Interview with a Residential Advisor

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As a residental advisor, Stephanie R worked in the academic setting in the last three years during her undergraduate years. For three years, her benefical experiences has been increased. The scope of problem she worked with the variety of problemic issues and developed a relationship with residents of the dorminity. Residents, residential advisors, Cooridators of Residental Education (CRE), and Graduate Assistants worked together in their dorm sites. The teamwork of dorms had to provide the workshops, advices, followed up with safety factors, and monitored their dorm sites. For residental advisors, their duties were largely responsible. The primary duty was safety for residents in their dorms. For example, using drug substances were major issue when it came to overdosed or allergic to them suddenly, it has to be involved with residental advisor for witness and incident report. Following up with residents after incidents were important.
   Before semester begins, they attended to training from two to four days. Most workshops provided the variety of topics that would prepare Residental Advisors handle the situations, residents, and personal incidents. For example, educational workshops were required of their projects. Another example, the guest speaker from non profit organization gave a presentation about domestic violences, destructive relationships, stalkers, and addictions. When residents experienced the domestic violence situations, they would make a report to residential advisors. Residential Advisors had to call their bosses to be involved. From morning to the late afternoons, they had activities and lunch breaks. They were covered by room and meal during their training days.
   The prevention programs were successfully approved by residents. When residents had their good relationships with their residential advisors on their floor, residential advisors provided the workshops. They came by and listened what their residental advisors wanted to educate and exchange the information with them. When their workshops ended, residents filled the survey forms and evaluated the presentation style.
   For example, self defensive workshop was effective and resourceful. In second year of the residential advisor professional, Stephanie and her co-worker required to present the educational workshop for residents. They in advanced asked the experienced and professional karate belt resident. He was engaged in the workshop that would help residents to know the basic self defensive tools. The main topic of workshop was how to protect yourself from harmful situations or people by using self defensive techniques. Before workshop started, residents signed the consent form that would not sue for injuries and understand the risks.

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During workshop, they were role-players and practiced using the techniques. The instructor was very good at his techniques and explained the clearly rules and how they could use in the specific situations as such as pointed in the front with guns, being prepared in the attacked processing, and much more. The clearly rule was when they used their self defensive tools, used them to avoid getting injuries and have predators released freely and then escaped without having them killed.
   According to the workshop, Stephanie and her coworker felt the self defensive workshop was necessary because in the neighorhood where residents came from university have been reporting the auto thefts, got mugged by strangers, stalking, break-in their places or dorms, and hit and run incidents. The instructor grew up having lessons from his neighbor whom moved from China and knew the martial arts techniques skillfully. The workshop was approved by CRE. Residents came up and enjoyed learning the basic self defensive tools. In the end, they all wrote the final survey and said,”How much we had fun in the role playing activities. The basic tools I never thought would be useful and simple. At the first, I learned how to use them properly and then able to defeated the stratgies. Now it was worth learning and be prepared better when it came to upcoming crisis. The self-defensive workshop was highly recommendation in the upcoming year again. It would help them to understand how to use them better than being victims of the helpless situations where they had no ideas how to turned self defensive.”
   Stratgies in the prevention processing when it came to each crisis was important. Residental advisors had their judgement, intution, and trained preparation. The prevention principles came from the academic handbook and followed the conduct of student rights. Including the confidentity, morals, and leadership role in the academic community. When they gave their advices to residents of their dorm sites, they used their judgement if they needed to make reports or not. Under the cirumstance, they were trained to understand the difference of non reportive advices or reportive advices in the incident reports. Overall, confidentity was emphasized in the residential advisor’s prinicple. The risk degree in the prevention strategies came from their judgement.
   The prevention approaches were benefical because residential advisors would the most resourceful to share with and ask when it turned to crisis situations. If residents did not ask residential advisors for help, their judgement could lead to clouded because friends and peers would not able to understand or give advices the specific needs they have been looking for or being questioned. Being identity in college was not easily comphrend by peers and friends on campus. Off campus students faced the similiar issues. However, off campus students had other resources from colleges or universities in the different branch of student services.
    The role of residental advisor in college settings was not easily definitation. There were many roles of what she or he supposed to do for the academic community. The leadership role was clearly defined, but the concept of residental advisor role was vaguely defined by what residents believed in their own ways. For instance, residents did not want residential advisors’ advices because they wanted friends’ advices. The advices came from residential advisors would be helpful and clearly detailed informative because they attended to workshops and well-trained. For residents’ friends, they were not well-trained and might misled their choices or guides when asked for help. Residents did not realize they could have better advantages when they came to see their residential advisors. The challenging was the boundaries between residents and residential advisors. The friendship between them was not easily handle unless either accepted the boundaries. The research revealed,”
   This study explored the ways in which resident advisors (RAs) at a research university interacted with faculty members within the context of their work, as well as how their learning, professional development, and future relationships with faculty benefitted. While many on-campus student employment opportunities require students to interact with professors, we focus on RAs. Unlike common RA requirements like programming and policy enforcement (Winston & Fitch, 1993), interactions with professors are not commonly required”. (Benjamin, M., & Griffin, K. A. ,2013))
    The self defensive program was poplular throughout universities and colleges . Self defensive programs helped the multi-factors through emotionally, mentally, psychially, and spiritually. The purpose of self defensive program designed to educate students that would reduce risks and gain knowledge to use the techniques. Martial Arts self defensive program would benefit many students because many of them faced incidents where they did not expected the unexpected. Walking from bars or clubs were most common when it came to robbery, rape, and murder incidents. Many college students were highly targeted by predators. They came from different economic, family, educational, and intelligence backgrounds. They finally reached their independence level in the society, but they were not prepared facing the chaos events. Chaos events would change their lives heavily. Residental advisors were their first option when they asked for help. That was why residential advisors were well-trained and prepared to help students in crisis situations.
   In transition, the research revealed,”The threat of crime to oneself, one's belongings, or one's home is very real and is a particular concern to youths, because teens and young adults experience the highest rates of crime as reported by the United States government”( Banks, 2010). Many college students graduated from high schools with less experiences of knowledge in self defensive techniques. From richest to poorest neighborhoods did not matter how to measure the safety because every situation came out unexpectedly. “Statistically speaking, males are more likely to be victimized by a stranger, while females tend to be victimized by a friend, relative, or intimate partner” (Banks,2013). For college females, they would face the highly risk situations. Bars, clubs, one to one in pritave rooms, and trips including dates would be their harmful incidents despite how much they thought it would be safe because they knew them well. Throughout universities, they wanted to make new friends and they could not expect whom they knew ended up hurting or attacking them suddenly. It was a huge difference from where college males ended up attacking or killing by strangers. For women, they would be highly target more than men. Therefore, the first solution addressed,“the goal of modern self-defense training is to help students make good choices, recognize potentially dangerous situations, and take action to prevent a physical altercation”( Banks, 2010). Not because of colleges, the tragically fact showed ,”By the time females graduate from college, it has been estimated that 25% will have been the victims of a sexual assault. Worse yet is that fact that nearly 90% of sexual assaults are committed by someone known to the victim(Banks, 2013). That was why self defensive program would help and prepare the generalized women from all of ages and sizes from colleges to the real world.
   The Department of Education supported the concept of Self Defense courses that would ehance the survival skills better. The more they understand, the more they take courses to evolve and gain the survial knowledge. They would develop their reactions better in the defensive system. Once something came to her or him in the violence processing, defensive reactions would reduce risks over helpless reactions. Self-defense classes are part of the curriculum at many colleges. Addictions, destructive behaviors, and poor judgement came from everyone that would lead to chaos and harmful situations. Stress would distract their defensive mechaism. Over reacting to the situations where they never experienced or seen before, they would end up freaking out and helpless. Using defensive tool was not strengthen because they did not know how to using the proper tools. Hence, defensive programs changed the vuluerable situations into escaping situations without getting killed.
   In addition, There was a police officer whom wanted to develop the self defense program. He believed it would be effective and measurable knowledge for anyone to understand self defensive techniques. He envisioned it and then founded the new program,RAD. “RAD program was developed at Old Dominion University in Norfolk, Va., in 1989 by a campus police officer, Larry Nadeau” (Schwab, 2009). In his years, he rarely seen any programs relating to self defensive tools. "The RAD system made self-defense education really an option, where it was not in the past," Nadeau says. and "Educating your public about the potential threats that exist socially on and around campus is pivotal” (Schwan, 2009). His point was similar as what residental advisors tried to educate residents about what resources would save the lives as such as a self defensive workshop. Nadeau said,"In fact, many instances of crime on college campuses involve alcohol. Safety experts believe that while self-defense classes are no absolute guarantee of personal safety, they make students more aware of their surroundings and the dangers they may face (Schwab, 2009) was exact example when it came to universities or colleges because the exact locations would not prepare them and they would be the ones make decisions everyday in good and bad ways.
   During self defensive trainings, the martial arts “benefits from this practice include better overall health and balance, as well as an improved sense of psychological well being. They are relatively safe compared to man” (Terry, 2006). Once they know the martial arts technqiues, the more they prepare the violence or harmful situations or people. They would have to defense the predators without getting killed. The golden rule was not getting others killed under the self defensive program oath. The research stated,” “Compare other sports, and most martial arts injuries are comparatively minor. There was 6.5 million martial arts participants and Participation increased over 28% between 2000 and 2004 for youth. ( Woodward, 2009) . Martial arts in the defensive program improved the defensive techniques better. They turned out successful and able to defeated the destructive situations or people and then escaped without getting both killed. In the modern, “the martial arts have evolved into an activity that can benefit students of all ages, shapes, and sizes” ( Terry,2006)
   In academic settings, another way to defended the predators during bullying. The bullying tolerance zero was speading in the United States. Many college students experienced the bullying processing by roommates, peers, and anyone. It would lead them to do violence as such as gun shooting, getting others killed, and commited sucidual. Defensive programs would avert the temper and rage control. The programs would teach them to express their positive expression and being protected if their bullying peers came at them. “The definition of school bullying includes several key elements: physical, verbal, or psychological attack or intimidation that is intended to cause fear, distress, or harm to the victim; an imbalance of power (psychological or physical), with a more powerful child (or children) oppressing less powerful ones; and repeated incidents between the same children over a prolonged period. School bullying can occur in school or on the way to or from school. It is not bullying when two persons of the same strength (physical, psychological, or verbal) victimize each other. reduce school bullying perpetration and victimization . anti-bullying programs and on the necessity of tackling bullying have increased considerably over time” (Farrington & Ttofi,2010) was the new issue that made residents’ live hell. Hence, the defensive programs would educate how students or residents protect themselves against bullying incidents in dorms, classes, and activities in academic settings.
How to measure and prevent the highly problematic issue in colleges? The highly problemic issue was sexual experiences in bad ways. Everywhere in colleges and universities recieved many stories in the incidents of sexual assults, achohol, harrassment, robbery, auto thefts, break in dorms, drug overdosed, and much more. Residential Advisors were the BIG roles in academic settings. They made a vow for in serving residents, protecting, and helping them in any situations. Residential advisors changed many students’ live because they witnessed the pattern situations where students could not see themselves in unknown situations. Residental advisors could notice where and what kind of situations their residents would deal or face in their daily lives. Many college females recluently reported the sexual assault incidents. The more they experienced and held down to themselves, they would ending up despressed or over paraniod about the person whom attacked them. In the research concern showed, “many people question whether sexual assault can be prevented among college students when the data suggest that first sexual experiences typically occur at a much younger age, that a notable percentage of these first experiences are forced, and that sexual and physical violence occur at alarming rates among middle school and secondary school students (Hickman, Jaycox, & Aronoff, 2004) and “Clearly, a notable percentage of college or university students already constitute a high risk group for whom the goal of educational programs is not primary prevention, but rather the prevention of repeated experiences of sexual assault victimization or perpetration. Unfortunately, we have largely failed to develop interventions specifically tailored for such high risk groups. a reduction of four sexual assaults for every 100 women attending the program"" (Hanson & Broom, 2005, p. 366)(Lonsway, 2013)).
   In concluded, from residental advisor, Stephanie’s perpesctive based on self defense program was emphasized and important. Many residents experienced the unexpected incidents. Many said,” I did not know what to do. What did I should do? If I did this or did not this, that would make things worst” and much negaitivity statements from their reactions. Unforunately, the staitisitic revealed, “It has been estimated that more than one-third of Americans chronically worry that they will be assaulted at any given time” (Banks, 2013). From colleges to the real world, they had to be prepare no matter how they thought things would not happen to them. That was the major reason Stephanie and her co worker wanted to prove the educational knowledge for what residents could do in their crisis situations in real life.


Works Cited

Farrington, D & Ttofi, M. (2010,01). “School-Based Programs to Reduce Bullying and Victimization” Retrieved 12,2013, from https://www.ncjrs.gov/pdffiles1/nij/grants/229377.pdf
   
Lantz, Dr Jim (2013). Family Development and the Martial Arts: A Phenomenological Study. , . retrieved Jan 22 2013, from http://keetonstkd.com/blg/tiger-rock-martial-arts-of-central-pennsylvania-blog/295/family-development-and-the-martial-arts-a-phenomenological-study

Terry,Charles M. (2006) The Martial Arts. Retreieved Dec 12 2013, from
http://www.med.nyu.edu/pmr/residency/resources/PMR%20clinics%20NA/PMR%20clinics%20NA_sports%20med/martial%20arts.pdf

Woodward,Thomas W. , MD (2009). A review of the effects of Martial arts practice on Health. From https://www.wisconsinmedicalsociety.org/_WMS/publications/wmj/pdf/108/1/40.pdf
   
Schwab, Nikki (2009). Self-Defense Classes Gain Popularity on College Campuses. From
http://www.usnews.com/education/articles/2009/08/19/self-defense-classes-gain-popularity-on-college-campuses
   

Benjamin,Mimi. & Griffin, Kimberly A. (2013).Pleasantly Unexpected: The Nature and Impact of Resident Advisors’ Functional Relationships With Faculty. From
http://www.wesleyan.edu/reslife/faculty-academic-partners/Pleasantly_Unexpected.pdf

Banks, Aaron L. (2013).BUILDING GIRL'S CONFIDENCE WITH SELF-DEFENSE. From http://www.pelinks4u.org/articles/AaronBanks0309.htm

Banks, Aaron L. (2010). Self-Defense Education: Five Steps for Developing Awareness and Prevention Tactics. v81 n6 p13-20,. From http://eric.ed.gov/?id=EJ913619

Kimberly A. Lonsway, Victoria L. Banyard, Alan D. Berkowitz, Christine A. Gidycz, Jackson T. Katz, Mary P. Koss, Paul A. Schewe, and Sarah E. Ullman With contributions from Dorothy Edwards (2013). Rape Prevention and Risk Reduction: Review of the Research Literature for Practitioners. From
http://www.vawnet.org/applied-research-papers/print-document.php?doc_id=1655


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