Jill Yashinsky-Wortman
Gonzaga University
NWACUHO 2011

Program attendees will
 Learn about the merger of Lake’s concepts into
practice
 Consider approaching student behavioral issues
using a whole person model
 Gain new sanctioning tools around wholeness,
integrity, and values
“The Romans had a perfect Latin word to
describe and measure the quality of a
person’s character, integritas. Ethically
speaking, integrity means ‘the state or
quality of being entire or complete.’ It
means soundness, being unimpaired,
having all of the component pieces fit
together and be whole....”
- p. 56-57 of Why It’s Hard to be Good by Al Gini

All earlier behavioral intervention tools had been
used with students but did not appear to be
changing behaviors.

We needed to support students through
cognitive/developmental shift toward our
values.

We did not have the staff to individually mentor
at-risk students so creating a cohort –based
program was the most efficient and economical
route.

Freshman and Sophomore males

Lacking life purpose/direction

Limited to no extracurricular
engagement/involvement on campus

Are not intentionally thinking about their
choices or making well thought out plans

Beyond Discipline: Managing the Modern
Higher Education Environment (2009, Hierophant Enterprises, Inc)

90% of the conduct we deal with on campus is really a
failure in planning, intentionality and mentoring:
▪ Students leave their family value systems and have
freedom they aren’t prepared for.
▪ College WAS the goal. Now what?
▪ They seek mentoring from peers that often works in
opposition to the institution’s stated goals, values and
mission, (but it’s fun!).

Six week program
Three components consisting of:
 Six in class sessions lasting 1-2 hours each
 Bi weekly one on one meetings with instructor
 A final project due within six weeks of completing
the program
1.
One takes pains to discern right from wrong.
2.
Willing to shape one’s actions in accord with
discernment.
3.
Willing to acknowledge publicly what one is
doing.

Introduction of St. Ignatius

SMART Goal Setting

Decision Making
“I'm sorry to say
so but, sadly it's true
that bang-ups and hang-ups
can happen to you”
- Dr. Seuss


Values shield
168 hours in a
week
Who am I?
How do I
want others
to see me?
Who do I
want to be?
How do I want
to be
remembered?

Green = helped you move
toward your goals.

Yellow= questionable as to
whether or not it helped

Red= detrimental to your goal

Values congruence focus
 Values cards activity
 Speaker on Gonzaga’s values

Integrity becomes the focus
 Integrity as wholeness

The ripple effect

Restorative Justice



Video
Case study
Restorative justice plan

Make a list of everyone who has
been impacted by your choices.

Circle the five people who have
been most impacted.

Now circle the five people who you
care about the most on that list.

Focuses on helping examine the impact of
behaviors on a community.

Regaining trust through good citizenship.

Focuses on repairing harm.
Willing to shape one’s
actions in accordance
with discernment.
“Our inclination [is] to
focus on individual rights
but to neglect individual
responsibilities…”
p. 3 of Creating Campus Communities

You and 10 other people are stranded on a
deserted island.

You are in charge of this newly forming island
community. You need to come up with at
least five rules that you would put into place
for this community.

Who will you be in the world?
 Work vs vocation
 Definitions of work
 Vocation

Synonyms
1. Work, drudgery, labor, toil refer to exertion of
body or mind in performing or accomplishing
something.
 Work is the general word and may apply to exertion
that is either easy or hard:
 Drudgery suggests continuous, dreary, and dispiriting
work, esp. of a menial or servile kind:
 Labor particularly denotes hard manual work:
 Toil suggests wearying or exhausting labor:
▪ You are clear about your own values and who
you are.
▪ You have chosen to be in environments that
embraces who you are.
▪ Within those environments, you have chosen a
vocation that both fills who you want to be and
what that environment or community needs you
to be.
▪ You can make a living off of that vocation.

One is willing to acknowledge publicly what
one is doing
 “The Last Lecture” concept

Challenges:
 Students may still make choices that lead to their
being invited to leave Gonzaga
 Not taking anything personal
Week 3
Week 6
2.75
3
2.75
2.75
2.62
3
4. I am more intentional about my decisions
3
3.16
5. I am making less risky decisions than before
3
3.83
6. I am more aware of what it means to be at a Jesuit institution
7. I am living in ways that align with GU’s polices, values, and
expectations more frequently
3
2.66
2.87
3.33
8. I am more aware of my future goals
3.25
3.33
1. My values have become more clear to me
2. I am living my values everyday more so than I was before this
class
3. I am able to identify risky decisions better than I was prior to
Integritas

What our students say…
 “I think more about the
consequences.”
 “I am more intentional than before.”
 “I have a better sense of what is at
stake.”
 “The way I conduct myself affects so
many other people.”
JILL YASHINSKY-WORTMAN
Student Life Case Manager
Gonzaga University
509-313-4100
yashinsky@gonzaga.edu
If your institution is implementing all or part of this program on your campus,
please let us know! We would love to hear about how you are adapting it and
the impact the course has on your students! We also have additional materials
available via e-mail including PowerPoint presentations for each class session.