kent state university 2014 peer mentoring workshop joshua rider kent state university, center for...
TRANSCRIPT
Kent State University 2014
VETERAN SUICIDE PREVENTION
Peer Mentoring Workshop
Joshua RiderKent State University, Center for Adult & Veteran
Service
Kent State University 2014
Introductions
Joshua Rider, Director & VA Certifying Official
Kent State University
29,000 students @ Kent, Ohio campus
619 GI Bill recipients
Kent State University 2014
Background
Center for Adult and Veteran Services Adult student support VA Certifying Adult Student Orientation courses (veteran only
sections) KSU Vets Club Advising
KSU Graduate Student Eddie Waldrep 2nd Annual Serving Those Who Serve
Conference A continued need in the community, state
and nation.
Kent State University 2014
A Case for Suicide Prevention
Defense Department Joins Suicide Prevention AllianceBy Army Sgt. 1st Class Michael J. CardenAmerican Forces Press Service, DoDWASHINGTON, Sept. 10, 2010 – Taking care of servicemembers is among Defense Secretary
Robert M. Gates’ top concerns, he said today, and that includes preventing military suicides.“It is always a horrible tragedy to see a servicemember safely off the battlefield only to lose
them to this scourge,” Gates said. “It is the ongoing duty of this department to do everything possible to care for those who protect our nation.”
Speaking at the launch of the National Action Alliance for Suicide Prevention at the National Press Club here, Gates underscored the importance of a nationwide approach to suicide prevention. The alliance’s strategy pools federal and private-sector research and resources in hopes of better addressing the national suicide rate.
Veterans Affairs Secretary Eric K. Shinseki and Health and Human Services Secretary Kathleen Sebelius are part of the alliance and represent the public sector on the board. Army Secretary John M. McHugh represents the public sector as co-chair.
The military suicide rate has increased steadily over the past five years, exceeding the national average of 11.1 suicides per 100,000 people. The military last year averaged 12.5, according to a Defense Department task force.
Suicide claimed 309 military members last year, and 267 troops committed suicide in 2008, the task force said. From 2005 to 2009, more than 1,100 servicemembers took their own lives, an average of one suicide every 36 hours, the task force said.
“We must and we will do better,” Gates said.
Kent State University 2014
The Approach: Peer Mentoring
What is peer based mentoring?
Empowering peers to assist each other
Providing training for success
Provides another layer of “eyes and ears”
Does not replace the role of administrators and professionals
What are the benefits of vet-to-vet mentoring?
Veterans have common experiences that are unique
Civilians may not know/understand complexities of combat or military service
Does not replace the role of civilian family, friends or professionals
Kent State University 2014
Learning Outcomes
Better understanding of PTSD and Depression
Signs of suicide How to respond to
peers who might need help
Basic skills to intervene
Kent State University 2014
Content Cycle
Facilitator sets up the content
Facilitator presents a brief "lecture" and learning outcomes
of this section
A review of the workshop exercise
and instructions
The participants and facilitator conduct
the workshop exercise and then
continue
Facilitator debriefs the exercise and
reinforces the learning outcomes
Kent State University 2014
Pilot Program/Workshops
7 Workshops to Date(Fall 2010, Spring 2011, Fall 2011, Spring 12, Fall 12, Spring 13, Spring 14)
62 Participants KSU Vets Club leadership required attendance 4 hour sessions with interaction between attendee
and facilitator Edward Waldrep, PhD Psychology student, U.S.
Army veteran, facilitator Dr. Kirsten DeLambo, KSU Psychological Services
Staff member, veteran Ohio National Guard Positive responses from attendees: Different than
the training received while in service.
Kent State University 2014
Assessment Tool
Peer Mentor Suicide Prevention TrainingSurveyDate: ___________
Your evaluation is essential for future planning and for feedback to the facilitators. Please circle the response that most closely approximates your opinion.Strongly Agree Agree Neutral Disagree
Strongly Disagree
•The facilitator(s) was well informed on the topic. 5 4 3 2 1•I learned how to respond to peers who need help. 5 4 3 2 1•The role playing helped me apply what I learned. 5 4 3 2 1•I can imagine using what I learned with my peers. 5 4 3 2 1•I have a better understanding of PTSD & Depression. 5 4 3 2 1•I recommend all student veterans take this course. 5 4 3 2 1•This program should be repeated at a future time. 5 4 3 2 1•What was the best part of this program? ___________________________________________________________________•Additional comments:__________________________________________________________________________________
Kent State University 2014
Observed Outcomes
Survey Comments: “Excellent class!”What was the best
part of this program?
“Interaction with other veterans.”
“Discussion.” “Just talking to each
other.”
Change in language among peer group leaders.
Students more alert to peer behavior (specific risk factors)
Using tools to identify risk factors.
Using appropriate language to communicate concerns with administration for referral and consultation.
Kent State University 2014
Evaluation Data
We received 55 total responses from the 62 participants over 7 sessions:1. Facilitator – 38=5, 17=42. Learned How to Respond – 33=5, 19=4, 3=33. Role Playing – 23=5, 17=4, 14=3, 1=24. Practical Usage - 12=5, 37=4, 6=35. PTSD Understanding – 18=5, 27=4, 9=3, 1=26. Recommend for Others – 30=5, 22=4, 2=3,
1=27. Conduct the Program Again? – 21=5, 26=4,
7=3, 1=2
Kent State University 2014
How to use the interactive workshop model
Designed three part education tool Power Point slide show Facilitator Guide Participant Workbook
Unique feature Role play scenarios Interactive discussions Flexible for specific
campuses/audiences
Became available on our department website March 1, 2012
License for 3 years Use your own
facilitator Use multiple times
with multiple audiences
WORKSHOP #3
Describe good listening skills.
What verbal and nonverbal skills can you deploy to become a good listener?
Practice listening to a partner about their career goals.
Provide feedback about how well your partner was listening. What worked, what was less helpful?
Kent State University 2014
Kent State University 2014
Facilitator Note:Workshop #3The object of this breakout discussion is to practice good listening skills and to receive peer feedback. First review some good verbal and nonverbal validating responses for the listener. Then break up into pairs. Make sure each participant has the opportunity to practice both roles (listener and speaker). The facilitator may also observe and provide constructive, albeit brief, support. Some prompting questions might include: How does it feel to be the speaker when you are being listened to in a responsive/active manner?How hard is it as the listener to stop yourself from providing advice or talking about yourself?
Kent State University 2014
Sample Role Playing Scenario
Rick is a OEF/OIF veteran newly enrolled into college. You notice he hasn’t attended classes lately, drinks more and more each week and seems uninterested in life. You see him outside the financial aid office and want to find out what’s going on.
Kent State University 2014
Concluding comments
Assess needs and identify trends Identify key staff, students and faculty to
address current concerns Imagine creative solutions Find new ways to document and share
best practices
Kent State University 2014
Thank you!
Questions?