Kristie Wyatt, MPH
UNC Greensboro School of Health and Human Sciences
Application of the Social Ecological Model
In public health, we use the Social Ecological Model to identify interventions at multiple levels of the environment. These levels frequently overlap and interact to influence individual behavior. - Centers for Disease Control
Reflection
My first exposure to the Social Ecological Model was through my membership with the North Carolina Coalition Against Sexual Assault (NCCASA). As a victim advocate I frequently attended conferences and webinars where this model was applied as a framework for understanding the role of intersecting identities in victim advocacy. For example, a victimized person who identifies as Black, Queer, and a sex worker, faces the criminalization of prostitution (public policy), the fear of racialized police brutality (community), and the personal stigma of homo/transphobia (interpersonal). It is crucial for advocates to understand these intersections and to tailor their navigation services in a way that is culturally sensitive and honors the individual’s desired outcome. In my profession this meant that I needed to be familiar with the population I worked with and to understand what their values and needs were.
I further refined this competency through research conducted in the MPH program. In Principles of Community Health Education (HEA 601) I applied the Social Ecological Model to a case study for Overstock.com, where I identified the role of each level on physical activity among employees. Later, in Environmental Health (HEA 608) our class researched and compiled a team report: Preventing Children's Lead Exposure Due to Spices: A Community Approach, which included an application of the Model. These repeat exercises enhanced my technical skills and also gave me the tools I needed to reflect on my previous work experiences and to understand them through a Social Ecological lens. As a result, I experienced increased confidence in my ability to apply the model to multiple situations on multiple levels.
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Evidence of Competence
Background
In 2011 I was an active member of Guilford College’s Sexual Violence Prevention Committee (SVPC) amidst a climate of heightened student activism around sexual health and violence prevention. I was asked by the committee to develop a plan for an institutional prevention and response program, specifically the creation of a new job position (Wellness Education Coordinator) for victims of sexual and gender based violence at the College. This position would also need to include holistic health and wellness education.
Methods
I conducted a review on institutional trends and best practices surrounding campus violence prevention initiatives and used that information to develop a proposal for a job description that fit the needs of our unique campus population. I began to research federal compliance regulations such as Title IX and the Clery Act, and to gather student and colleague feedback through an informal focus group and interview process. I used this information to create a job description and program outline. Once the position was approved by the administration, I was invited to step into this role formally as a result of my previous experience in the area.
Results
My first step as the Wellness Education Coordinator was to put together an advisory committee of student leaders that would help me develop intervention programming and create initiatives that would address current trends on campus. Below are examples from the resulting strategic plan:
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Intrapersonal (personal knowledge, attitudes, beliefs)
TASK - Identify personal risk factors for being victimized, or victimizing others. For example, lack of knowledge around consent and not knowing how to report an incident
ACTION - Increase awareness of consent and reporting options through poster campaign
Interpersonal (relationships with peers and partners)
TASK - Identify affiliations that may increase risk factors. For example, athletic teams with traditional cultures* of hyper/toxic masculinity. *Overlaps with community level
ACTION - Bystander intervention workshops with targeted audiences
Organizational (the College)
TASK - Clarify reporting process, identify existing resources on campus and in the community
ACTION - Create resource handout/pamphlet
Community (cultural values and norms)
TASK - Address rape culture, hook-up culture, victim blaming, homo/transphobia
ACTION - Create support groups for targeted communities
Public Policy (federal guidance and regulations)
TASK - Review Title IX, Violence Against Women Act, Campus SaVE Act, Clery Act. Update campus policy
ACTION - Open campus policy updates for comment by committee
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In 2015 I was recognized for this work. I was nominated as a Student Affairs staff "worth bragging about".
"because she has really created a wellness program from almost nothing, is self-motivated, collaborative, a voracious learner, steadfastly dedicated to students and their well-being, relates remarkably to our student population, and has immersed herself (and her family) wholly into this community. " - Anonymous