The Bright House

Campus Implementation Project

Erin Thomas and Allie Doyle
Meet Allie

● B.S. in Public Health

● Dean’s List
● Expecting a baby boy in July
● Became a public health major 2 years ago after being pre-nursing
● Live Healthy Baldwin Service Learner
● Child Advocacy Intern at TBH
Meet Erin

● B.S. in Public Health

● M.S. in Health and Human Performance with a concentration in Health Promotion (GCSU)
● Honor Graduate
● Dean’s List and President’s List
● Baldwin County Emergency Management
● Child Advocacy Intern at TBH
● PHSO
● Kappa Delta Sorority
- Anglos Chair
- Sisterhood Chair
- Fundraising for PCAA
- Diversity, Equity, and Inclusion Team
Daily Internship Tasks Erin

● Switching Tasks via sign up sheet

● Week by Week
● Tasks:
- Cleaning
- Filing
- Greeting appointments
- Sitting in on Forensic Interview breaks
- Phone Calls
- Sanitizing after appointments
Meet The Staff of The Bright House Allie

● JoAnna: Director
● Antionette: Trauma Based Counselor
● Ashley: Forensic Interviewer/Campus Advocate
● Shelley: Advocate
● Katie: Part-Time Nurse for medical services
What is The Bright House (TBH)? Erin

24 Hour Crisis Line

SOUTHERN CRESCENT SEXUAL ASSAULT Trauma Based Counseling
AND CHILD ADVOCACY CENTER and THE Forensic Interviews
Medical Services
BRIGHT HOUSE provides a COLLABORATIVE,
COORDINATED COMMUNITY RESPONSE
in an effort to reduce the incidence of
CHILD MALTREATMENT and SEXUAL
VIOLENCE through
PREVENTION, INTERVENTION, and
EDUCATION.
Who does The Bright House Serve? Allie

1. Children

2. Adults

3. High School Students

4. College Students (GCSU and

GMC)
*over the span of multiple counties*
Need Erin

Of the maltreatment victims in Georgia in 2014:

70.3% suffered neglect
25.9% suffered emotional abuse
10.1% suffered physical abuse
4.3% suffered medical neglect
3.0% suffered sexual abuse
(DFCS).
Abuse of older and disabled adults (at-risk adults) is one of
the most undetected and underreported problems in the
U.S. The abuse is typically intentional, and can take place
anywhere at anytime.
(Dept. Of Human Services).
Need Cont. Erin

13% of all students experience rape or sexual assault through physical force,
violence, or incapacitation (among all graduate and undergraduate students).
Among graduate and professional students, 9.7% of females and 2.5% of
males experience rape or sexual assault through physical force, violence, or
incapacitation.
Among undergraduate students, 26.4% of females and 6.8% of males
experience rape or sexual assault through physical force, violence, or
incapacitation.
5.8% of students have experienced stalking since entering college.
About 1 in 5 college-aged female survivors received assistance from a
victim services agency.
23.1% of TGQN (transgender, genderqueer, nonconforming) college
students have been sexually assaulted.
*TAKE AWAY: Sexual violence is the most prevelant in college compared to
other crimes
Mission Statement of Project Allie

Our mission of the campus implementation project is

to increase campus awareness on The Bright House
and the services that this organization can provide.
Targeted Populations Allie

1. Early college students

2. GCSU students

3. Greek organizations

4. Campus organizations and clubs

5. Campus staff
Goal 1 and Objectives Erin

Goal 1: Table on campus to target GCSU students.

- Objective 1.1: Hand out 50% out of 100 items to students within the time we are tabling on campus day by day.

- Objective 1.2: Get about 10% of students to follow TBH on their social media platforms in the week we are

tabling on campus.
Goal 2 and Objectives Allie

Goal 2: To instill confidence in women and men on campus that if something happened to them, they could come to TBH and feel safe

enough to report their cases and seek different forms of help such as the counseling services.

- Objective 2.1: After tabling, 10% of the students we reached will know where to seek help and information on physical,

sexual, and emotional abuse as well as negligence.

- Objective 2.2: By the end of the internship, have 15% of the students we reach know about the services TBH provides.
Elaboration Likelihood Model of Persuasion (ELM) Erin

Elaboration: amount of cognitive processing that a

person puts into receiving messages

1. Central Route Processing: deep
processing/thought
2. Peripheral Route Processing: superficial
processing/not deep thought
We want to get students to think DEEPLY (central
processing) about TBH and what the organization does
because students are extremely likely to be in/know
someone who has dealt with abuse.

★ Determinants of the route taken

1. Interest
2. Self-Interest
3. Importance
4. Ability to listen and focus
ELM Continued Erin

Message tailoring: messages that are crafted for and

delivered to each individual based on needs, interests, and
circumstances
- ★ Variables that have an impact on how a message
These messages are matched to the needs, interests,
is processed:
and circumstances of the recipient 1. source of the message
2. message itself
3. the context
4. characteristics of the recipient
★ The MORE tailored the message is, the MORE
relevant it is to the recipient, and the MORE likely
the message will be processed through the central
route
★ the MORE likely it is processed through the central
route, the MORE likely it will impact the recipient’s
attitude and behavior change
Tabling Supplies Allie

1. 24/7 Crisis Line and Business Cards

2. The Bright House Pamphlets

3. Hand Sanitizer

4. Campus Assault Infographic Flyers

5. Incentives: cups, pens, and koozies

 Evaluation of Tabling on Campus Allie

1.All supplies handed out (150)

2. Sign in sheet for students was not a success.

3. We got to tell about 75% of students targeted exactly what The Bright House does.

4. Most students took the cups with the things in it once we tailored the “message” about The Bright House to them.

5. We truly believe after tabling on campus, especially the women we reached, will know that The Bright House is a resource for them.

6. We truly believe that 100% of the students we reached now know of The Bright House.
What We Could of Done Differently (Project) Erin

We could of pressed for students to sign their names and emails on the sheet, but we understood
the rush of going to class and thought about how many students would ignore the information
that would be given to them.
*Could not table more than 2 days because of SARS-CoV-2*
Over-all Of the Internship (What We Could Have Done
Differently Spring 2021) Allie

● More optimism on days when it is tough

● Reach out to staff on a more personal basis

● Asked if there was help needed on days with no appointments/cases more often

● Communicated more on weekly appointments, cases, and time off (staff and interns)
Questions and/or
Concerns?
References

1. Department of Human Services: Division of Aging Services. (n.d.). Abuse, Neglect, and Exploitation of At-Risk Adults
in Georgia. Georgia.gov.
https://aging.georgia.gov/report-elder-abuse/abuse-neglect-and-exploitation-risk-adults-georgia
2. Georgia Division of Family and Children Services. (n.d.). Child Abuse and Neglect Prevention Fact Sheet.
dfcs.georgia.gov.
https://dfcs.georgia.gov/sites/dfcs.georgia.gov/files/Child%20Abuse%20and%20Neglect%20Fact%20Sheet%20Final.p
df
3. RAINN. (n.d.). Campus Sexual Violence: Statistics. Rainn.org.
https://www.rainn.org/statistics/campus-sexual-violence#:~:text=13%25%20of%20all%20students%20experience,all%
20graduate%20and%20undergraduate%20students