1. Proposal for Mental Health Awareness in High Schools and
Colleges; Proposal for Promoting Mental Health First Aid
Certification Courses for High Schools and Colleges
By: Madison O’Dell

2. Mental Health Awareness Ideas (High Schools) Mission: The goal of this project is to help
kids learn and understand the basics of all mental health diseases. To help promote self
help and to empower students to act when they see a fellow peer in need. My hope is that
the program will eliminate a large portion of the stigma that comes with mental illness and
show students that mental diseases should be treated and handled in the same manor as
physical diseases…. that there shouldn’t be a barrier that makes mental illnesses go unseen.
- Chatfield Sr. High Staff
-Mike Deutsch
(counselor at Chatfield,
he could survey some of
the teachers and take
data to see if program is
working)
-Attempting to get in
contact with Wendy
Rubin (principle at
Chatfield) to get her
opinion on the project
and her ideas on what the
best way to reach
students is
-Brian Turner (Mental
Health First Aid)
-Brain talked about
linking us up with
specific MHFA trainers
in each of the requested
fields to help give the
most important
information in the videos
-I was told that there is
going to be a
requirement in schools
that they are going to be
required to meet certain
standards for health (like
CSAP/TCAP but for
health)
-this could be our
ways into schools
-Try and find a devoted
student…get them
involved and they could
potentially help us get
kids excited
ACTIVITIES
:
Interventio
n
Componen
ts
ACTIVITIES:
DetailedAnalysis
OUTPUTS:
Evidenceof
HavingPreformed
Activities
EFFECTS:
Primary
Outcomes
Videos:
-Depression
-Suicide
-Non-suicidal
self-harm
-Substance
Abuse
(alcohol)
-Anxiety
Scenario
Solving
Teacher/Facil
itator Lead
Discussions
-Each week introduce a
new topic…make it flow
in order to showkids
how all of these issues
can be related
-Have experts but also
students speaking on
each topic and display in
a way that makes kids
relate
-After each video or
series of videos provide
written scenarios that
students must work
togetherto solve (using
what they have learned
from the videos and past
videos
-If we find some
dedicated students…run
some student led
activities and have them
help us create more
“fun” activities…make it
something they will
enjoy… I don’t have all
the answers
-Create and provide
discussion questions and
activities for teachers to
run/lead after the videos
-Provide an environment
where kids want to
discuss and make them
work the problems out
-Make them fun. ..
maybe have kids act
some of the stuffout
-General
awareness of
mental health
issues
-Empowerment to
students to act on
signs and
symptoms
-Show kids that
they have a voice
when it comes to
helping the people
around them
(peers and adults)
-Crushing and
addressing the
stigma (making
comparisons to
things in the
physical health
world and how
mental health
should be treated
no different…ie.
broken arm? Go to
doctor…
-Students
understand and
can see the
warning signs and
symptoms of each
of the topics
discussed
-Students have the
confidence to
approach someone
in crisis and be
able to talk and
assist to proper
help
INPUTS:
Primary Inputs and
Resources
Student Lead
Activities

3. Mental Health Awareness Ideas (College) Mission: The goal of this project is to help college
students learn and understand the basics of all mental health diseases. To help promote self
help and to empower students to act when they see a fellow peer in need. My hope is that
the program will eliminate a large portion of the stigma that comes with mental illness and
show students that mental diseases should be treated and handled in the same manor as
physical diseases…. that there shouldn’t be a barrier that makes mental illnesses go unseen.
-Brian Turner (Mental
Health First Aid)
-Brain talked about
linking us up with
specific MHFA trainers
in each of the requested
fields to help give the
most important
information in the videos
-Try and find a devoted
student…get them
involved and they could
potentially help us get
kids excited
-Bruce Parker (Athletic
Director at Carroll
College)
-He said he would be
willing to work with
me…even going as far as
saying he could
potentially make his staff
take MHFA Certification
-The counseling staff at
Carroll College said they
were very interested and
would be willing to listen
and potentially work
with us on this project
-They thought videos
would be a quick and
easy way to transmit data
to students
ACTIVITIES
:
Interventio
n
Componen
ts
ACTIVITIES:
DetailedAnalysis
OUTPUTS:
Evidenceof
HavingPreformed
Activities
EFFECTS:
Primary
Outcomes
Videos:
-Depression
-Suicide
-Non-suicidal
self-harm
-Substance
Abuse
(alcohol)
-Anxiety
-Psychosis
Scenario
Solving
Alcohol EDU
modeled
approach
-Use many of the
previously filmed videos
for the high schools and
mold them into a way
that students will learn
-Follow each series/topic
with short quizzes that
students must pass to
continue on to the next
topic
-Have experts but also
students speaking on
each topic and display in
a way that makes kids
relate
-After each video or
series of videos provide
written scenarios a
student must work
through and solve (using
what they have learned
from the present series as
well as past series/topics)
-Offer an incentive for
the student who comes
up with the best solution
to the problems (often
times Carroll offer gift
cards to the book store
for surveys they needed
completed
-Create an online testing
and information course
(modeled after Alcohol
EDU) that students in
college are required to
take and pass
-Have schools require it
in order to schedule
classes for the following
semester (or something
along those lines)
-Use pretest scores to
monitor how much
information students
are actually retaining
-Have a final test that
students must pass in
order to be able to
complete the online
course…these scores
can be used to monitor
improvement….you
can offer the same test
at the beginning and
end of the course and
see if scores change/
mental health
awareness is being
achieved
-Monitor the schools
crisis activity…does it
decrease over the
years…are more cases
of non-crisis
intervention being
utilized?
-Take data of before
and after course is
administered
-As the years progress
see if students solutions
improve and figure out
a way to see if they can
use themin real
life…maybe freshmen
test theirskills in alpha
classes where scenarios
are played out andthe
students must work
togetherto come up
with the best solution
-Have students
demonstrate things like
aid in an unconscious
alcoholuser(clear
airway lie on side)
-General
awareness of
mental health
issues
-Empowerment to
students to act on
signs and
symptoms
-Show kids that
they have a voice
when it comes to
helping the people
around them
(peers and adults)
-Crushing and
addressing the
stigma (making
comparisons to
things in the
physical health
world and how
mental health
should be treated
no different…ie.
broken arm? Go to
doctor…
-Students
understand and
can see the
warning signs and
symptoms of each
of the topics
discussed
-Students have the
confidence to
approach someone
in crisis and be
able to talk and
assist to proper
help
INPUTS:
Primary Inputs and
Resources

4. What is Alcohol EDU?
1. Builds Baseline Knowledge
-Interactive lessons incorporate multiple evidence-based learning theories in order to
achieve specific behavior change objectives.
-Correct social norms messaging is emphasized using real student survey data and
analysis of media and advertisements.
-Real-life student success stories encourage participants to adopt positive behaviors and
build self-efficacy.
-Entertaining format engages students in a meaningful way, featuring a story narrative
and activities that reflect the way millenials communicate (blogs, IM chats, videos, etc.).
2. Motivates Action
Survey-Driven Personalization:
AlcoholEdu delivers a personalized experience to all types of students (committed non-
drinkers, situational non-drinkers, light/moderate drinkers, high-risk drinkers, etc.), based
on their responses to the course’s initial survey. For example, frequent high-risk drinkers
receive a highly personalized Brief Motivational Intervention (BMI).
User-Driven Personalization: “What would you do?” scenarios help students practice
and reinforce safe decision-making; blood alcohol concentration (BAC) exercise allows
students to examine their own drinking habits; policy debates and other discussions boost
student interest and engagement.
3. Supports Decisions
“Personal Plan” tool allows students to set personal goals based on their drinking
choices and provides highly specific strategies and suggestions to help them achieve
these goals.
Boosteremails delivered to students throughout the year connect them back to their
Personal Plan to help them monitor their progress. Students know these emails as
“AlcoholEdu Check-Ins.”
How long does this course take to complete?
It should take between 1 1/2 and 2 1/2 hours to complete Part 1 of the course. It should
take between 15 and 20 minutes to complete Part 2.
You will receive an email to complete Part 2 of the course approximately 30-45 days
after completing Part 1.

5. Mental Health First Aid Promotion in Colleges: The goal of this project is to help college
students learn and understand the basics of all mental health diseases and be able to
provide basic mental health first aid when needed. To help promote self help and to
empower students to act when they see a fellow peer in need. We hope that this class is a
furthering in education and can help students achieve their dreams.
Menta
-Brian Turner (Mental
Health First Aid)
-Brain talked about
linking us up with
specific MHFA trainers
and also MHFA trainers
in the Montana area that
could run the
certification courses
-Bruce Parker (Athletic
Director at Carroll
College)
-He said he would be
willing to work with
me…even going as far as
saying he could
potentially make his staff
take MHFA Certification
-The counseling staff at
Carroll College said they
were very interested and
would be willing to listen
and potentially work
with us on this project
-Maybe we go through a
leadership class and offer
certification as course
within it
-Go through the psych
department
-Go through the nursing
program, pre-med, or
pre-dent
ACTIVITIES:
Intervention
Components
ACTIVITIES:
DetailedAnalysis
OUTPUTS:
Evidenceof
HavingPreformed
Activities
EFFECTS:
Primary
Outcomes
Training Staff
Offer as an
extra course in
the Leadership
Certification
Program
Training
Students
-Start with optional
training for staff as a
furthering of education
-Move to potentially
required training for
athletic staff by the
athletic department
-Try and convince each
department they need to
have their staff trained
on this
-Break the class up into 1
hour time slots over a
period of 8
sessions…students must
complete all 8 and when
they get their leadership
certificate they will also
be receiving a MHFA
certification
-Offer the course through
different departments
within the school
-Starting with maybe
psych and then move to
pre-professional
programs
-Market it as good
knowledge for the career
you are looking at
getting into as well as a
good resume booster
(especially nurses and
pre-med or pre-PA)
-General
awareness of
mental health
issues
-Empowerment to
students to act on
signs and
symptoms
-Show kids that
they have a voice
when it comes to
helping the people
around them
(peers and adults)
-Crushing and
addressing the
stigma (making
comparisons to
things in the
physical health
world and how
mental health
should be treated
no different…ie.
broken arm? Go to
doctor…
-Students
understand and
can see the
warning signs and
symptoms of each
of the topics
discussed
-Students have the
confidence to
approach someone
in crisis and be
able to talk and
assist to proper
help
INPUTS:
Primary Inputs and
Resources

6. Health First Aid Promotion in High Schools: The goal of this project is to help high school
students learn and understand the basics of all mental health diseases and be able to provide
basic mental health first aid when needed. To help promote self help and to empower
students to act when they see a fellow peer in need. We hope that this class is a furthering in
education and can help students achieve their dreams.
-Brian Turner (Mental
Health First Aid)
-Brain talked about
linking us up with
specific MHFA trainers
and also MHFA trainers
in the Colorado area that
could run the
certification courses
-Children’s Hospital
Colorado
ACTIVITIES:
Intervention
Components
ACTIVITIES:
DetailedAnalysis
OUTPUTS:
Evidenceof
HavingPreformed
Activities
EFFECTS:
Primary
Outcomes
Training Staff
Offer as an
extra course for
dedicated
student
Training
Students
-Start with optional
training for staff as a
furthering of education
-Move to encouraging
whole schoolstaffs to be
trained
-Make it an only student
class and offer it at a few
schools around the state
for students who are
dedicated and interested
in going beyond the call
of duty
-Maybe do it through
student governments or
leadership groups
(NHS,NEHS, DECA…)
-Offer a Children’s
Hospital exploration day
/s for students curious
about the medical field
-Require MHFA training
as well as general first
aid
-Give a tour of the
hospital and maybe have
some Docs come speak
to the kids
-Let them ask questions
and explore what it
would be like to work in
a hospital
-General
awareness of
mental health
issues
-Empowerment to
students to act on
signs and
symptoms
-Show kids that
they have a voice
when it comes to
helping the people
around them
(peers and adults)
-Crushing and
addressing the
stigma (making
comparisons to
things in the
physical health
world and how
mental health
should be treated
no different…ie.
broken arm? Go to
doctor…
-Students
understand and
can see the
warning signs and
symptoms of each
of the topics
discussed
-Students have the
confidence to
approach someone
in crisis and be
able to talk and
assist to proper
help
INPUTS:
Primary Inputs and
Resources