Hazing Prevention Framework™
The Hazing Prevention Framework™ (HPF) is the only research-based framework for hazing prevention that provides a comprehensive guide to hazing prevention. Utilizing a public health approach and building on the Strategic Prevention Framework, the HPF was developed from rigorous research as a guide to hazing prevention (Allan et al., 2018).
The visual was designed to portray how each component of the framework is distinct, but also how the eight components are related to one another and mutually reinforcing. Rather than presented in a hierarchical format, the visual of the data-driven framework conveys how the components work in a non-linear but integrated fashion to provide a comprehensive and effective approach to hazing prevention. While serving as a roadmap, the HPF and the related Hazing Prevention Rubric (HPR) can also serve as an assessment and benchmarking tool for goal setting and planning.
The 8 Components
1. Commitment: Investment of human, financial, and structural resources and public endorsement of actions to foster a campus climate that is inhospitable to hazing.
2. Capacity: Development of human and structural resources needed to effectively implement comprehensive, campus-wide hazing prevention in a college or university setting.
3. Cultural Competence: Understanding sociopolitical and other identity-based characteristics of students, student organizations, groups, and teams, and of the institutions in which they are situated.
4. Assessment: Use of multiple methods and sources to measure and characterize campus hazing within a given context.
5. Planning: Use of assessment data to develop data-driven, intentional, and measurable prevention goals, including the development of prevention
strategies tailored to specific populations in a given context.
6. Evaluation: Formal documentation of the process and impact of prevention strategies as a means to measure and promote strategies with evidence of efficacy.
7. Sustainability: A process of maintaining commitment and momentum through persistent cultivation of programs, relationships, resources, and
8. Implementation: Use of specific strategies and approaches considered particularly promising for hazing prevention.
Hazing Prevention Framework™ Resources
Several resources have been developed based on the Hazing Prevention Framework™ – many of which are available to the public at no-cost including:
Hazing Prevention Toolkit®
Designed with campus leaders in mind, the toolkit offers a conceptual structure and action steps to guide comprehensive hazing prevention.
Hazing Prevention Action Guide©™
Provides practical resources focused on the commitment component of the HPF to engage campus leaders and the campus community in eliminating campus hazing.
Assessments and Trainings
Rooted in the HPF, StopHazing has developed the following assessment tools and training including:
Hazing Prevention Rubric and Consulting: rooted in the HPF, members of the StopHazing team work with campus personnel to review, refine, and test hazing prevention initiatives that are in development or already established.
The Hazing Prevention Website Rubric (HPWR) to help institutions as they plan for, develop, and continually refine their hazing prevention websites. This resource can be accessed through our annual membership.
The Hazing Prevention Academy©™ (HPA) is a research-based training program geared for professionals with a foundational understanding of hazing and its prevention. The HPA currently emphasizes commitment and capacity building for hazing prevention and provides an overview of the data driven Hazing Prevention Framework (HPF).
Hazing Prevention Consortium™
StopHazing’s Hazing Prevention Consortium™, a multi-year research-to-practice initiative to support colleges and universities in campus-wide hazing prevention is guided by the Hazing Prevention Framework©™.
The citation for use of the HPF in part or in full is as follows:
Allan, E. J., Payne, J. & Kerschner, D. (2018). Transforming the culture of hazing: A research-based hazing prevention framework. Journal of Student Affairs Research and Practice, 55(4) 412-425. https://doi.org/10.1080/19496591.2018.1474759