Kent State University 2014 Peer Mentoring Workshop Joshua Rider Kent State University, Center for...

Kent State University 2014

VETERAN SUICIDE PREVENTION

Peer Mentoring Workshop

Joshua RiderKent State University, Center for Adult & Veteran

Service


Introductions

Joshua Rider, Director & VA Certifying Official

Kent State University

29,000 students @ Kent, Ohio campus

619 GI Bill recipients


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.


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.


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


Learning Outcomes

Better understanding of PTSD and Depression

Signs of suicide How to respond to

peers who might need help

Basic skills to intervene


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


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.


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:__________________________________________________________________________________


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.


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


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?



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?


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.


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


Thank you!

Questions?

Kent State University 2014 Peer Mentoring Workshop Joshua Rider Kent State University, Center for...

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