yWhat are the mental health concerns of college students?. yHow might students with suicide ideation behave within the context of or as a result of their ascribed identities or affiliate
Trang 1Friends Helping Friends
The University of North Carolina at Greensboro
Jason Robertson Ed.S., MPH, CHES, CTCTS, RHEd
information to:
yDecrease stigma
yImpart correct information
yServe as a referral source
yMultidisciplinary approach
yWho should be involved?
yStructured
yTargeted
Timeline
yTimeline
yHow might college affect different kinds of students?
yWhat are the mental health concerns of college
students?
yHow might students with suicide ideation behave within the context of or as a result of their ascribed identities or affiliated groups?
yJournal club
yInformal literature review
yShared bibliography (portal)g p y (p )
yCross reference each group
yIdentify commonalities and disparities
yPeer context as a content driver
yDevelop curriculum outline
yCongruency
yWriting styles
yContent
D i & P
yReferences/Table of Contents
yAppendix
yEdit
yDesign & Purpose
yHandbook vs manual
yLearning journal
yTheme/graphics http://www.uncg.edu/s hs/fhf/
yCommittee
yCopyright
yGathering permission
yConsider readers’
revisions
Trang 2yutilize book or blogs?
yDivide, conquer, and utilize talents
ySpecific to population
Dr Darren A Wozny
Assistant Professor of Counselor Education
Principal Investigator and Project Director
MSU-Meridian Campus Suicide Prevention Program
Mississippi State University-Meridian Campus
yStudent Demographics (Fall 2009 Semester)
yEnrollment: 609 students
yClass: Juniors – 24.6%
Seniors – 48.9%
G d t St d t 23 3%
Graduate Students – 23.3%
yGender: Majority Female – 79.5%
yAge: Majority Nontraditional Students (25 years +) – 69%
yRace: White – 60.6%
Black – 34.2%
yBrownson (2007) – Students most likely to discuss
problems with other students
yGrantee Meeting – What is your (campus)
intermediate helping response for students?
ySupper conversation with colleague about
developing a campus peer program (learned
about NAPP and their programmatic standards
yNAPP standards– planning & design of peer program (Wozny, Porter, & Watson, 2008)
yNAPP standards , educational objectives – design training curriculum for peer helpers (Wozny & Porter, 2009)
yNAPP (2002) Programmatic Standards
yProgram Start Up (Planning, Commitment,
Staffing, Organizational Structure)
yProgram Implementation (Screening and
Selection, Training, Service Delivery, Supervision)
yProgram Maintenance (Evaluation, Public
Relations, Long-Range Planning)
Trang 3particular to a commuter campus
y Recruitment challenges particular to commuter campus
y Busy schedules of nontraditional students (Work/family/school)
y Commuter campus students tend to attend class only
y Commuter campus students on campus just 2 years or attend part-time
y Recruitment strategies (professors identify naturally supportive students
in classes; have student organization leaders help recruit; utilize ; g p ;
program marketing items (highlighters for signing up)
y Evaluation challenges – working with community mental health
to collect basic outcome data
y 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)
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/stand ards/
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
Suicide Prevention
Stony Brook University
GLS Grantee Conference 2010
Michael Bombardier, Ph.D.
Assistant Director
Counseling and Psychological Services/
Center for Prevention and Outreach
Prevention InterventionInterventionEarly Early
Broad Approach: Drawing a circle
Crisis Management
- Treatment
Crisis Management
- Treatment
Response to Disruptive Behavior
Response to Disruptive Behavior
Burdensomeness and Belonging
y 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
yAlone, 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.
y~30% of students aware of presence of a counseling center
y~70-80% of suicide deaths on college campuses – student never sought counseling services
yPeers are most likely used resource
yPeers are most likely used resource
yDiversity of student population increasing
Trang 4CHILL: Mental Health Peer Educators
◦ 2-semester, 6 credit internship
Who joins CHILL?
x Student Leaders
x Future healthcare professionals
x Students passionate about stigma reduction
x Diverse
◦ Cultural, Academic, geographic, more
Suicide Prevention Outreach Activities
x Depression Screenings
x Focus Groups- [API students and help seeking]
x Informational interviews [class project]
x API student focused Educational Workshops
Depression Screening
Program-yOver 3,000 Stony Brook students screened
since Fall 2007
y30% of those screened scored in the
moderate to severe range
y45% (now) agree to talk 1:1 with counselor
at screening site
Residence Assistants as Allies in Prevention
“SBU Project Prevention”
yRA’s craft prevention message tailored to the needs of their own hall
yPro Staff act as “expert consultants”