A connections model for public health The National Peer Leadership Study       The Sources of Strength Model              ...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                              PART III—...
Network Positions                                           Peripherals               Bridges                             ...
Peer Networks in Communities
Peer Networks in Schools/Communities        With Suicidal Students
Youth who attempt suicide are harder              to reach• They are much less likely to have trusting  relations with adu...
Peer Networks in Schools/Communities        With Suicidal Students          And Peer Leaders
Many areas                                  lacking                                  trusted                              ...
Peer Leaders Expand        Trusted Adults ConnectionsInto Peer Groups that lack adult connections
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                          Suicide                      ...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                             PART II—PE...
Benchmarks for Peer Prevention• Provide Training• Provide Supervision• Clear and Focused Mission• Involve Peers in Plannin...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                              PART II—P...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                            PART II—PEE...
Connections Model: Expands A     Surveillance Model  Gatekeeper Training – Screening      Focus on Warning Signs        Id...
Sources of Strength
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                         PART III—SHIFT...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                    PART III—SHIFTING N...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                    PART III—SHIFTING N...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                   PART III—SHIFTING NO...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                     PART III—SHIFTING ...
How does Sources of Strength differ from other peer programs?1. Well researched – engaged in the nation’s   largest random...
Help-Seeking Norms of Peer Leaders increased by training    (p<.05) in Cobb County GA, North Dakota and NY3.23.1 32.92.8  ...
MentorsHelpers -MediatorsSources of Strength
Sources of Strength Process• Engage leaders/ administrators• Review protocol• Identify and train key adult advisors (4-6 h...
Sources of Strength     A Multi-year growth process• Each year peer leaders and adult advisors  come together for training...
Administrative Support• Need approval for implementing the program  in school, community, church, or agency• Commit staff ...
Community Buy-in• Who can be key partners?• Who will champion the Sources of Strength?  program to others• What agencies o...
Adult Advisors•   Get the right adults – connected and caring•   Minimum of two – prefer 1-10 ratio•   Can be from a varie...
Peer Leaders•   Can come from existing efforts and programs•   Add diversity of peer leaders•   1st year is usually teache...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                          Suicide                      ...
SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for                                      PART III—SHIFTING...
As part of Action Step 2 all students at Perry HS, NY arenaming their Trusted Adults and forming a growing circleof trust ...
Peer Presentation Activities• The Peer Leaders’ 5-8 min presentations  will focus on:  – Sharing stories of Hope, Help and...
Ongoing Support1. Ongoing tele-conference support for AA’s and   for teams.2. Four webinars throughout school year for AA’...
Sustaining and Growing• Funding and partnerships• Get peer leaders in front of adult groups• Teacher meetings, school boar...
Acceptability of Student Help Seeking from Adults:                       Significantly Higher in High School Populations a...
Expectations that Adults at School Help Suicidal Youth:                                      Significantly Higher in High ...
Referred a Suicidal Peer to Adults: 2-fold           increase by training (p<.05)90                        Baseline   90  ...
Expectations that Adults Help Suicidal Youth:                                         Largest Increase for Students in Pop...
Manitoba start up webinar nov 2011
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Manitoba start up webinar nov 2011

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Intro to the Sources of Strength program

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Manitoba start up webinar nov 2011

  1. 1. A connections model for public health The National Peer Leadership Study The Sources of Strength Model Mark LoMurray Sources of Strength Director
  2. 2. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART III—SHIFTING NORMS Suicide 2009 addition to the National Best Practices Registry Winner of the national 2005 Public Health Practice Award from the American Public Health Association (APHA) (Epidemiology Section)
  3. 3. Network Positions Peripherals Bridges Group Members Central MembersIsolate 3
  4. 4. Peer Networks in Communities
  5. 5. Peer Networks in Schools/Communities With Suicidal Students
  6. 6. Youth who attempt suicide are harder to reach• They are much less likely to have trusting relations with adults• They have fewer friends• Those friends they have are likely to feel positive towards suicide 6
  7. 7. Peer Networks in Schools/Communities With Suicidal Students And Peer Leaders
  8. 8. Many areas lacking trusted adultsPeer Networks in Schools/Communities With Suicidal Students Peer Leaders And Trusted Adults
  9. 9. Peer Leaders Expand Trusted Adults ConnectionsInto Peer Groups that lack adult connections
  10. 10. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for Suicide WHY IT MAKES SENSE PEER INVOLVEMENT:
  11. 11. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART II—PEER INVOLVEMENT Rationale for peer involvement in suicide prevention Research has shown peers are primary 1. influence on whether a teenager abuses alcohol/drugs and uses SAFE SEX PRACTICES. Suicide BELIEFS ABOUT WHAT HIS/HER FRIENDS WOULD DO (BRUCKNER, 2005)
  12. 12. Benchmarks for Peer Prevention• Provide Training• Provide Supervision• Clear and Focused Mission• Involve Peers in Planning of delivering and tone• Recognition/Honoring• Health Messages
  13. 13. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART II—PEER INVOLVEMENT Cautionary points on Peer involvement : Suicide Grouping teens with antisocial norms may actually REINFORCE those norms TAKE NOTE! IT’S IMPORTANT TO INVOLVE DIVERSE GROUPS OF TEENS AND TO MONITOR THEM CLOSELY
  14. 14. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART II—PEER INVOLVEMENT Cautionary points on Peer involvement : Suicide Youths can sometimes assume the role of a JUNIOR COUNSELOR to their peers TAKE NOTE! THIS CAN BE HARMFUL TO BOTH PEER ADVISOR/LEADER AND THE YOUTH WHO MAY BE AT RISK FOR SELF-HARM
  15. 15. Connections Model: Expands A Surveillance Model Gatekeeper Training – Screening Focus on Warning Signs Identify and Refer Mental Health Treatment
  16. 16. Sources of Strength
  17. 17. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART III—SHIFTING NORMS 5 CORE PRINCIPLES: Suicide Bring together and train both peer leaders and caring adults. One without the other lacks prevention power
  18. 18. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART III—SHIFTING NORMS 5 CORE PRINCIPLES: Suicide USE PEER LEADERS TO BREAK DOWN CODES OF SILENCE AND INCREASE PEER HELP SEEKING WITH CARING ADULTS.
  19. 19. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART III—SHIFTING NORMS 5 CORE PRINCIPLES: Suicide A CORE EMPHASIS ON STRENGTHS THAT GOES BEYOND A SIMPLE FOCUS ON SUICIDE RISK AND WARNING SIGNS
  20. 20. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART III—SHIFTING NORMS CORE PRINCIPLES: Suicide MULTIPLE SOURCES OF SUPPORT ARE ENCOURAGED— MOVING BEYOND A SINGULAR FOCUS ON MENTAL HEALTH REFERRALS
  21. 21. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART III—SHIFTING NORMS 5 CORE PRINCIPLES: Suicide HOPE, HELP AND STRENGTH MESSAGES ARE DEVELOPED WITH LOCAL VOICES AND FACES—SATURATING LOCAL SCHOOLS AND COMMUNITIES WITH STORIES OF RESILIENCY INSTEAD OF TRAUMA
  22. 22. How does Sources of Strength differ from other peer programs?1. Well researched – engaged in the nation’s largest randomized trial on impact of peer leaders on entire student populations.2. Has focused and tested Hope, Help, Strength messaging strategies that are safe and effective.3. Uses a wide diversity of peer leaders to spread into many cliques and groups.4. Links closely with adult support – trusted adults
  23. 23. Help-Seeking Norms of Peer Leaders increased by training (p<.05) in Cobb County GA, North Dakota and NY3.23.1 32.92.8 Baseline2.7 Post training2.62.52.4 Control Schools Sources of Strength Schools 23
  24. 24. MentorsHelpers -MediatorsSources of Strength
  25. 25. Sources of Strength Process• Engage leaders/ administrators• Review protocol• Identify and train key adult advisors (4-6 hr)• Train school or community staff (15 m – 1.5 hr)• Recruit peer leaders• Train peer leaders with adult advisors (3-4 hr)• Peer leaders with adult support begin action steps and HOPE, HELP, STRENGTH MESSAGING (3-5 months)
  26. 26. Sources of Strength A Multi-year growth process• Each year peer leaders and adult advisors come together for training (Year 1, Year 2, Year 3 curriculuum)• Year 1 typically has PL’s engaged in 3-5 messaging activities – getting their feet wet• Year 2 often adds more diversity for PL’s – begin to really get concepts and add creativity• Year 3 – broad spread, partnering with many other student groups, become very creative at reaching groups, saturating school/comm
  27. 27. Administrative Support• Need approval for implementing the program in school, community, church, or agency• Commit staff time for adult advisors (4-6 hr training, plus about 15- 30 hrs over 3-5 months)• Commit time, space, resources for peer leader training• Commit time for ongoing peer leader meetings and activities – recognize peer contribution (from isn’t that nice, to this is a serious impacting program)
  28. 28. Community Buy-in• Who can be key partners?• Who will champion the Sources of Strength? program to others• What agencies or groups have a track record of success?• Who are the best people in our community with teens or young adults?
  29. 29. Adult Advisors• Get the right adults – connected and caring• Minimum of two – prefer 1-10 ratio• Can be from a variety of roles• Identify who will be the lead – communicate with the rest of the team
  30. 30. Peer Leaders• Can come from existing efforts and programs• Add diversity of peer leaders• 1st year is usually teacher nominated• 2nd year peer leaders begin recruiting others• Who has influence in cliques and friendship groups
  31. 31. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for Suicide PART III—SHIFTING NORMS
  32. 32. SOURCES OF STRENGTH: Shifting Teen Social Norms to Counter Risk for PART III—SHIFTING NORMS Power in PREVENTION: Relational connectedness of PEERS Suicide
  33. 33. As part of Action Step 2 all students at Perry HS, NY arenaming their Trusted Adults and forming a growing circleof trust 34
  34. 34. Peer Presentation Activities• The Peer Leaders’ 5-8 min presentations will focus on: – Sharing stories of Hope, Help and Strength – Don’t Keep it Secret if a friend is in crisis – Help is Available – My trusted adults – My Sources of Strength
  35. 35. Ongoing Support1. Ongoing tele-conference support for AA’s and for teams.2. Four webinars throughout school year for AA’s.3. Step by Step Adult Advisor Guide – Resource page on www.sourcesofstrength.org4. Site visits as needed.5. Support and development of regional coordinators.6. Develop regional trainers – 10 month process
  36. 36. Sustaining and Growing• Funding and partnerships• Get peer leaders in front of adult groups• Teacher meetings, school boards, chambers of commerce, tribal councils
  37. 37. Acceptability of Student Help Seeking from Adults: Significantly Higher in High School Populations after Sources of Strength Training (4-months of messaging) p-value 0.040 2.735 2.75 2.7Means Corrected for 2.65 2.6 Baseline 2.55 2.5 2.475 2.45 2.4 2.35 2.3 Control Schools SoS Schools
  38. 38. Expectations that Adults at School Help Suicidal Youth: Significantly Higher in High School Populations after Sources of Strength Training (4-months of messaging) p-value 0.034 2.991 3Means Corrected for Baseline 2.95 2.9 2.85 2.8 2.705 2.75 2.7 2.65 2.6 2.55 Control Schools SoS Schools
  39. 39. Referred a Suicidal Peer to Adults: 2-fold increase by training (p<.05)90 Baseline 90 Baseline80 Time 2 80 Time 270 7060 6050 5040 4030 3020 2010 100 0 None 1 or more None 1 or more times times Control Schools Sources of Strength Schools
  40. 40. Expectations that Adults Help Suicidal Youth: Largest Increase for Students in Population with Suicide Ideation Histories after Sources of Strength Training Four months after Sources of StrengthAdult Helpteens with suicide ideation histories were comparable to non-suicidal teens in Appraisals of training Availability for Suicidal Youth: Largest Increase in Students w ith Suicide Ideation Histories control schools 3.5 3.3 3.1Adult Help Corrected Means at T2 2.9 No Suicide Ideation 2.7 SoS Schools No Suicide Ideation 2.5 Control Schools 2.3 2.1 Suicide Ideation 1.9 SoS Schools 1.7 1.5 Suicide Ideation No ideation-SoS No ideation-Control Ideation-SoS Ideation-Control Control Schools

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