1/21/2010 1 Friends Helping Friends The University of North Carolina at Greensboro Jason Robertson Ed.S., MPH, CHES, CTCTS, RHEd y Students talk y Students live with students y Social networks Lt’ td t ith t y Let’s empower students with correct information to: y Decrease stigma y Impart correct information y Serve as a referral source y Multidisciplinary approach y Who should be involved? y Structured y Targeted Timeline y Timeline y How might college affect different kinds of students? y What are the mental health concerns of college td t? students? y How might students with suicide ideation behave within the context of or as a result of their ascribed identities or affiliated groups? y Journal club y Informal literature review y Shared bibliography (portal) y Cross reference each group y Identify commonalities and disparities y Peer context as a content driver y Develop curriculum outline y Draft document y Congruency y Writing styles y Content D i & P y References/Table of Contents y Appendix y Edit C itt y Design & Purpose y Handbook vs manual y Learning journal y Theme/graphics http://www.uncg.edu/s hs/fhf/ y Committee y Copyright y Gathering permission y Consider readers’ revisions
5
Embed
2B Peer Ed Panel Slides ALL - Suicide prevention...1/21/2010 3 yImplementation challenges - recruitment, scheduling particular to a commuter campus yRecruitment challenges particular
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1/21/2010
1
Friends Helping FriendsThe University of North Carolina at Greensboro
Jason Robertson Ed.S., MPH, CHES, CTCTS, RHEd
Students talkStudents live with studentsSocial networksL t’ t d t ith t Let’s empower students with correct information to:
Decrease stigmaImpart correct informationServe as a referral source
Multidisciplinary approachWho should be involved?
StructuredTargetedTimelineTimeline
How might college affect different kinds of students?What are the mental health concerns of college t d t ?students?
How might students with suicide ideation behave within the context of or as a result of their ascribed identities or affiliated groups?
Journal clubInformal literature reviewShared bibliography (portal)g p y (p )Cross reference each groupIdentify commonalities and disparitiesPeer context as a content driverDevelop curriculum outlineDraft document
Congruency Writing stylesContent
D i & P
References/Table of ContentsAppendixEdit
C ittDesign & PurposeHandbook vs manualLearning journalTheme/graphics
http://www.uncg.edu/shs/fhf/
CommitteeCopyright
Gathering permissionConsider readers’ revisions
1/21/2010
2
Technologyutilize book or blogs?
Divide, conquer, and utilize talentsSpecific to population
Dr. Darren A. WoznyAssistant Professor of Counselor EducationPrincipal Investigator and Project Director
MSU-Meridian Campus Suicide Prevention ProgramMississippi State University-Meridian Campus
Seniors – 48.9%G d t St d t 23 3%Graduate Students – 23.3%
Gender: Majority Female – 79.5%Age: Majority Nontraditional Students (25 years +) –69%Race: White – 60.6%
Black – 34.2%
Brownson (2007) – Students most likely to discuss problems with other students
Grantee Meeting – What is your (campus) i t di t h l i f t d t ?intermediate helping response for students?
Supper conversation with colleague about developing a campus peer program (learned about NAPP and their programmatic standards
NAPP standards– planning & design of peer program (Wozny, Porter, & Watson, 2008)NAPP standards , educational objectives –design training curriculum for peer helpers (Wozny & Porter, 2009)NAPP (2002) Programmatic Standards
Program Start Up (Planning, Commitment, Staffing, Organizational Structure)Program Implementation (Screening and Selection, Training, Service Delivery, Supervision)Program Maintenance (Evaluation, Public Relations, Long-Range Planning)
1/21/2010
3
Implementation challenges - recruitment, scheduling particular to a commuter campus
Recruitment challenges particular to commuter campusBusy schedules of nontraditional students (Work/family/school)Commuter campus students tend to attend class onlyCommuter campus students on campus just 2 years or attend part-timeRecruitment strategies (professors identify naturally supportive students in classes; have student organization leaders help recruit; utilize ; g p ;program marketing items (highlighters for signing up).
Evaluation challenges – working with community mental health to collect basic outcome data
Our EAP clinical partner (Community Mental Health Services) is reluctant to collect outcome data linking the peer program and other suicide prevention activities to decision to seek counseling (ideas on how to handle this challenge would be helpful)
Brownson, C. (2007, April). The nature of college student suicidal crises: Implications for counseling centers. Paper presented at the meeting of the American Association of Suicidology (AAS), New Orleans, LA.
National Association of Peer Programs (NAPP). (2002). Programmatic standards. Retrieved August 12, 2008 from g g ,http://www.peerprograms.org/publications/publications/standards/
Wozny, D.A., and Porter, J.Y. (2009) Commuter campus student peer helper program orientation: A training curriculum. Perspectives in Peer Programs, 22(1), 15-29.
Wozny, D.A., Porter, J.Y., and Watson, J.C. (2008, Fall). Planning of a student peer program as a key component of a campus suicide prevention project: Utilizing NAPP programmatic standards. Perspectives in Peer Programs, 21(2), 48-58.
Peer Education and Peer Education and Suicide PreventionSuicide Prevention
Stony Brook UniversityGLS Grantee Conference 2010
Michael Bombardier, Ph.D.Assistant DirectorCounseling and Psychological Services/Center for Prevention and Outreach
PreventionPrevention Early Intervention
Early Intervention
Broad Approach: Drawing a circleBroad Approach: Drawing a circle
Crisis Management - Treatment
Crisis Management - Treatment
Response to Disruptive Behavior
Response to Disruptive Behavior
Burdensomeness and Belonging
The desire to end one’s life most often stems from the following combination (Joiner, 2005):
1. a perception of being a burden to others 2. feeling of not belonging
Alone, neither of these states is enough to instill the desire for death, but together they produce a desire that can be deadly when combined with the acquired ability to enact self-injury.
Joiner, T. (2005). Why people die by suicide. Cambridge, MA: Harvard University Press.
~30% of students aware of presence of a counseling center.
~70-80% of suicide deaths on college campuses – student never sought counseling services.
Peers are most likely used resourcePeers are most likely used resource
Diversity of student population increasing
1/21/2010
4
CHILL: Mental Health Peer Educators◦ 2-semester, 6 credit internship
Who joins CHILL?Student LeadersFuture healthcare professionalsStudents passionate about stigma reductionDiverse◦ Cultural, Academic, geographic, more
Suicide Prevention Outreach Activities
Depression ScreeningsFocus Groups- [API students and help seeking]Informational interviews [class project]API student focused Educational Workshops
Depression Screening Program-
Over 3,000 Stony Brook students screened since Fall 2007
30% of those screened scored in the moderate to severe range
45% (now) agree to talk 1:1 with counselor at screening site
Residence Assistants as Allies in Prevention
“SBU Project Prevention”
Contest- Trophy/Red LobsterRA’s craft prevention message tailored to the needs of their own hall.Pro Staff act as “expert consultants”