School-based Suicide Prevention Results from the SEYLE project Vladimir Carli, M.D., Ph.D. Senior Lecturer in Prevention of Mental Ill-Health and Suicide Swedish National Centre for Suicide Research and Prevention of Mental Ill-Health Co-director, WHO Center for Research, Training and Methods Development in Suicide Prevention Karolinska Institutet, Stockholm, Sweden E-mail: [email protected]
44
Embed
School-based Suicide Prevention · Incident suicide thoughts/plans Incidence of depression Prevalence of depression In the professional screening intervention arm: 3,070 students
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
School-based Suicide Prevention Results from the SEYLE project
Vladimir Carli, M.D., Ph.D. Senior Lecturer in Prevention of Mental Ill-Health and Suicide
Swedish National Centre for Suicide Research and Prevention of Mental Ill-Health
Co-director, WHO Center for Research, Training and Methods Development in Suicide Prevention
is a culturally sensitive program promoting increased knowledge and discussion about mental health and the development of problem-solving skills and emotional intelligence for adolescents
www.y-a-m.org
34
Let’s talk about mental health!
Engaging in non-judgmental conversation with teens about
everyday problems teens face; exploring empathy; how
actions affect not only themselves but also others;
discussing more than one solution to any given problem;
listening to and learning to support their peers, help
increase their control over and knowledge about their
mental health, assist them in adverse times and encourage
them to self-recognize the possible need for help.
YAM OBJECTIVES
35
36
YAM offers
a hands-on approach to mental health issues
such as stress, crisis, bullying, depression and
suicide, allowing the personal experiences of the
participants to influence the content and
discussion.
continued effect over time, with the tools
acquired in YAM assisting the adolescents in
adverse times and encouraging them to
recognize the possible need for different kinds of
help.
37
YAM empowers teens by:
boosting their confidence and knowledge about
mental health
enhancing their mental health literacy
tackling mental health stigma
increasing their coping skills
nurturing empathy and how to act on it
teaching them where and how to seek help if
needed
PEDAGOGY & STRUCTURE
38
39
Integrating
cognitive learning through lectures, information in
booklet & posters and discussions
experiential & emotional learning through role-play
40
Teens learn from both a professional and each other and try out their newly acquired knowledge by translating it to problem-solving and coping skills in carefully supervised role-play sessions
The opinions and experiences of the teens play a large role as they are taught to listen, learn from each other and respect each others individual histories.
YAM MATERIALS
41
42
Role – play themes
Theme I: Awareness About Choices – Dilemmas and Conflict Resolution
Theme II: Awareness about Feelings and how to Manage Stress and Crises Situations
Theme III: Depression and Suicidal Thoughts
43
44
Role-play provide the adolescents with an opportunity to
explore situations that could otherwise appear
threatening or difficult.
Integrating knowledge about new and complex topics
through everyday examples close to the teens.
An opportunity to think about the responsibilities of
adults, for example in the case of bullying.
A more tangible way to identify reasons for different
problems and to explore the effects they have on those