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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

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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

Student Demographics (Fall 2009 Semester)Enrollment: 609 studentsClass: Juniors – 24.6%

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)

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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

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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”

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