Student Health

Ambassador Training
August 5-6th, 2020
Thank you!
Who we are
Kenda Mullert | Health Promotion Coordinator at UNC Asheville | kmullert@unca.edu

Steve Imig | Program Administrator at MAHEC | Steve.Imig@mahec.net

Jordan Perry | Healthy Campus Liaison at UNC Asheville | jperry2@unca.edu

Video
Chats
Breakout rooms
Polls
Breaks on your own
Picture for Communications and Marketing
In breakout rooms, please share
● Your name
● Pronouns
● Something you are proud of
Training agenda
Day 1 - Wednesday, August 5th
9-11am
○ The role
○ Chancellor Cable visits
○ COVID-19 basics
○ Evaluating health information
1-3pm
○ Campus, community, and
state policies
○ Taking care of yourself
○ Supporting your peers
Day 2 - Thursday, August 6th
9-11am
○ Campus resources
○ Community health promotion
basics
○ Health equity basics
1-3pm
○ Health communication and
social marketing basics
○ The teams
○ Next steps
The Student Health Ambassador role
● Participate in training to understand COVID-19,
its impact, its prevention, and campus
resources.
● Engage in safer practices including the 3 Ws.
● Educate and support other students in
engaging in safer practices.
● Support students in isolation or quarantine by
helping to meet non-medical needs like meal
or class supply delivery and virtual support.*
● Assist with voluntary temperature checks.*
*We will ask for volunteers to do this.
● Develop social media and print health
communication campaigns for other students.
● Provide feedback to UNC Asheville’s campus
leaders about the student experience.
● Work in teams and receive training that
supports a specialized focus.
● Communicate regularly with teammates,
supervisors, and advisors.
● Work about 10 hours a week (some folks are
working 5) beginning in August through
November 2020.
Ambassadors are not expected to
provide medical care or enforce
campus policies.

We ask you to lead by example and

model safer behaviors.
We are building this
ship as we sail it.

We ask that you be

flexible, patient, and
understanding.
COVID-19 Basics
Intro: spend 3 minutes and quickly write down what comes to
mind surrounding the following areas:

1) How did COVID-19 start?

2) How does COVID-19 spread?
3) What are the signs and symptoms?
4) How can we all contribute to preventing the spread of COVID-19?
5) What are examples of how COVID-19 has impacted the country and
world? (think about the 7 dimensions of Wellness...physical, social,
emotional, intellectual, spiritual, occupational, environmental)
WHO Video: Coronavirus disease (COVID-19)

https://www.youtube.com/watch?v=i0ZabxXmH4Y (5:18)
Video Highlights
● New coronavirus
● No vaccine
● Primarily person to person spread
● Respiratory droplets
○ 6 feet distance
○ Masks
● Asymptomatic
● Symptoms, Prevention - we’ll review again!
.
Symptoms of
COVID-19
Prevention Strategies:
- In most cases, individuals already know what they should be
doing (3 W’s - Wear, Wait, Wash, etc.)

- ***One of the big questions (challenges) is how can we help all

students to see the importance of these strategies so they will
adhere to them both on and off campus?
Why Masks Are So Effective - Stanford University School of Medicine Video (1:23) -
Mask Usage and Source Control

https://www.youtube.com/watch?v=onI722maYd8&feature=youtu.be
Preventing
the Spread
of
COVID-19
Other prevention ideas
The Impact of COVID-19
● Number of Cases
○ Globally (as of August 4th)
■ 18,142,718 cases
■ 691,013 deaths
Source - WHO

○ Nationally (as of August 4th)

■ 4,698,818 cases
■ 155,204 deaths
Source - CDC
The Impact of COVID-19
Number of Cases:

● In North Carolina (as of August 4th)

○ 128,161 total cases and 2,010 deaths

● In Buncombe County (as of August 4th)

○ 1,741 total cases and 46 deaths
○ The percent testing vs. positive rate for Buncombe is currently 4.2% ,
Statewide is 8%

Source - NCDHHS
Economic Impact in NC
● Forty-three states have lost more jobs than they did in the Great Recession in
2008

February to June May to June

● Change in Number of Jobs: ● Change in Number of Jobs:

-377.3k 173.2k

● Change in Percent of Jobs: ● Change in Percent of Jobs:

-8.2% 3.8%

https://carsey.unh.edu/COVID-19-Economic-Impact-By-State
The Impact of COVID-19 on College Students

A few examples include:

Breakout Groups
In your groups, discuss...
1) The specific ways that COVID-19 has
impacted college students.

2) How can the health ambassadors help in

creating a culture where students are safe,
supported, and following recommended
guidelines.

*Designate a recorder and be willing to share some of your

responses.
Evaluating
Health
Information
Poll time!
Common sources of health information
Research, usually from universities and/or health promoting
organizations (for profit or not for profit)

Media, including TV, websites, newspapers, etc.

From people, like health professionals, friends and family, or

celebrities/influencers
Take a close look
● Is the information referred to it as a “secret”, “magic”, or something “they don’t want you
to know”?

● Look at the webpage; .org, .edu, .gov are generally more reliable

● Is the information up to date or has it been recently reviewed?

● Where is the information coming from?

○ Who paid for or is sponsoring this information? Are there ads on the page? What
are the ads like? Could it be “astro-turfing”?

○ Look for an “About Us” or “About” page; look at the makeup of the board or staff

● Who benefits from this information?

○ Benefits can include clout or influence, financial gain, or your personal info

● Do they reference other reliable or credible organizations?

○ Do the organizations generally agree or have consensus?

Look closer
● Do they cite research?
○ Do they link to the research so you can read it yourself?
○ Is there consensus or agreement in the research?
○ Is it “peer-reviewed” research?
● If they cite research, was the research done in humans?
○ If so, how many (n=26 vs. n=48,000)?
○ And which humans?
● What were the research methods?
○ Was there a control or comparison group?
● Is there a “meta-review” or “meta-analysis” on the topic?
Take a look at the article. What
do you notice?

Would you consider this article

to be a reliable source of health
information? Why or why not?
Questions?
State,
Community, and
Campus Policies
NC and Buncombe County Policies
● Executive Order 151 by Governor Cooper extends “Safer at Home
Phase 2” through 5 pm on August 7th, 2020
○ Consider reviewing on your own for specifics about Phase 2:
https://files.nc.gov/governor/documents/files/Phase-2-FAQ.pdf

● Governor Cooper’s mask mandate - June 26th

○ Can be enforced by police in Buncombe County
○ Mask usage on campus and off
Phase 2 - NC and Buncombe County
● Phase 2 List - What does this actually look like?
https://files.nc.gov/covid/documents/Phases-List.pdf

● Questions?
Campus Policies
● Important website to know and review!

https://coronavirus.unca.edu/

● UNCA Community Agreement

https://coronavirus.unca.edu/return-to-campus/community-expectations/
Breakout Groups
Review the UNCA COVID-19 website and respond to the questions below
https://coronavirus.unca.edu/

*WRITE DOWN THE QUESTIONS OR TAKE A SCREEN SHOT before going off
into your groups!

- What initial reactions and/or concerns do you have?

- What will students have the easiest time adapting to?
- What will students have the hardest time adapting to?
- Do you need any clarifications or additional information from UNCA
or administration?
Taking Care of
Yourself
5-3-1
What do you already do
to care for yourself?
How do you know when you get
overwhelmed?

How does your body feel?

What thoughts come up for

you?
Setting boundaries
➔ Put on your own oxygen
mask first
➔ Say no, even to us!
➔ Trust yourself
➔ Build in time for breaks
and protect that time
Building a self-care practice
➔ Think in terms of both maintenance and emergency self-care
➔ Move your body in whatever way works for you
➔ Be mindful of your sleep, eating habits, and substance use
➔ Stay connected to friends and family
➔ Hug someone for 20 seconds
➔ Write a “to do” list for when you feel stressed or overwhelmed
◆ It can include things to do, people to talk to, and sensory activities
to self-soothe
How do we create a
community of care
within this group?

On this campus?
Supporting
Your Peers
Q: What makes someone
approachable?
(tell me in the chat box)
 Q: How do you know
someone is listening?
(tell me in the chat box)
What keeps us from listening?
Internal
■ Letting mind wander
■ Prejudging the speaker
■ Rushing to resolve/give answer
■ Showing signs you have to go
■ Dismissing or invalidating feelings
What keeps us from listening?

External
○ Distractions
○ Listening environment
■ (loud music, “feel very public”)
NonVerbal Communication
Poll time!
But wait, what if...
● Someone starts talking and I don’t agree with
them?
● I don’t know the answer to their question?
● That person has an anxiety attack in front of
me?
Confidentiality
● When do you have to report something you
heard?
● When do you not have to report something you
heard?
● Who do you report to?
● What happens when you do report?
Q: What’s the difference
between ACTIVE and
PASSIVE bystander?
(tell me in the chat box)
Breakout Groups
In your groups, discuss...
1) Reasons WHY students don’t ‘intervene’
when they see/hear something.

2) How can the health ambassadors respond

even in a direct method?

*Designate a recorder and be willing to share some of your

responses.
Bystander Intervention

DIRECT
Be direct with your language, point out what
situations seem unsafe or what behaviors are
inappropriate.
Bystander Intervention

DISTRACT
Create a distraction to remove the individual
from the situation. Oftentimes this can mean
making up an excuse.
Bystander Intervention

DELEGATE
Call upon or ask someone else to take action.
This can be other people in the situation, a
professor, an RA, or someone in authority.
Bystander Intervention

DELAY
Check in afterwards. If an individual looks upset
or you know something took place don’t be
afraid to reach out.
Breakout Groups
In your groups, discuss what you would do:

*Designate a recorder and be willing to share some of your

responses.
Scenarios
1. You see someone without a mask on in a
classroom?
2. When someone is standing really close to you.
3. When someone doesn’t wear a mask near you
4. When you hear comments about COVID-19 that
you don’t agree with
To do
Tomorrow we’ll be joined by representatives from

● Emergency Management
● Dining Services
● Student Affairs
● Health and Counseling

Please be prepared to ask them questions about how they work to support
students.
Questions?
Day 2:
Check in and review
NC staying in Phase 2 until September 11th
● Bars, gyms, and indoor entertainment venues stay closed
● Continued face covering mandate
● Gatherings remain capped at 10 people indoors and 25 outdoors
● Restaurants, retail and personal care services open at 50% capacity
● About 7% of tests done in NC are coming back positive
● 1,757 confirmed cases in Buncombe County and 46 deaths
● 2 cases linked to UNCA, 11 to WCU, 94 to App
Source: As Students Return to Schools, NC to Remain Paused in Phase 2; Key Metrics; COVID-19
Dashboard; More Than 6,600 Coronavirus Cases Have Been Linked to US Colleges
What do you remember
from yesterday?
Campus resources panel
Jay Cutspec | Director of Health and Counseling | jcutspec@unca.edu

Co-Kema Hines | Student Affairs Case Manager | cking11@unca.edu

David Weldon | Director of Emergency Management | dweldon@unca.edu

Meghan Ibach | Sustainability & Marketing Manager for Dining Services |

Meghan.Ibach@compass-usa.com
Community health
promotion basics
What is health promotion?

● “Health promotion is the process of enabling people

to increase control over, and to improve their
health” Source - CDC
A practical glance
Health promotion for healthy eating might focus on:

● Portion size ● Limiting sugary caffeinated

● Varying meals beverages
● Eating breakfast ● Eating vegetables and fruit
● Keeping healthy snacks around ● Limiting junk food
● Watching emotional eating ● Indulging every once in a
● Drinking water while
Kno Emo
wle h a n ge tions
dge v i or c
h a
Be
Community health promotion basics
*Write these down or take a screen-shot! You’ll want to use them as a guide in your
upcoming breakout groups.

1) Get buy-in from community leaders, formal and informal

■ Who needs to be “on-board?”
■ On campus, this might include various student leaders and groups of
students, faculty/staff, administration, etc.

2) Use evidence-informed strategies and tailor them to the community

■ Is there existing data and/or feedback that can be utilized?
○ Pull data from the community when needed...surveys, polls, feedback, etc.
■ What ideas and models have been effective in the past at UNCA? In
other settings?
Community health promotion basics
3) Show respect and humility for the campus community; they are the
experts of their experience
■ Valuing the voice and story of each person and/or group

4) Evaluate (formally or informally) what you have done to see if the

community is truly better off
■ Did this make a difference?
■ Should this strategy be implemented again and if so, are there
necessary changes or improvements?
■ We have a team that will be evaluating our work
 Breakout groups
● As you think about your role as a health ambassador, in your
groups create a health promotion plan (focus area and general
plan). Incorporate the 4 principles we discussed as possible.
Examples include:
○ develop a plan to help students stay socially connected during this time
of physical distancing
○ create informational trainings that encourage appropriate mask usage,
social distancing, and other recommended guidelines
○ lead a series of trainings for students that promote good self-care
behaviors
○ promote the idea of a weekly “listening forum” (online and/or in person
if maintaining social distance) where students can express what they
are feeling/experiencing, raise concerns, feel supported, etc.
***Be ready to report on your plan when we come back together as we have time!
Health equity
basics
“Health equity is achieved when every person has the
opportunity to “attain [their] full health potential” and
no one is “disadvantaged from achieving this potential
because of social position or other socially determined
circumstances.”

Health inequities are reflected in differences in length of

life; quality of life; rates of disease, disability, and death;
severity of disease; and access to treatment.”

Source
We achieve health equity by valuing everyone...

By “...[optimizing] the conditions in which people are born,

grow, live, work, learn and age.”

By addressing the factors that determine health, including

employment, housing, education, health care, public safety
and food access.

By “...[naming] racism as a force in determining how these

social determinants are distributed.”

Source
To achieve health equity, focus on the
populations most impacted.

Who is most impacted by COVID-19?

Source
Populations most impacted by COVID-19
Nationally, Black folks’ deaths from COVID-19 are nearly 2x higher. In some states, the
rate is three or more times higher.

In 42 states plus DC, Latinx folks make up a greater share of COVID-19 cases than their
share of the population. In eight states, it's more than 4x greater.

White deaths from COVID-19 are lower than their share of the population in 37 states
and DC.

In NC, Black folks make up about 21% of the population but 31% of COVID-19 cases and
35% of COVID-19 deaths.

➔ Caused by limited access to healthcare, working frontline jobs, and “underlying

conditions” AKA discrimination

Source: What Do Coronavirus Health Disparities Look Like State By State

In your breakout rooms, identify
at least 2 ways you could
respectfully and ethically work
to promote health equity among
populations most impacted by
COVID-19.
Health
communication
and social
marketing
“Health
Communication is
the study and use of
communication [and
marketing]
strategies to inform
and influence
decisions and actions
to improve health.”

Source
● Define the problem. What do we want to be different?

● Set goals. What do we want to accomplish?

● Define the target audiences. Who do we want to reach?

● Develop clear messages. What do we want to say?

● Select the best method of communication. Where do we want to say it?

● Get feedback on the messages and methods. Are we saying what we intend to
say in the way we intend to say it to our target audience?

● Put the messages out there and pay close attention to the response; adjust as
needed.

● Use the lessons learned for future messages. What went well? What could
have gone better?
In groups, think of or find an
example of a health
communication message or
campaign and identify what
you do and don’t like about it.
Social marketing - the 4 Ps
● Product - the ask

● Price - the cost

● Place - the where

● Promotion - the message

● And sometimes Policy

In groups, think of or find an
example of a social marketing
message or campaign and
identify what you do and don’t
like about it.
Dig Deeper
Let’s review confidentiality, COVID style
● When do you have to report something you
heard/saw?
● Your role is NOT policy enforcers!
● Who do you report to?
Let’s be Real...
We are going to have LOTS of
conversations!

● Challenge with compassion

● Be ok with not knowing
● Support with empathy
 Let’s dive deep into
helping those in need.
Why do people NOT ‘intervene’?
● Personal safety
● Not sure what is REALLY going on (maybe you missed
something)
● You don’t know people
● Diffusion of responsibility
● Fear of judgment
● Not happening to me or my friends, so “I don’t care”
● It’s not my business
What scenarios
are you most
anxious about?
(Tell us in the chat box!)
Bystander Intervention

DIRECT
Be direct with your language, point out what
situations seem unsafe or what behaviors are
inappropriate.
Let’s give examples of how to respond
directly:

“I notice that you don’t have your mask on, is

everything ok?”
“I feel really nervous when you stand close to
me without a face covering”
More “I” statements:
I See...Review events, address concerning behaviors, speak on observable & indisputable
facts.

I Feel…Use “I” statements to relay your feelings.

I Want…Define your goals for this conversation, detail what you hope to see your friend do.

I Will…Specify what you will/ will not do, set ultimatums if necessary (last ditch effort).
Bystander Intervention

DISTRACT
Create a distraction to remove the individual
from the situation. Oftentimes this can mean
making up an excuse.
Bystander Intervention

DELEGATE
Call upon or ask someone else to take action.
This can be other people in the situation, a
professor, an RA, or someone in authority.
Bystander Intervention

DELAY
Check in afterwards. If an individual looks upset
or you know something took place don’t be
afraid to reach out.
Let’s give examples of how to respond
with a delay:

“I noticed that you seemed agitated today

when you were in the group of people outside
of Brown, is everything ok?”
“I felt really nervous when you came up to me
today without face covering”
Breakout Groups
In your groups, real play a scenario...

Each person take a turn being the student

health ambassador that intervenes.
Scenarios
1. You see someone without a mask on in a
classroom?
2. When someone is standing really close to you.
3. When someone doesn’t wear a mask near you.
4. When you hear comments about COVID-19 that
you don’t agree with.
In the Chat Box...
How can Student Health Ambassadors
support OTHER students that want/need to
intervene?
Logistics
The teams
● Communication, social media, ● Teams are made up of a
design faculty/staff advisor and 3-8
● Civic engagement and health health ambassadors.
policy
● Athletics ● You should have heard from or
will soon hear from your
● Fitness assessment, training, and
physical activity faculty/staff advisor about
scheduling your team training.
● Wellness coaching
● Mental, emotional, and sexual ● You will meet weekly with your
health teams in addition to the larger
● Community health and equity SHA meeting.
● Performing arts
Next steps
● Send Kenda your completed work contract to kmullert@unca.edu
● Complete and submit the training review by Sunday at 11:59pm
○ Submit as a PDF via email to jperry2@unca.edu
● Attend your team training
● Pick up your shirt on Sunday and wear your shirt on Monday
● Sign up on job spreadsheet
● Decide which weekly meeting you’ll attend and make it an appt.
○ Mondays from 4-5pm or Tuesdays from 12-1pm via Zoom (links will be emailed)

○ Meetings will be a balance of updates, debriefing, troubleshooting, and training.

○ What training topics would you like us to cover during future meetings?
Questions/concerns/thoughts/feels?