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1. The document discusses adapting school-based suicide prevention programs to better meet scientific and community needs. 2. It describes evaluating a gatekeeper training program for school staff and adding a peer leadership program called Sources of Strength to address limitations of only training adults. 3. Preliminary research found the peer leadership program increased youth-adult connections and help-seeking norms among peer leaders, along with referrals of suicidal peers to adults, providing a promising approach to complement gatekeeper training.
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Empowering Students through Train-the-Trainer Workshops
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Case Study Presentation
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8th Americas Regional Meeting
23-25 September, 2019, Burlington, USA
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Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
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Clinical Services
Jerry Phelps has over 19 years of experience as a licensed psychologist in a variety of clinical settings. He has successfully led and managed multiple teams, delivering high quality outcomes through problem solving, collaboration, and relationship building. Phelps has experience integrating mental health technology into clinical services and developing screening programs, apps, and surveys. He provides clinical supervision and has expertise in areas like motivational interviewing, substance abuse, and student development. Phelps aims to meet students' needs through innovative service models and a focus on access, outreach, and reducing barriers to care.
The Process of Programming: Exploring Best Practices for Effective Prevention...
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York, janet school day presentation research
This document summarizes the evaluation of an e-learning training program for VA mental health providers on the Collaborative Assessment and Management of Suicidality (CAMS) approach.
The study aimed to develop an online version of the in-person CAMS training and test its effectiveness compared to the in-person and non-intervention control groups. It involved multiple VA sites and over 200 providers. Developing the e-learning involved iterative revisions based on feedback. Providers were randomly assigned to conditions. Surveys measured competence, reactions, beliefs, and practice pre, post, and follow up. Focus groups provided feedback on experiences.
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Guidance And Intentional Update
The school counseling program at Rosa Parks Elementary School conducted classroom lessons on bullying prevention and conflict resolution. Pre- and post-tests showed that students increased their knowledge of bullying, improved attitudes about solving conflicts, and learned strategies for dealing with bullying situations. The counselors also ran small group sessions for 5th graders with behavioral issues, which helped increase pro-social attitudes and skills. Initial data showed decreases in bullying-related discipline referrals and unsatisfactory citizenship marks. The counseling program aims to further improve student behavior and academic performance through ongoing guidance lessons and data tracking.
April 2019 Division Meeting
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This document summarizes a meeting of the Division of Student Affairs & Academic Support at the University of South Carolina. It discusses the university's goals to increase mental health services and suicide prevention efforts, including supporting over 1,000 donors for the Give 4 Garnet campaign. It provides an overview of current mental health statistics and services at USC, recommendations from a suicide prevention task force, and new initiatives like the SAMHSA grant to enhance services for at-risk student populations. The summary highlights USC's efforts to identify at-risk students, ensure access to treatment, respond to crises, and increase help-seeking through programs that address the specific needs of diverse groups on campus.The Effectiveness Of Suicide Gatekeeper Training
This document reviews research on the effectiveness of gatekeeper suicide training programs. It defines gatekeepers as people in the community who regularly interact with individuals or families in crisis, such as teachers, clergy, health workers, and friends/family. The review examines the Question, Persuade, Refer (QPR) gatekeeper training program and finds that such programs effectively increase knowledge of suicide prevention, improve self-efficacy in addressing suicidal thoughts, and help retain information for 6 months or more. The research suggests gatekeeper training positively impacts skills, attitudes and knowledge across various community settings. Future research could analyze how training affects perceived knowledge and self-efficacy based on education levels and prior suicide knowledge.
Applying Research on Risk & Resilience to Assessment of Children with Sexual ...
This document discusses tools for assessing risks and strengths in children with sexual behavior problems. It introduces the CASPARS and 4-D instruments, which were developed based on research on risk, resilience, and protective factors. The CASPARS assesses emotional expressiveness, peer relationships, family relationships, family embeddedness, and sexuality. The 4-D examines belonging, mastery, independence, and generosity. Field tests of the instruments showed good psychometric properties. Feedback from professionals indicated the tools helped gain new insights but were sometimes too long. The document advocates using standardized, evidence-based tools to coordinate practice and treatment planning.
1122020 A mindfulness-based intervention to increase resilie
1/12/2020 A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): a pragmatic randomi…
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5813792/?report=printable 1/21
Lancet Public Health. 2018 Feb; 3(2): e72–e81.
Published online 2017 Dec 19.
doi: 10.1016/S2468-2667(17)30231-1: 10.1016/S2468-2667(17)30231-1
PMCID: PMC5813792
EMSID: EMS75520
PMID: 29422189
A mindfulness-based intervention to increase resilience to stress in
university students (the Mindful Student Study): a pragmatic
randomised controlled trial
Julieta Galante, PhD, Géraldine Dufour, MA, Maris Vainre, MA, Adam P Wagner, PhD, Jan Stochl,
PhD, Alice Benton, MSc, Neal Lathia, PhD, Emma Howarth, PhD, and Peter B Jones, Prof, PhD
Department of Psychiatry, University of Cambridge, Cambridge, UK
University Counselling Service, University of Cambridge, Cambridge, UK
Educational and Student Policy, Academic Division, University of Cambridge, Cambridge, UK
National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care East of
England, Cambridge, UK
British Association for Counselling and Psychotherapy: Universities and Colleges Division, Leicestershire, UK
Norwich Medical School, University of East Anglia, Norwich Research Park, Norwich, UK
Department of Computer Science, University College London, London, UK
Julieta Galante: [email protected]
Correspondence to: Dr Julieta Galante, Department of Psychiatry, University of Cambridge, Douglas House,
Cambridge CB2 8AH, UKCorrespondence to: Dr Julieta Galante, Department of PsychiatryUniversity of
CambridgeDouglas HouseCambridgeCB2 8AHUK [email protected]
Copyright © 2018 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0
license
This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
Summary
Background
The rising number of young people going to university has led to concerns about an increasing demand for
student mental health services. We aimed to assess whether provision of mindfulness courses to university
students would improve their resilience to stress.
Methods
We did this pragmatic randomised controlled trial at the University of Cambridge, UK. Students aged 18
years or older with no severe mental illness or crisis (self-assessed) were randomly assigned (1:1), via
remote survey software using computer-generated random numbers, to receive either an 8 week
mindfulness course adapted for university students (Mindfulness Skills for Students [MSS]) plus mental
health support as usual, or mental health support as usual alone. Participants and the study management
team were aware of group allocation, but allocation was concealed from the researchers, outcome
assessors, and study statistician. The primary outcome was self-reported psychological distress during the
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- 1. Adapting the Focus of School-Based Suicide Prevention to Meet Scientific and Community Needs Peter A. Wyman, PhD University of Rochester Mark LoMurray, Executive Director Sources of Strength, Inc
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- 7. ‘ Suicide Queries’ increased only for staff already communicating about suicide 86% 14%
- 14. As part of Action Step 2 all students at Perry HS, NY are naming their Trusted Adults and forming a growing circle of trust
- 15. Sources of Strength in 6 High Schools (Cobb County, GA) after staff training in QPR Intervention (n=3) Control (n=3) Size (M) 2,296 2,020 # Peer Leaders (PL) 85 92 PL/Total Students (M) 1.5% 1.8%
- 17. Help-Seeking Norms of Peer Leaders increased by training (p<.05)
- 18. Referred a Suicidal Peer to Adults : increase by training (p<.05) Control Schools Sources of Strength Schools