Authors: Parker R. Carlquist, Lexi Brady, Seth Dotson, Jeff Glenn
Mentors: Jeff Glenn
Insitution: Brigham Young University
Background: Addressing public health problems requires cooperation from stakeholders who may have wide-ranging political, religious, moral, and societal beliefs. If stakeholders lose trust and mutual understanding between one another, the influence of public health efforts decreases. The COVID-19 pandemic illustrated these complexities as communities became divided in opinions regarding the appropriate response. Without systems and strategies to maintain and increase trust, divisive public health issues may become unsolvable.
Objectives: The Campus Conversations project analyzed the effectiveness of reflective structured dialogue (RSD) in helping develop skills and abilities to address difficult conversations and topics. The project hosted conversations among Brigham Young University students of varying demographics and ideologies on divisive topics such as diversity and gender.
Methods: Students were recruited to participate in an hour-long conversation with 4-6 others, including a student facilitator who guided the conversation. Conversations began with foundational agreements followed by 3 rounds of questions. Participants were each given an opportunity to speak uninterrupted in each round, followed by group discussion and questions. The structure encourages the sharing of personal experiences and beliefs in an environment that fosters understanding instead of judgement. Pre- and post-conversation surveys were administered to measure the effects of the conversations on skills. Participants were asked to rate how important they believed a skill was and also assess their ability to use it. A collection of 8 different skills and 6 different mindsets/abilities were measured.
Results: Survey results found that participation in a conversation using RSD is associated with statistically significant improvements in how students rated the importance of 6 different skills. Additionally, 8 skills and mindsets/abilities saw statistically significant improvements in students’ assessed capability. The skills of “vulnerability” and “suspending judgement” saw the greatest improvements in both rated importance and assessed capabilities. The average change between pre- and post-surveys overall was a 10.5% increase.
Conclusions: In order to develop effective public health policies, consensus and understanding must be achieved among stakeholders and communities. The results highlight the potential for RSD conversations to be used as an effective tool to improve students’ belief in the importance of skills required for difficult conversations and potentially improve their ability to use them.
Public Health Implications: Public health is currently working to address various divisive problems that require collaboration from stakeholders that range across the political, demographic, and societal spectrums. Utilizing RSD can help promote understanding and the ability to discuss divisive issues in a calm and structured way, forming a foundation whereupon policy can be effectively created, discussed, and advocated.