Transcript Veteran Suicide Prevention - Northeast Ohio Medical University

Peer Mentoring Workshop
Joshua Rider
Kent State University, Center for Adult & Veteran Service
Kent State University 2014
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Joshua Rider, Director
& VA Certifying
Official
Kent State University
29,000 students @
Kent, Ohio campus
619 GI Bill recipients
Kent State University 2014
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Center for Adult and Veteran Services
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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
Defense Department Joins Suicide Prevention Alliance
By Army Sgt. 1st Class Michael J. Carden
American Forces Press Service, DoD
WASHINGTON, 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
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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
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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
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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
Facilitator sets up the
content
Facilitator debriefs the
exercise and reinforces
the learning outcomes
The participants and
facilitator conduct the
workshop exercise
and then continue
Facilitator presents a
brief "lecture" and
learning outcomes of
this section
A review of the
workshop exercise
and instructions
Kent State University 2014
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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
Peer Mentor Suicide Prevention Training
Survey
Date: ___________
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
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2
•I learned how to respond to peers who need help.
5
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•The role playing helped me apply what I learned.
5
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•I can imagine using what I learned with my peers.
5
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•I have a better understanding of PTSD & Depression.
5
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•I recommend all student veterans take this course.
5
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•This program should be repeated at a future time.
5
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•What was the best part of this program? ___________________________________________________________________
•Additional comments:__________________________________________________________________________________
Kent State University 2014
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Survey Comments:
 “Excellent class!”
What was the best part of this
program?
“Interaction with other
veterans.”
“Discussion.”
“Just talking to each
other.”
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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
We received 55 total responses from the 62
participants over 7 sessions:
1. Facilitator – 38=5, 17=4
2. Learned How to Respond – 33=5, 19=4, 3=3
3. Role Playing – 23=5, 17=4, 14=3, 1=2
4. Practical Usage - 12=5, 37=4, 6=3
5. PTSD Understanding – 18=5, 27=4, 9=3, 1=2
6. Recommend for Others – 30=5, 22=4, 2=3, 1=2
7. Conduct the Program Again? – 21=5, 26=4,
7=3, 1=2
Kent State University 2014
Designed three part
education tool
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Power Point slide show
 Facilitator Guide
 Participant Workbook
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Unique feature
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Role play scenarios
 Interactive discussions
 Flexible for specific
campuses/audiences
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Became available on our
department website
March 1, 2012
License for 3 years
Use your own facilitator
Use multiple times with
multiple audiences
Kent State University 2014
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
Facilitator Note:
Workshop #3
The 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
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
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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
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Questions?
Kent State University 2014