world actually is essential to our survival.

A Medicine Man’s Cure?

The ecnerefnoc rituals perplex AFA tribal leaders so they invited a medicine man from the Ytlucaf tribe to diagnosis and cure tribal ailments. The medicine man’s practices appeared embryonic and hardly conducive to healing. He sat apart from tribal members, watched them as he frantically scribbled notes onto a paper. At times he invited select tribal members into a small room, posed a few questions and listened as they talked. And then he departed and returned to his tribe. Months later he shared his diagnosis. The medicine man concluded the tribe’s ailments were not curable. In order to remain as healthy as possible, the tribe must resist romanticized plans that exorcise enemies, and instead cross borders, talk and interact with nearby warring tribes to celebrate differences (rather than eradicate them).

After learning of the diagnosis, one tribal leader asked, “Is it time to consult a Shaman?”

Admittedly research process and findings are strange.

Still, I hope my outsider perspectives have made the obvious obvious, the obvious dubious, and the hidden obvious. And that some analyses contained in this essay will strengthen AFA. I sincerely appreciate the opportunity to partake and learn in your Annual Meeting.

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REFERENCES

Aichele, G. (1995). The postmodern Bible. New Haven, CT: Yale University Press.

Magolda, P. M. (2000). The Campus Tour: Ritual and Community in Higher Education. Anthropology & Education Quarterly, 31(1), 24-46.

Magolda, P. M., & Knight-Abowitz, K. (1997).

Communities and tribes in residential living.

Teachers College Record, 99(2), 266-310.

Magolda, P. M., & Ebben, K. (2007). Students Serving Christ: Understanding the role of student subcultures on a college campus. Anthropology and Education Quarterly, 38(2), 138-158.

Miner, Horace. (1956). Body ritual among the Nacirema.

American Anthropologist, 58, 503-507.

Shinn, J. (2012).

Wheatley, M. (2001). Partnering with confusion and uncertainty. Retrieved February 24, 2014, from http://www.margaretwheatley.com/articles/ partneringwithconfusion.html

How It Came to Be As a back of napkin idea, AFA Central Office staff members said, “Wouldn’t it be cool to bring in an expert to do a cultural assessment of our membership?” With the endorsement of the Board, the staff proceeded with contacting cultural anthropologist and student development expert, Dr. Peter Magolda.

Dr. Magola graciously agreed to attend the 2013 Annual Meeting to observe and assess the ritual behaviors of the membership in the context of the Annual Meeting and to bring scrutiny, observations and revelations from an outside perspective.

Dr. Magolda’s final document, as published in this issue of Perspectives, provides AFA members and Association leaders with information that will allow us to better understand AFA as an organization and whether member actions and behaviors are in alignment with intended organizational outcomes.

Dr. Peter Magolda is a professor in Miami University’s student affairs in higher education program. He received a B.A. from LaSalle College, a M.A. from The Ohio State University, and a Ph.D. from Indiana University. His scholarship focuses on ethnographic studies of college students and critical issues in qualitative research. In 2011, he co-edited Contested Issues in Student Affairs and has coedited a second edition of Job one 2.0: Understanding the next generation of student affairs professionals, available in June 2014.

Registration is live!

Participants will spend a week connecting with each other though service to the community and a guided curriculum focused on global citizenship and social justice.

This is not a vacation, this is not a fraternity/sorority training program, this is an experience intended to give you a new perspective to make you better both professionally and personally. This will be an experience that will be challenging, introspective, educational, eye-opening… ...and if you’re truly all in, life-changing.

The cost is $1,050 + airfare. Several partial registration scholarships will be available through Delta Upsilon’s Educational Foundation. The deadline to apply for scholarships is July 1, 2014.

Scholarship applications are available HERE:

To honor its centennial, ACUI is encouraging individuals to complete 100 hours of service.

Make your pledge at www.acui.org/100/service.

ASSOCIATION OF COLLEGE UNIONS INTERNATIONAL • ADVANCING CAMPUS COMMUNITY BUILDERS SINCE 1914

By Paul Artale

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“Hi. My name is Paul Artale and my current research focuses on work-life balance and student affairs professionals.”

This is how many of my conversations at conferences begin, and more often than not, the response I get is laughter. Deep, hearty and sometimes uncontrollable laughter. In all my years of speaking, the greatest laugh I received from an audience was when I discussed this research with peers in my Ph.D. seminar class.

At the time I was annoyed. I wanted to shake people and shout, “We lose so much talent (somewhere between 40 and 60 percent) in our profession because of work-life issues!”

The research is pretty clear that factors such as long and irregular hours, ambiguous job responsibilities and heavy workloads lead to burnout and eventual departure from the field (Bender, 1980; Renn & Hodges, 2007; Rosser & Javinar, 2003). I wanted to get in their faces and remind them higher education administrators were rated as one of the most stressful jobs in America (Giang, 2013).

I understand where the laughter comes from, because as student affairs professionals, we have a tendency to throw ourselves into our work. The relationships we build with students energize and inspire us. We get wrapped up in our job because we love and believe in it. There is a rich satisfaction that comes from seeing students and organizations develop, grow and do amazing things. Then of course there are the “other duties as assigned” portions of the job that add countless hours to our week, take away from some of the joy and add stress to our lives.

The phrase “work-life balance” is a tad ambiguous given that it means something completely different to everybody. After all, what is balance? Some of us really want a 50-50 split between work and personal endeavors while others may be happier with a ratio of 70 percent work, 30 percent personal life (or vice versa). That’s why I personally prefer to use the terms “work-life joy” and “work-life intelligence.” The former phrase refers to finding the sweet spot between work and personal domains that leads to a happier life. The latter entails enhancing our knowledge and resilience of work-life issues so we are fully prepared and able to handle any situation.

Listed below are some essential questions to reflect on as we begin our journey toward finding our work-life joy and as we look at bolstering our work-life intelligence.

What do you want your life to look like?

All things work-life start and end with this question. Do you want the freedom to come and go as you please? Do you want a 9 a.m. to 5 p.m. work schedule? Do you want to be able to travel, work from home or work on the road? Until you have a good idea what you want your life to look like it is difficult to help people recalibrate their work-life situations. For student affairs professionals the additional question is:

Is this the functional unit for you?

If your current job situation does not align with what your life should look like, then begin researching other areas in the profession or similar jobs in a similar area. Residence life, fraternity and sorority life and admissions all have different types of schedules and demands. Is the area you are currently in right for you? For fraternity/sorority professionals who want to stay in this functional area but find themselves struggling in the current environment, consider working for a headquarters, consulting firm, fundraising firm, or even starting your own company. Explore diverse options.

Do you have outside interests/hobbies and do you actually do them?

This sometimes seems like a “well duh” kind of question, but there have been moments in my career I have actually had to try to come up with something valuable outside of my work experience. We all have hobbies and interests, but it is important to have non-work related outlets on a consistent basis. The time has to be sacred and prioritized for two reasons: 1) hobbies are fun, and fun things make us happy which, in turn, reduces stress; and 2) hobbies switch our mind out of work mode, giving us a true break from the grind of the job. Note this works best if the hobby is unrelated to your job.

Do you have outside mentors?

Over the years, I have found it helpful to seek insight on different aspects in my life from a variety of mentors. Studies show mentorship is crucial in helping people acclimate to an environment and persist through challenges. When things are stressful we can sometimes dwell on specific aspects and lose sight of the bigger picture. This is why it is imperative to have some mentors who work outside of our profession. The best

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work-life advice I receive comes from a mentor who works at a Fortune 500 company. He provides me with a completely different outlook on work, but it is that perspective that keeps things in check for me.

Do you analyze your time?

Here is a simple exercise you should do over the course of a typical week at work. Yes, I know, we seldom have a typical week, but try to pick a week that is not too out of the ordinary.

During the week, track how much time you spend on EVERY task you complete. Eating, sleeping, working, social media, bird watching, EVERYTHING! Graph those numbers. Look at how your time is spent. Ask yourself: • Does this graph surprise me?

• Where is my time being wasted?

• Where do I want to spend most of my time?

• How do I make adjustments and cuts to improve my work life quality?

Once you are done, create a new graph with your desired time ratios. This becomes what you need to work towards. Repeat this exercise from time to time to check in on your results and to make adjustments.

Do you know your work life style?

We have all taken StrengthsQuest, DiSC, Myers-Briggs or one of other countless personality assessments. Well here is another one: What is your work-life style?

The three basic styles are: • Integrator—Work and life blend together into one delicious cocktail.

• Separators—Work and life are distinct, separate and should never mix.

• Volleyers—Sometimes work is more dominant.

Sometimes personal life is, but it all balances in the end (Kossek, 2008).

We have to understand ourselves and how we view and prefer work is essential to work-life joy. It also helps if we know the styles of our coworkers so that we can help mitigate conflicts.

Do you use Employee Assistance Programs (EAP)?

Employee Assistance Programs (EAPs) are employersponsored programs that help employee overcome challenges that may impact their work performance, health and wellbeing.

Examples include counseling services, legal consultations and financial advice. Sometimes the stress of the job is not the issue; it is how we handle the stress of the job that is problematic. Don’t be afraid to use EAPs and their resources (counseling, workshops, specialists) to help you learn some coping skills. You pay for them, so use them.

Do you ask work-life questions in interviews?

Simple activity: the next time you are in a job interview, ask your interviewers a work-life focused question. For example, if you hear or read a lot of rhetoric about being a “work-life friendly office,” ask, “Can you give me an example of a time when this company/department demonstrated positive work-life behavior?” You may also ask, “How would you (the interviewer) define job flexibility?” Sometimes it just pays to be direct by asking a question such as, “How open is your company to telecommuting or other alternative work arrangements?”

Make sure to key into how the interview answers the question, not just what he or she says. Focus on body language (does he or she tense up or relax?) and how long and hard he or she has to search for an answer. Could this hurt you in an interview?

Possibly. The work-life friendly places won’t have a problem with you asking and ultimately that is what you want, right?

Do you advocate?

Work-life does not get better if you don’t speak up and advocate for a better arrangement. We put together programs for our students on this topic, photos of change agents like Ghandi and Martin Luther King often adorn our office, and fighting for change is always a topic we speak about in some form—except when it comes to our own needs. Most human resources policies are grey and leave work arrangements as individual agreements between manager and employee.

Translation: negotiate! Flexible arrangements have been shown to increase job satisfaction employee retention and decrease stress. Nothing can change if you say nothing, so speak up.

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Do you accept the “way it is?”

I hate hearing, “We are in student affairs. Expect to work long hours at low pay.” With an attitude like that, it is no shock we have trouble retaining talent! Comparing how many 60hour workweeks you have amongst colleagues should not be a fun game. Giving the impression someone is slacking because they only put in 40 hours is not cool. Working late nights and weekends can be stressful enough on our personal life, so we need to stop encouraging and accepting these cultural norms because they are toxic to us as a workforce. Add up the extra hours your office puts in (based on a 40-hour workweek).

Are those extra hours enough to hire another professional, graduate student or part time hourly employee? If yes, ask yourself this question:

Rosser, V. J., & Javinar, J. M. (2003). Midlevel student affairs leaders’ intentions to leave: Examining the quality of their professional and institutional worklife. Journal of College Student Development, 46(6), 813-830.

Paul Artale is a keynote speaker, work-life coach and researcher. Paul is currently working on his Ph.D. in Higher Adult and Lifelong Education (HALE) at Michigan State University with an emphasis in human resource performance.

More about Paul’s work life programs and motivational talks can be found by visiting www.paulartale.com

Do you ever say no?

A colleague of mine once said no when his campus cut his staff and asked his department to pick up all the slack. There is great power in saying no. We cannot do everything, and at some point, saying no has to be part of the work-life mix.

Sometimes this is as simple as saying no to some last minute, non-essential meetings or even volunteer commitments.

Other times, it means saying no to increased workloads.

Focus on your core professional AND personal priorities, say no to the rest.

Work-life balance looks different for all of us. If we do not know what we want, we cannot make the adjustments to take care of ourselves. Every year we lose great fraternity/sorority professionals because of worklife related issues. When we lose talent, our health, profession and students suffer. Please ask yourself these questions and reflect on them. Start making the changes that will help create greater change in student affairs.

“Hi. My name is Paul Artale and my current research focuses on work-life balance and student affairs professionals.”

And that’s no laughing matter.

REFERENCES

Bender, B.E. (1980) Job satisfaction in student affairs. NASPA Journal, 18, 2-9.

Giang, V. (2013, Nov 14). The 14 most stressful jobs in America. Business Insider. Retrieved from: http://www. businessinsider.com/most-stressfuljobs-in-america-2013-11?op=1 Kossek, E. E., Lautsch, B., (2008). Ceo of me: Creating a job that works in the flexible job age. Upper Saddle River, NJ: Prentice Hall.

Renn, K.A., & Hodges, J.P. (2007). The first year on the job: Experiences of new professionals in student affairs. NASPA Journal, 44(2), 367-391.

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I was recently recognized for outstanding work. I knew I did a good job, but upon receiving the recognition I instantly thought to myself, “This cannot be real.� Maybe the committee made a mistake, or maybe the committee members felt bad for me and decided to throw me a bone. Or maybe I tricked them into thinking I deserved the recognition.

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HOW THE IMPOSTER PHENOMENON HOLDS US BACK

By Allison J. Foster

The feeling of being a phony I am describing is probably not unfamiliar to you or to someone you know. Questioning your own abilities and skills in areas in which you have experience may also feel familiar. There are many people who suffer from what is called the “impostor phenomenon” or “impostor syndrome.”

This phenomenon has entered the mainstream. A simple web search will result in pages of links, and it has been discussed in Sheryl Sandberg’s best-selling book Lean In and highlighted in numerous Huffington Post articles.

Most often, the topic is discussed in relation to women, yet anyone can experience the feelings associated with impostor phenomenon. More often than not, women will share the experience, whereas men may not bring the feelings of being a phony into the open.

This knowledge is critical as we work with students because their confidence level greatly impacts their ability to recruit, their academic success and the post-college path they choose.

It is even more relevant as we supervise staff and aid them in their growth and development. Additionally, as advisors and volunteers, our own confidence can impact our ability in the many hats we wear—supervisor, advisor or volunteer. We should know how to spot the impostor feelings and what approaches may be to overcome it.

What is it?

Those who question their own intelligence or think they have fooled anyone who thinks they are smart or qualified might be experiencing the imposter phenomenon, as found by Pauline Rose Clance and Suzanne Imes (1978, p. 1). Women who exhibit these feelings most frequently have “generalized anxiety, lack of self-confidence, depression and frustration related to inability to meet self-imposed standards of achievement” (p. 2). Their research found that these feelings were not found in just a few

women or in just one field—they are pervasive from student affairs to medicine, from social work to teaching.

The more I read stories within the research, the more I wonder how this phenomenon can be so widespread. How is it possible that a woman with specialized expertise in her field and years of experience, who has written many articles, presented at conferences researched and given her life to her work, can believe she is a phony and has progressed forward based on a fluke? How is it possible she could have a fear of being found?

Yet there are likely many reading this article who will say, “Yes, that is absolutely true, and it is me.”

Time and time again, I’ve heard individuals talk themselves out of positions for which they are qualified, saying to themselves “I don’t think I’m prepared to do that type of job.” These statements have come from highly skilled professionals with years of experience, somehow forgetting strengths they bring to the table. The same happens for students. I was told recently by a highly involved student athlete with outstanding academic and leadership abilities, “I’m not sure I’m qualified to apply for that officer position. It’s a really big responsibility.”

With years of transferable experience, it was her confidence that held her back.

The imposter phenomenon often rears in a cyclical nature when temporary situations cause anxiety. For example, if a person puts in more time than average on a project and achieves positive feedback, he or she might believe the positive outcome is unexpected a result of the temporary cause (the additional work) rather than the skills that created the success. Feeling of phoniness can set in, and as another project comes up, he or she will try the same approach—extra hours of work—because he or she does not want to be “found out.”

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There is not always a tie between low self-esteem and impostor feelings. Dr. Joan Harvey (1984) describes how individuals may believe in themselves and understand they are able, but may see themselves as more charming than competent. This means they may feel as though they can charm their way into success and feel as though it has nothing to do with their accomplishments, skills or abilities.

Men and women have different experiences in terms of impostor feelings (Clance & Imes, 1978). Men most frequently own “success as attributable to a quality inherent in themselves, women are more likely either to project the cause of success outward to an external cause (luck) or to a temporary internal quality (effort) that they do not equate with inherent ability” (p.

2). This validates exactly what Sheryl Sandberg stated in her now-famous TedTalk, “Women systematically underestimate their own abilities” (2010).

Where does the “impostor phenomenon” come from?

Family experiences can contribute to imposter feelings. One manner in which this manifests may be a result of the family labeling a child, for example as the “sensitive” versus the “intellectual” sibling. This can cause the “sensitive” individual to push further with additional drive to prove the family wrong. Although the individual may be successful, without acknowledgement, feelings of phoniness can be prevalent.

Another way it may manifest is in the child acknowledged by the family as the “smart” child. This child feels pressure to constantly demonstrate academic/general success. Putting in a great deal of effort is counterintuitive to what the family appears to value, so individuals may feel phony because of the amount of work required to remain successful.

Impostor feelings can also result from achievement related tasks. Sakulku and Alexander (2011) examine six possible characteristics: The impostor cycle, as outlined above.

The need to be the very best: In a group setting, individuals may realize there are many outstanding individuals, and they may in fact not have the strongest skills. As a result, they dismiss their own talents.

Superwoman/Superman: These tendencies align with perfectionism. They self-impose “the need to do everything flawlessly in every aspect of their lives” (p. 77).

Fear of Failure: Individuals experience high levels of anxiety around difficult tasks. When mistakes are made, they feel shame and fear.

Denial of competence and discounting praise: Impostors attribute praise to outside factors rather than internal successes. They may not accept positive feedback or focus on statements that disprove their success.

Fear and guilt about success: They may experience a success unusual for their family or peers, resulting in a feeling of disconnected.

Does this dialogue sound familiar from conversations with

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The Pressure Students Feel

By Annie Carlson

Today’s female student is living in a very different world of gender, with messages telling her to “lean in” to her passions and career aspirations while simultaneously keeping it all together.

Our students feel pressure from the world around them to explore their identity, make smart choices, create lifelong relationships, decide on a career and change the world, all while likely assuming an incredible amount of student loan debt.

What a perfect breeding ground for the imposter phenomenon to take hold. Many of the female students I work with believe everyone around them “has it all together.” Whether this belief comes from how someone speaks or the clothes someone wears, it is entirely assumed. When a community lacks the ability to share openly and freely, assumptions fester and develop into known fact. This environment creates a new expectation to keep your issues internal because no one else seems to be falling apart. I see the imposter phenomenon all across my campus.

When we discuss inauthentic leadership with our students, we are exploring imposter phenomenon in different words.

Living inauthentic lives is damaging to the soul. We need to focus on developing communities of care and support. students or peers or even from your own thoughts? The Clance Impostor Phenomenon Scale (1985), a stand-alone instrument that comes with scoring instructions, can help individuals identify and understand more about their level of impostor feelings and their causes.

What does this mean for us in terms of fraternities and sororities?

With undergraduates: We need to spend time aiding students in realizing their potential and owning their successes. Talking about impostor feelings is the first step to help an individual realize he or she is not alone in the experience. Provide students with a supportive environment to talk about these feelings, and give them the opportunity to discuss about successes and doubts.

Clance and O’Toole (1988) also suggest focusing on journaling and role playing—specifically asking individuals to imagine a conversation with someone they believe is fooled by their competence and the solutions to approaching this conversation. This provides an opportunity to self-examine what is contributing to the impostor feelings.

The encouragement of mentors and faculty also plays a role in pushing through impostor fears (Clance & O’Toole, 1988).

The encouragement of an older peer, faculty member, advisor or member can help a student to tackle this phenomenon. On campus, this may mean individual meetings with chapter or council leaders; at the national level, it may mean a facilitated

session at a leadership conference. We push students to be values-based leaders and to make wise choices on behalf of the organization. If they are lacking confidence, these tasks will be much more challenging.

Confidence is the most important factor to consider in the method used to coach students. Assurance and accomplishment must come from within. Janet Driscoll Miller (2013) writes clearly about the importance of such messaging. “It is important to give girls the message that they should be proud of themselves, rather than defaulting to a message that we are proud of them, because focusing the message on others being proud of them reinforces the need to seek approval from others rather than looking for approval from themselves.” As students do good work, we need to encourage them to be proud of themselves and provide reasoning. If we can assist them in recognizing their own accomplishments, they will begin to develop pride from within and overcome the feelings of phoniness found so often in the impostor phenomenon.

For volunteers: Volunteers play a critical role in working directly with students.

They are often the ears and eyes on the ground; these are the individuals with whom students interact on a regular basis. Spend time in volunteer training discussing topics like impostor phenomenon. We often forget our volunteers need professional development, too. Provide them with an opportunity to share their experiences, whether from their role with the organization, within their work place or with their families. These conversations can enhance the richness of the community within the organization.

For ourselves: Our students come to us with more baggage than ever before, and as professionals, we are busier than ever. The more time spent thinking you are a phony, the less time you have to appreciate the successes around you. Spend time getting to understand yourself and acknowledge if you sometimes see yourself as a phony.

Start by becoming aware of your own self-talk to push through those feelings to a greater understanding of oneself and one’s true abilities. Here are some suggestions for ways to convert your thinking: • Talk about your impostor feelings. More than likely you are not alone and others feel this way. Hopefully, this provides some comfort and hope to overcome these feelings.

• Push back against negative self-talk and doubt. Question if these feelings are real or grounded in the phenomenon.

Do this for yourself, and do this if you see it happening with those around you.

• When something goes wrong or fails, acknowledge it, look for the ways to make change for the future, and progress forward. This sounds easier said than done, but by spending time acknowledging ways to change, you can identify the strengths and the ways to make the next goround one that results in success.

• Be proud of yourself. Don’t wait for others to share their acknowledgement. Own when you have done a great job and be proud regularly of the work you do.

Now move on.

Impostor thinking is holding us back. We have the skills and the abilities and are successful because of our good work. It was not your lucky day when you did well on a test or completed a project and received high praise. Yes, you might be charming, but you are not an impostor.

In our field, we have a responsibility to progressively push women and men forward and aid in their development. We have a responsibility to model this to our students, volunteers, staff, sisters and brothers. Stop questioning why you were successful. Know you have the skills and abilities and today is not your lucky day, today is just your day to be you.

References

Clance, P. R., & Imes, S. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy Theory, Research and Practice, 15(3), 1-8.

Clance, P. R. & O’Toole, M. A. (1988). The imposter phenomenon: An internal barrier to empowerment and achievement. In E. D. Rothblum & E. Cole (Eds.), Treating women’s fear of failure (pp. 1-9) . New York, NY: Haworth Press.

Clance, P.R. (1985). The impostor phenomenon: When success makes you feel like a fake. Toronto, ON: Bantam Books.

Goleman, D. (1984). Therapists find many achievers feel they’re fakes. New York Times. Retrieved from: http:// www.nytimes.com/1984/09/11/science/therapists-findmany-achievers-feel-they-re-fakes.html.

Miller, J.D. (2013, March 18). Why I chose to “lean in” and I hope you will, too. [Web log comment]. Retrieved from http://www.marketing-mojo.com/blog/why-i-choose-tolean-in-and-i-hope-you-will-too/ Sakulku, J. & Alexander, J. (2011). The impostor phenomenon. International Journal of Behavioral Science, (6)1, (pp. 73-92).

Sandberg, S. (2010, December 21). Sheryl Sandberg: Why we have too few women leaders. [Video file]. Retrieved from http://www.ted.com/talks/sheryl_sandberg_why_we_ have_too_few_women_leaders.html Sandberg, S. (2013). Lean in: Women, work, and the will to lead. New York, NY: Alfred A. Knopf.

Allison Foster currently serves as the Director of Student Leadership and Civic Engagement at Nova Southeastern University and volunteers for her organization, Alpha Chi Omega Fraternity, Inc. as the Alpha Chi Omega NPC Third Alternate Delegate.

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By Emilee Danielson-Burke & Liz Osborne

In hindsight, it makes sense death is something a fraternity/sorority professional will deal within the course of his or her career.

We have all seen the headlines, heard the risk management nightmares, and grieved for community experiencing pain while breathing a sigh of relief it wasn’t our campus or organization—this time. We prepare for loss to happen in the hopes it won’t. We go to trainings, provide education, teach, talk and hope the crisis management messages are being heard and practiced. Yet all of the preparation does not prepare us to handle the type of loss that sneaks up on a person without warning: loss of a student to an illness, suicide or accident.

Sharing Our Stories

We will share the individual stories which led to the development of our best practice suggestions.

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Liz

on a very personal level, as the deceased were strong supporters of No one ever explained when I entered the the community. Prior to the accident, profession that it would fall to me to help We go to trainings, provide in my time at the university, one of students deal with the tragic loss of a loved the sisters had served as a recruitment education, teach, talk and hope one. So, in case no one has told you—there counselor and the other participated the crisis management messages will be times when unfathomable tragedies in the recruitment process. As a result, will occur. In 2012, two of my students— are being heard and practiced.

I frequently consulted the mother for biological sisters—lost their parents in advice on how to communicate with Yet all of the preparation does not a car accident, which had a ripple effect parents during Panhellenic formal throughout the entire fraternity and prepare us to handle the type of recruitment. Further, a student on our sorority community. The sisters belonged staff joined one of the sister’s chapters loss that sneaks up on a person to different chapters; the mother had and was her roommate and best friend. without warning: loss of a student served each as a parent volunteer; and the Because we deeply felt this loss, the father was an alumnus still very involved to an illness, suicide or accident. office learned to employ the strategy with his fraternity chapter. In short, we of “venting up” to continue providing were devastated. students with the appropriate level of support.

Venting up is a term coined After the loss was confirmed, the student by another member of the office staff and affairs staff members came together to execute the typical asks professionals to not share personal feelings with his or responses: 1) ensuring students had access to counseling if her advisees, direct reports or other professional staff at his or requested; 2) informing professors of the upcoming absences her organizational level.

In short, staff members find someone of the directly affected students; and 3) contacting other above them with whom they can share feelings.

This ensures appropriate campus partners who may have a role in supporting students have a safe place to express their grief and keeps the the students. professional in a good emotional place, putting student support in the foreground. Personally, I like to have one person close Yet the support for the students went further, ensuring they felt to the situation (a supervisor, for example) and one person care and concern from the university. First, the university and unrelated to the situation (a family member or friend) to rely fraternity and sorority chapters pooled funds to bus students on during difficult times. and alumni to the funerals services being held in another state.

We coordinated the logistics so attendees could be fully present The lessons learned through this incomprehensible loss served to provide support to those grieving. Second, the fraternity/ as a model for us throughout the following year. sorority office volunteered to serve as a communication buffer for the family. To facilitate this, we sent an email to student leaders and advisors providing the correct information for condolences and noted our office as a contact for questions.

In the 10 years I have been involved in fraternity/sorority This allowed the family time to grieve, shielding them from advising, I have had the heart wrenching privilege of being having to navigate requests and messages. someone students turn to for support and guidance when they experience loss.

Despite this strong support, our staff also felt the devastation

Emilee

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Things to Know: • Who are you supposed to call first when a loss becomes known?

• Who informs you when a loss occurs? Do they have your personal contact information?

• Where are you on the chapters’ crisis management notification list?

• Does your institution have a response team for students in crisis?

• Are you allowed direct access to the phone number for the counselor on duty? If not, how do you reach this individual?

The first, over nine years ago, occurred after the drug and alcohol overdose of a fraternity member at the university where I worked. Grief stricken students gathered to make sense of the loss of a friend who had so much promise, and as a young, inexperienced professional, I was reeling. The shock, the panic, the pain and the complete lack of knowledge about what to do next with myself or with my community was overwhelming.

Several years and another university later, one of our sorority women passed away unexpectedly due to complications from diabetes. Her death greatly affected her chapter and our Panhellenic community, and again, as a professional I felt helpless. At that time, there were no processes in place at my university to provide support to the students who lost their sister and community member, and it was up to the Office of Fraternity & Sorority Life to meet their needs.

Fast forward a few years. Two fraternity men from the same chapter lost their mothers to breast cancer within months of each other. I traveled to one of the funerals with another colleague, both knowing we needed to be supportive of the student but wondering why we felt like the only members of the administration who were. At the time it seemed that because the tragedy was of a parent—not a student– support from the university was limited. There was no announcement or memorial service on campus because we had not lost a member of our university community. However, members of our community had suffered loss and we needed to support them.

In recent weeks I have again found myself in this place of caring for others in their time of need. An attempted suicide in our community left many confused and hurt, with questions about where to turn and what to do next. Unlike times in the past when I felt helpless, what I had learned from previous situations helped me to be strong­­—for myself and for the

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Talk about this at #AFAPerspectives

students who needed me. A painful and confusing time was made less so because of the relationships our office has built.

We were able to be supportive and accommodating and aware of the need for everyone to be heard and cared for.

Learning from our Experiences

In the time since those collective tragedies have occurred, we have shared our stories with each other. Together, we’ve noted practices that were very helpful for the students, community and professionals dealing with situations of loss.

Measures for Support

Gain a thorough understanding of the crisis response policies and procedures.

When crafting best practices for support in a situation of loss, it is important to consider a few things including the culture of the institution, existing university policies and available resources. As an office, take the time to develop procedures for handling a tragedy before it happens.

Additionally, have a working knowledge of the crisis management plans of the organizations’ with which you work to be able to anticipate the needs of your constituents.

Build relationships now.

To navigate a crisis situation, you need strong connections and relationships: • Fraternity and sorority members: When tragedy strikes a community, the offers for help and support can be overwhelming. Chapter and council officers will want to help their brothers and sisters. You can assist them in channeling their emotions and actions productively in the initial days after the loss.

• Chapter advisors and alumni: In a time of crisis they can be a great asset for your support team. Often, they are even more connected to chapter members than university staff. Reach out and ask advisors and alumni to simply be present or assist with things like ordering food or contacting chapter members personally. Having another adult leader as a resource expands the support you can give to students.

• The counseling center: They are crucial in meeting students’ needs. After a loss, they can partner in addressing the student group, providing onsite support and reserving appointment times for ongoing contact with those in need.

• University relations/communications: If the proverbial excrement is hitting the fan, do you know who to call for help with information distribution? If you have not been face-to-face with the person who is going to advise you (and your students, the institution, etc.) in communication with the media, contact this individual and set up a lunch date or invite them to a staff meeting. In times of crisis, they can help craft messaging so students

are not burdened with this task, which also assists in preventing rumors from filling the information void.

This can actually be done in partnership with you and the headquarters’ communications department of the student’s organization.

• Vice President of Student Affairs: Everyone who works as a fraternity/sorority professional who may confront risk or loss should have a relationship with the executive administrator of the division/area to establish trust in dealing with crises. So even if you are a graduate assistant, ask to be included in these relationships.

Complete an evaluation of the situation and share your response with your supervisor and those in your office. If necessary, include those who assist you in dealing with crisis situations.

If roadblocks are discovered, adjust the policy or the procedure immediately while it is fresh in everyone’s minds. Reeducate on the appropriate response and move forward.

It is easy to get caught up providing support for others and forget you need help and support beyond the evaluation process.

• Law enforcement: Depending on the jurisdictional agreements, you may need to work with local and/or campus law enforcement agencies to find out and provide information to various parties.

Be flexible.

Things will not always go as planned. Despite our best efforts to be prepared and follow policy, there will be times when the loss you are expected to handle is not explicitly laid out in the policy. You might also run into a delicate situation where another colleague or administrator steps in and changes the plan. Be flexible in order to keep your game face on with the students and ensure you are able to properly advocate on their behalf.

Be accommodating.

In what ways can you be most helpful to your constituents?

Consider ways you can provide customer service, because the small gestures will make big differences. You may receive questions from many groups of people or find yourself answering the same questions many times. Be consistent with the information shared as well as the attitude with which you are sharing it. For many students, a death in their fraternity/ sorority community may be the first time they have ever experienced the loss of someone close to them. Everyone will process this information differently and presenting a united front will provided needed support and consistency.

Reject the status quo.

After an incident, take time to review your support measures.

Ask yourself:

Don’t be a hero.

During and after an incident, it is easy to get caught up providing support for others and forget you need help and support beyond the evaluation process. It is not only okay for you to reach out to the same support systems and programs outlined above, it is recommended. In “walking the talk,” our personal commitment to self-care is just as important as the care and concern we give to our students and fraternity and sorority communities (Kouzes & Posner, 2008). If you are not comfortable seeking assistance through university counseling services, seek help in other ways like private counseling, grief support groups and reaching out to your own support systems.

Take care of yourself so you may continue to support others.

Traveling the road back from a loss can be hard for a community, and there is more than one way to get there. Regardless, it is important not to lose hope. Advising fraternity and sorority members can be deeply meaningful and fulfilling, even when it is scary. Some of the most difficult moments that will occur in your professional career are those where the answer cannot found in a manual or in a binder. However, it is in these moments where we can also find opportunity to strengthen the bonds of brotherhood and sisterhood in our fraternity/sorority community.

References

Kouzes, J. M. & Posner, B. Z. (2008). The student leadership challenge. San Francisco, CA: Jossey & Bass.

Emilee Danielson-Burke is an Assistant Dean of Students and Director of Fraternity and Sorority Life at Shippensburg University in Shippensburg, PA.

• What went well?

• What went poorly? If something went poorly, was this in your control?

Liz Osborne is the Associate Director of Student Life at Eastern Kentucky University in Richmond, KY.

• How can you improve your response in the future?

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Stepping Up &Leaning

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spotlight Friends DO Make a Difference

By Brian Gee

This spring, the National Asian Pacific Islander American (APIA) Panhellenic Association (NAPA), the umbrella organization for APIA fraternities and sororities, partnered with two reputable mental health organizations to develop an initiative to bring mental health education and awareness to Asian, Asian-American, Pacific Islander and South Asian students on college campuses.

conventions. The 2014 campaign will culminate with a Mental Health Summit Retreat in Boulder, CO in August.

The Friends DO Make a Difference (FDMD) campaign hopes to make colleges and universities a safe place to talk about crucial mental health issues as students learn how to support each other and improve their own wellness. By working with the next generation of leaders, the campaign aims to reduce stigma and open positive dialogue about mental health for years to come.

The campaign includes materials with imagery and messaging targeting the APIA student audience by including Asian students in the photos and designs familiar in the Asian community. Posters, flyers, compact mirrors and stress balls provide contact information for those seeking help.

The FDMD initiative encourages NAPA members to start a series of dialogues, moving through activities on a range of topics. The intent is for students to recognize mental health as a part of their everyday lives.

Participating NAPA chapters receive training for officers and advisors in the identification of signs and symptoms of mental health concerns. These trainings are hosted by mental health Created in collaboration with the National Asian American professionals or through a 30-minute online, evidencePacific Islander Mental Health Association based interactive training. Leaders are provided with (NAAPIMHA) and Active Minds, the FDMD an online resource page containing suggestions for initiative provides collegiate chapters of NAPA events that would connect members to campus member organizations access to programs The intent of The mental health resources. Upon completion and resources that promote mental health, Friends DO Make a of mental health training and programming, reduce stigma and encourage help-seeking in Difference initiative is chapters are recognized with a FDMD Seal of a community that faces culture and language for students to recognize Distinction. barriers when accessing treatment.

NAPA chose to partner with NAAPIMHA and Active Minds because of their specific missions, taking advantage of their expertise in mental health for APIA students.

mental health as a part of their everyday lives.

Research has shown Asian students with mental health problems are significantly less likely to seek treatment than their peers in other racial/ethnic groups (University of Hawaii, n.d.). Issues APIA students may face include pressure to live up to the model minority stereotype, familial expectations to choose a certain career path, and racism or discrimination (U.S. Department of Health and Human Services, 2001).

The program’s signature events include workshops hosted at prominent APIA student conferences across the country.

NAPA fraternities and sororities have included campaign programming at their midyear leadership conferences and are planning to offer programs at their upcoming national

Spotlight highlights best practices and work well done. Is there an initiative working well in your organization? Email Perspectives editor Heather Kirk at heather-kirk@zetataualpha.org.

The program is designed to allow chapters to be creative in developing events that address mental health and wellness. For example, The University of Iowa chapter of Pi Alpha Phi partnered with Heart Workshop to create “Reach In to Reach Out,” a workshop designed to create a space for attendees to explore their own identities and combat cultural norms against acknowledging emotional and mental problems.

REFERENCES

University of Hawaii. (n.d.) NAWHO Factsheet on Mental Health and Depression Among Asians. Retrieved from www.hawaii.edu/hivandaids/Mental_Health_and_ Depression_in_Asian_Americans.pdf.

U.S. Department of Health and Human Services. (2001).

Mental Health: Culture, Race and Ethnicity A Supplement to MH: A Report of the Surgeon General.

Brian Gee is a proud member of Pi Alpha Phi Fraternity, Inc. He previously served as National President and currently serves as Director of Risk Reduction. He has worked with NAPA since its inception in 2004 and served as the Executive Chair from 2012-2014. He is proud to see the positive impact NAPA has made in the communities it serves.

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Association of Fraternity/Sorority Advisors www.afa1976.org P.O. Box 1369 Fort Collins, CO 80522-1369

Focus on Your Professional Development Catch up on the free recordings and resources provided for each past AdvanceU session.

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