# Presentation: 249782

## How to Avoid the Hazing Trap

- 10 May 2002 Edition

**Notes:**
© Copyright 2002, Civil Air Patrol. All rights reserved.

Authors:
Robert B. Smith, Lt Col, CAP
Chief, Curriculum Development
Cadet Programs Directorate, Civil Air Patrol National Headquarters

Timothy S. Doty, Lt Col, USAF
Former Commander(1998-2002)
Northeast Liaison Region
CAP-USAF

This presentation may not be modified in any way without the express written permission of HQ CAP/CP.

## Attention

**Notes:**
Slide 2 - Attention

One of the quickest ways to garner media coverage is illustrated in this newspaper clipping.  

Motivation:  Although the cadet mentioned in the news article is from a Department of Corrections “Boot Camp” program, the reality is that CAP’s activities, if left unchecked, could result in the needless loss of life. CAP’s primary concern is the safety of our cadets, and we certainly do not want such a headline for CAP! By having a firm grasp of the concept of hazing, you will be better equipped to avoid the hazing trap.

## Objective

- The objective of this seminar is for the student to comprehend the concept of hazing.
- The objective of this seminar is for the student to respond to avoiding the hazing trap.

**Notes:**
Slide 3 - Objective
Overview: Today, I will be helping you understand the concept of hazing and will give you some tools to use to avoid the hazing trap.

## Overview

- Definition
- Critical Attributes
- Examples and Non-examples
- Avoiding the trap

**Notes:**
Slide 4 – Overview
First, we are going to define the concept of hazing. Some of our members have said that we should “tear cadets down in order to build them back up the Air Force way.” This approach is too hard – meaning that a hard approach can lead to serious consequences. By the way, the Air Force has never asked CAP to train our youth on what it would be like to be in the Air Force! Others have said, “If we do nothing, then our cadets are no better than the Boy Scouts.” This approach is too soft – meaning that a soft approach will do little to instill discipline and esprit de corps. Today, we will learn to balance these extremes.

Once we define the concept of hazing, we will see that there are several components, or critical attributes, that must be present in order for us to comprehend hazing. I will help illustrate these critical attributes by asking you some questions and giving some examples as we go through. At any time, stop me and ask questions if you do not understand a part of the lesson.

Then, just to ensure we fully understand the concept of hazing, I will present some photographs taken from various CAP web sites or submitted to the CAP News where you will need to determine if those situations are examples or non-examples of hazing.

Then we have reserved some of our time to talk about ways we can avoid the hazing trap. While we should spend some time discussing examples and non-examples of hazing, if we spend too much time on the examples, we will not be able to talk about how to avoid the hazing trap. So, I may need to limit our discussion time in order to reach our objectives.

## Rules of Engagement

- Informal lecture
- Ask questions
- Sources used
*The American Heritage**®** Dictionary of the English Language*, Third Edition
- CAPR 52-10, *CAP Cadet Protection Policy*
- DoD Hazing Policy

**Notes:**
Slide 5 – Rules of Engagement
This is an informal lecture, which means you can ask questions at any time, and I can also ask questions of you. Please be polite and respectful of one another. The key sources used for our informal lecture are a dictionary, Civil Air Patrol’s Cadet Protection Policy (hand out copies of CAPR 52-10, if necessary), and the DoD Policy on Hazing.

Transition:	To ensure we all share a common ground to discuss hazing, let me begin with a question. How many of you have completed BMT or ROTC Field Training? Good. I will need to draw upon your expertise and experiences as we talk about hazing. (If you have a military background, then you can add: I, too, went through military training, so I can also offer some insights as we discuss together the concept of hazing.) (If no one raises his or her hand, then say: It looks like all of us need better guidance. This informal lecture will help us all to have a standard frame of reference, as we comprehend the concept of hazing.)

## Definition

- DoD Policy on Hazing:
- “Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful.”

**Notes:**
Slide 6:  Definition
We only need to look up the DoD Policy on Hazing to be able to define hazing:

	“Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful.”

Transition:	There are a few key elements, what we call “critical attributes,” of this definition. Together, these critical attributes accurately describe hazing. Let’s look at the two main attributes.

## Critical Attribute 1

- DoD Policy on Hazing:
- “Hazing is defined as **any conduct whereby someone causes another to suffer or to be exposed** to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful.”

**Notes:**
Slide 7 – Critical Attribute 1
A. “Any conduct whereby someone causes another to suffer or be exposed” [to hazing]

	(1) First, we need to specify that this conduct focuses on “someone causing another” harm. While there may be examples of self-hazing, our discussions will focus on the hazing that others impose.

	(2) Second, we need to define “suffer,” which according to The American Heritage® Dictionary means: To undergo or sustain something painful or injurious.

	(3) Third, we need to define “exposed,” which according to The American Heritage® Dictionary means: To subject or allow to be subjected to an action or an influence.

	(4) Finally, when we put these terms together we are concerned with one who causes or permits other people to be subjected to a harmful influence.

## Critical Attribute 1 Examples

- An officer slaps another officer for not saluting. This **slapping officer** is an example.
- A Training Instructor (TI) makes a recruit scrub toilets with a toothbrush for having poorly shined shoes. The **TI** is an example.

**Notes:**
Slide 8 – Critical Attribute 1 Examples
EXAMPLES: 
	(1) An officer slaps another officer for not saluting. This slapping officer is an example.
	(2) A Training Instructor (TI) makes a recruit scrub toilets with a toothbrush for having poorly shined shoes. The TI is an example. 

## Critical Attribute 1 Non-Examples

- An officer slaps another officer for not saluting. The **officer who was slapped** is a non-example.
- A Training Instructor (TI) makes a recruit scrub toilets with a toothbrush for having poorly shined shoes. The **recruit who had to scrub toilets** is a non-example.

**Notes:**
Slide 9 – Critical Attribute 1 Non-Examples
NON EXAMPLES: 
	(1) The officer who was slapped.
	(2) The recruit who had to scrub toilets.
QUESTION: Why does it matter that we focus on the one who causes or permits other people to be subjected to a harmful influence?
ANTICIPATED RESPONSES: In a position of authority; leaders can affect change.

INTERNAL TRANSITION: Now that we know the “who” of the definition, let’s look at the “how” with the next critical attribute of hazing.

## Critical Attribute 2

- DoD Policy on Hazing:
- “Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to **any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful**.”

**Notes:**
Slide 10 – Critical Attribute 2
B. “Any activity that is cruel, abusive, humiliating, oppressive, demeaning or harmful.”

	(1) According to The American Heritage® Dictionary, the definitions for these words include: (go to next six slides)

## Critical Attribute 2 Example

- DoD Policy on Hazing:
- “Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is **cruel**, abusive, humiliating, oppressive, demeaning, or harmful.”

**Notes:**
Slide 11 – Cruel
	(a) Cruel – to inflict pain or suffering.

EXAMPLE: Telling someone that you killed his or her mother. (Allow students time to give other examples.)

## Critical Attribute 2 Example

- DoD Policy on Hazing:
- “Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, **abusive**, humiliating, oppressive, demeaning, or harmful.”

**Notes:**
Slide 12 – Abusive
	(b) Abusive – Physically injurious to another.

EXAMPLE: Inflicting bruises on someone. (Allow students time to give other examples.)

## Critical Attribute 2 Example

- DoD Policy on Hazing:
- “Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, abusive, **humiliating**, oppressive, demeaning, or harmful.”

**Notes:**
Slide 13 – Humiliating
	(c) Humiliating – To lower the pride, dignity or self-respect.

EXAMPLE: Telling someone that they are worthless. (Allow students time to give other examples.)

## Critical Attribute 2 Example

- DoD Policy on Hazing:
- “Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, abusive, humiliating, **oppressive**, demeaning, or harmful.”

**Notes:**
Slide 14 – Oppressive
	(d) Oppressive – Exercising power arbitrarily and often unjustly.

EXAMPLE: Canceling everyone’s liberty because one person was late to formation. (Allow students time to give other examples.) 

## Critical Attribute 2 Example

- DoD Policy on Hazing:
- “Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, abusive, humiliating, oppressive, **demeaning**, or harmful.”

**Notes:**
Slide 15 – Demeaning
	(e) Demeaning – To debase or degrade, as in dignity or social standing.

EXAMPLE: Comparing someone to a particular ethnic group typically with stereotypical responses (“Are you a Pollock?”). (Allow students time to give other examples.)

## Critical Attribute 2 Example

- DoD Policy on Hazing:
- “Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or **harmful**.”

**Notes:**
Slide 16 – Harmful
	(f) Harmful – Physical or mental injury to a person or damage to property.

EXAMPLE: Initiations like paddling or standing at attention for long periods of time. (Allow students time to give other examples.) 

INTERNAL TRANSITION
	(2) Hazing can be defined if at least one of these terms is present!
QUESTION: Given these definitions, how would you paraphrase the definition of hazing?
ANTICIPATED RESPONSE: (Be prepared for a variety of responses. Look for one of the key definitions.) Any action that causes real or implicit harm; any action where one’s self-worth is violated; the recipient feels threatened; public humiliation. 

## Critical Attributes Review

- Any conduct where someone causes another to suffer or to be exposed [to hazing].
- Any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful.

**Notes:**
Slide 17 – Critical Attributes Review
Transition: We have now looked at the critical attributes of hazing. We now know that it’s any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful. Let’s now take a look at some photographs to see if they are examples or non-examples of hazing, just to make sure we understand this concept.

## Examples/Non-Examples

**Notes:**
Slide 18 – Inspection Photo
Scenario 1 – (Inspection)
Let’s look at this photograph of an inspection at an encampment. Ask the following:
	- Using our critical attributes, why is this an example/non-example of hazing?
	- Did someone cause another to suffer or be exposed [to hazing]?
	- Was there any activity that is cruel, abusive, humiliating, oppressive, demeaning or harmful?
	- What would be a new example of this type of hazing?

	= (Give the answer at the end of the discussion that this is a non-example. Some members may point out the black hat, which may give the appearance of being intimidating, but this does not meet our definitions. Some members may point out that the African-American cadet is being “singled out,” which is not true – all cadets in the row are being inspected.)

## Examples/Non-Examples

**Notes:**
Slide 19 – Reaming Photo
Scenario 2 – (Reaming)
This photo is a little more difficult. Ask the following: 
	- Using our critical attributes, why is this an example/non-example of hazing?
	- Did someone cause another to suffer or be exposed [to hazing]?
	- Was there any activity that is cruel, abusive, humiliating, oppressive, demeaning or harmful?
	- What would be a new example of this type of hazing?

	= (Give the answer at the end of the discussion that this is an example. Some members may think that the cadet is not yelling. The red ears and locked jaw (not to mention the other cadet’s expression) gives evidence to the contrary. Some members may argue that the cadet may be yelling something positive, like, “You’re the world’s greatest cadet!” but the evidence – the expression on the receiving cadet’s face – would indicate otherwise. Try it: Pick a cadet to come up front and shout, “You’re the greatest...” and watch his or her expression!). 

## Examples/Non-Examples

**Notes:**
Slide 20 – Push-Ups Photo
Scenario 3 – (Push-Ups)
We all know that push-ups as a form of “Discipline,” “motivation,” or “punishment” is not allowed. So what about this photo? Ask the following:	
	- Using our critical attributes, why is this an example/non-example of hazing?
	- Did someone cause another to suffer or be exposed [to hazing]?
	- Was there any activity that is cruel, abusive, humiliating, oppressive, demeaning or harmful?
	- What would be a new example of this type of hazing?

	= (Give the answer at the end of the discussion that this could be either an example or non-example. The photo evidence reveals that the cadet is being singled out and is being yelled to, but without knowing what was yelled – “You’re doing great! Just a few more and you will beat everyone else!” – it is hard to tell. Explain to the students that the key point to remember is what are the critical attributes and the key definitions. Some students may point out the incorrect positioning of the others in the line, or that the yeller is wearing black – these are distracters that do not meet our attributes and definitions.)

## Examples/Non-Examples

**Notes:**
Slide 21 – Duct-Tape 1 Photo
Scenario 4a – (Duct-Tape 1)
The next two photos were submitted to the CAP News as candidates for the outstanding photo contest. Ask the following:	
	- Using our critical attributes, why is this an example/non-example of hazing?
	- Did someone cause another to suffer or be exposed [to hazing]?
	- Was there any activity that is cruel, abusive, humiliating, oppressive, demeaning or harmful?
	- What would be a new example of this type of hazing?

	= (Give the answer at the end of the discussion that this is an example. Some students may focus on the cadet’s smile, indicating that the cadet approves of the activity. Remind the students about the critical attributes and the key definitions.)

## Examples/Non-Examples

**Notes:**
Slide 22 – Duct-Tape 2 Photo
Scenario 4b – (Duct-Tape 2)
Here’s the same event, but the picture was taken just a few moments later. Ask the following:
	- Using our critical attributes, why is this an example/non-example of hazing?
	- Did someone cause another to suffer or be exposed [to hazing]?
	- Was there any activity that is cruel, abusive, humiliating, oppressive, demeaning or harmful?
	- What would be a new example of this type of hazing?

	= (Give the answer at the end of the discussion that this is still an example. Remind the students that such extreme activities may cause serious harm and are not tolerated in CAP!)

## Avoiding the trap - Precepts

- Why we can’t list “do’s” and “don’ts”
- Old philosophy – Punishment
- New philosophy – Reward

**Notes:**
Slide 23 – Avoiding the Trap: Precepts
Some of our members may be thinking about now, “Just tell me what I can or cannot do.” The danger with providing such a list is that we would certainly miss something! For example, if we said that you could not duct-tape any cadet, some enterprising person would use masking tape instead!

Instead, we rely on our critical attributes and key definitions to answer the question, “Could this be considered hazing?”

The hazing trap can swing to extremes. On one extreme, we have those who will do something to avoid getting punished. On the other extreme, we have those who will do something only for the reward.

There is an old philosophy to “motivate” a person to accomplish a task. This old philosophy is punishment driven. For example, a leader may say, “If you don’t polish your shoes correctly, then you won’t be able to attend the parade this weekend.” The person is then motivated to polish his or her shoes only to the extent that they are motivated to attend the parade.

A better philosophy is reward driven. For example, a leader may say, “The parade this weekend is reserved for those who meet our inspection standards. Take a look at my shoes and if yours needs to look more like mine, please stay after this meeting and we will work on our shoes together.”

While this may be similar to the punishment model, the reward model is actually very different. First, the focus is on rewarding good behavior. Second, the leader has a greater responsibility to not only meet this high standard, but must take the time necessary to ensure that his or her followers also meet the standard.

The danger with the reward philosophy is that some may be motivated only for the rewards, especially if the rewards are artificial (like giving candy). CAP is a service organization where the reward could simply be in serving our community and Nation!

## Avoiding the trap - Principles

- Set the bar high
- Counter wrong thinking with critical attributes and definitions
- Common sense

**Notes:**
Slide 24 – Avoiding the Trap: Principles
In providing a service to our community and Nation, set the bar high on all that you do. Expect a high standard of behavior and appearance. Advertise this standard, both verbally and in writing. Ensure that the leaders model this standard and take the time to lead their followers to reach the standard.

In so doing, you will be in better stead to counter the extremes. Remember, to counter wrong thinking, use the critical attributes and key definitions. This way, when someone complains, “He looked at me funny and I felt humiliated and hazed,” you will be able to counter with the critical attributes and key definitions.

All of this requires some common sense. For example, partner with the parents if cadets are hypersensitive; Don’t single-out a person to point out deficiencies; and the list can go on.

Transition:	Let’s take a look at what we covered today.

## Conclusion

- Definition of hazing
- Critical Attributes
- Examples/Non-examples
- Avoiding the trap

**Notes:**
Slide 25 – Conclusion
Summary:
a. Review the definition of hazing
	- “Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful.”

b. Review the critical attributes
	- Someone causes another to suffer or be exposed [to hazing].
	- Any activity that is cruel, abusive, humiliating, oppressive, demeaning or harmful.

c. You used some photographs to determine examples and non-examples and tied everything together. Review photographs and review findings, as needed. 

Remotivation: While isolated cases of hazing do occur, it is important for us to reduce the risks to our cadets by following the DoD policy on hazing.

## “Those who know better,know better.”- Robert B. Smith

**Notes:**
Slide 26 – Quote
Closing:  I leave you with a quotable quote by Robert Smith, Chief of Curriculum Development, Cadet Programs Directorate, at Civil Air Patrol’s National Headquarters: “Those who know better, know better.”