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Peers Guiding Peers: A Comprehensive Approach to Fostering a Healthy Campus Community

Peers Guiding Peers: A Comprehensive Approach to Fostering a Healthy Campus Community. Doug Everhart, Health Educator Matthew Goodman, Counseling Psychologist Jennifer Miller, Student Development Educator. What we plan to share today. Our presentation will highlight: A bit of our history

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Peers Guiding Peers: A Comprehensive Approach to Fostering a Healthy Campus Community

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  1. Peers Guiding Peers: A Comprehensive Approach to Fostering a Healthy Campus Community Doug Everhart, Health Educator Matthew Goodman, Counseling Psychologist Jennifer Miller, Student Development Educator

  2. What we plan to share today Our presentation will highlight: • A bit of our history • Statistics that shaped our programs • Our beliefs of the value of mental health related peer education at UC Riverside • The various peer education programs that operate at UC Riverside; a brief overview of the training methods, program highlights, and structural components of a few of our peer education programs • A few examples of campus partnering and collaborating strategies utilized at UC Riverside

  3. Our campus community changed • We lost two residence hall students to suicide during the 2005/2006 school year • We reflected on our work as student affairs professionals • In February of 2006 members of the AVC/DOS and Counseling Center were asked to look into programming addressing mental health and suicide awareness at the University of California, Riverside • We felt strongly that peer education would be a critical component of our mental health and suicide awareness efforts

  4. Suicide on campus Information from Suicide Prevention Resource Center “Promoting Mental Health and Preventing Suicide in College and University Settings” (October 21, 2004) • Suicide is the second leading cause of death for college students- about 1,100 each year • The overall student suicide rate of 7.5/100,000 is about half the national suicide rate (15/100,000) for a sample matched by age, gender and race • Students 25+ have a significantly higher risk of suicide than younger students

  5. Suicide on campus – Special populations Information from Suicide Prevention Resource Center “Promoting Mental Health and Preventing Suicide in College and University Settings” (October 21, 2004) • Students with pre-existing mental health concerns or emerging mental health concerns • Commuter Students • Older Students – especially female graduate students • Gay, Lesbian, Bisexual, Transgender, Questioning, Intersex • International Students

  6. The UCR student population As of Fall, 2006: • -14,743 undergraduates and 2,083 graduate students • -Ethnicity: African American 6.5%, • -Native American 0.3%, • -Chicano and Latino 25%, • -Asian/Asian American 39.0%, • -White/Caucasian 20.8%, • -other ethnic 2.3%, • -unknown/decline-to-state 7.9%.

  7. We pulled together • Due to our student population and mental health and suicide awareness research review, we felt that peer education was the best way to deliver a healthy community message • We used the term “mental health awareness” and later “suicide awareness” because we wanted the message to be for the UCR community as a whole, and to stress that our programming was not simply about prevention • We wanted to break through the “stigmas” of mental health and suicide awareness by including peer educators

  8. Why peer education? • Only 14% of students receive information on suicide prevention, the least of any health issue • Most students receive their health information from their parents, leaflets, friends, and magazines, however • the most trusted & believable sources are health educators & student health service medical staff [NCHA 2004] [Source: NCHA Survey 2004]

  9. Why peer education? • When asked whom students would turn to when concerned about substance abuse issues • The number one answer has been friends (about 50%). - UCR Core Alcohol and Drug Survey 2003, 2005 & 2006

  10. Why peer education? • “The student’s peer group is the single most potent source of influence on growth and development during the undergraduate years…student’s values, beliefs, and aspirations tend to change in the direction of the dominant values, beliefs, and aspirations of the peer group” (Astin, 1993, p. 398)” • “The greater the effort and personal investment a student makes, the greater likelihood of educational and personal returns on the investment.” (Pascarella & Terenzini, 1991, p. 648)

  11. Students as social agents • We believe that our students are the best carriers of our healthy and just community messages • UC Riverside has successfully utilized comprehensive and collaborative peer education programs to address a wide variety of mental health, wellness, and social justice issues

  12. A sampling of our peer education efforts at UC Riverside • Academic Advising Peer Mentors • Asian Pacific Islander Peer Mentors • Golden ARCHES Peer Educators • Honors Peer Mentors • Housing Theme Hall Peer Mentors • Learning Center Peer Mentors • Learning Community Peer Mentors • LGBTRC Peer Connections • R.E.A.C.H. Peer Educators • S.O.A.P (Student Organization Advising Peers) • Stress Busters Peer Mentors • And the list is growing…

  13. Peer education programs that were involved with the mental health initiatives • Golden ARCHES • Honors Peer Mentors • LGBTRC Peer Connections • R.E.A.C.H. Peer Educators • All of the peer education programs listed above were trained to facilitate discussions on the topics of mental health/suicide awareness in the winter of 2006

  14. Definitions Golden ARCHES- A comprehensive population-based model to address the specific needs of target populations while meeting the comprehensive needs of the campus on a variety of health and wellness issues. Established in Spring of 2000 Honors- a one-on-one mentoring program for students who would like additionally support from the honors program. Established in 1988 Peer Connections- Peer Connections connects lesbian, gay, bisexual and transgender students with trained upper-class LGBT students who are knowledgeable of issues related to coming out and campus resources. Establish in Fall 2005 R.E.A.C.H.- Reaching for Education, Affirmation, Community and Harmony. A peer-based programming and mentoring initiative. Established in Fall of 2005

  15. How we train • Golden ARCHES -”zero week” retreat -Bacchus and Gamma -Partners with Counseling Center, LGBTRC, UCRPD and other departments as needed • Honors -Spring quarter class and “zero week” retreat -Honors staff trains the students • R.E.A.C.H. -Spring welcome meeting and “zero week” retreat -Partners with UCRPD, Stop the Hate trainers, Student Life, Judicial Affairs and the Counseling Center -Follow-up training days monthly • LGBTRC Peer Connections -”zero week” retreat and follow-up trainings -Partners with the Counseling Center

  16. Structure • Golden ARCHES • Staff Advisor- 4 program clusters with student leads • Based out of the Campus Health Center • 48 student volunteers • Students are programmers and mentors • Programming on topics of drugs, alcohol, sexual health, mental health, etc • Honors Peer Mentors -Staff Advisors (2) -Based out of the honors department -56 honors student volunteers -Students are mentors

  17. Structure • LGBTRC Peer Connections Peer Mentors -Staff advisor -Based out of the LGBTRC -5 student volunteers -Students are mentors • R.E.A.C.H. Peer Educators-Staff Advisor-Program Clusters -Staff Advisor -Based out of the AVC/Dean of Students Office -38 student volunteers -Students are mentors and programmers -Programming on topics of hazing, hate bias related crimes/incidents, suicide awareness, sexual violence/violation, and academic integrity

  18. Collaborative partnerships are part of our structure! • We survive with collaborative partnerships! A few examples: • Athletics • Academic departments • Student Life • Housing • Cultural and gender based programming offices • Center for Ideas and Society • Learning communities

  19. Collaborative mental health and suicide awareness initiatives • Campus-wide initiatives-”Hazing Awareness Week,” “Mental Health Awareness Week,” “Nutrition and Fitness Week,” “Alcohol Awareness Month” and “Stop the Hate Week” • Passive components • Educational speakers • Workshops • Awareness Weeks • Tabling • Funding • Staff support

  20. Two tracks for collaborative mental health and suicide awareness education-2006 • Track 1: Enhanced training of already existing peer education programs to prepare for multiple small group discussion programs • Track 2: A large-scale educational awareness week on the topic of mental health and suicide awareness

  21. “Mental Health Awareness Week 2006” Track 1: Small group discussions • Video – “The Truth About Suicide: Real Stories of Depression in College • Developed by The American Foundation for Suicide Prevention • 27 minutes and $19.95 • Facilitator’s manual • 1-888-333-AFSP Ext. 10 • The Golden ARCHES, Honors Peer Mentors, LGBTRC Connections Peer Mentors, and R.E.A.C.H. peer educators were trained to show and facilitate a discussion on this video

  22. “The Truth about Suicide” • Talking points for the facilitated discussion: -Signs to look for regarding suicide -How to appropriately approach students that are exhibiting concerning behavior -Available resources • Since 2006, the “Helping a Friend in Need: The Truth about Suicide” workshop was offered to the UCR community by the R.E.A.C.H. peer educators and the Counseling Center as part of the “First Year Success Series” (quarterly) and to student organizations and housing communities by request.

  23. Track 2: large-scale programming • Ross Szabo “What Happy Faces are Hiding”-www.campuspeak.com • Depression screenings • Informational tabling • Passive educational displays

  24. “Be a Lifesaver this Valentines Day Season” awareness week -2007

  25. “Be a Lifesaver this Valentines Day Season” 2007 • “My Life as a Suicide Hotline Worker” -A UCR Student and R.E.A.C.H. Peer Educator will be sharing her experience working at the Riverside Area Suicide Hotline. • “The Truth about Suicide” -The R.E.A.C.H. Peer Educators and Counseling Center will be showing “The Truth About Suicide” and facilitating a discussion on how to help a friend in need • Informational tabling and free giveaways • Giveaways included “Lifesaver” resource guides and informational bookmarks • Educational display with facts and information regarding suicide awareness • “Lifesaver” informational cards and bookmarks were =delivered to housing, campus offices and libraries

  26. Student initiated program changes • Through student feedback and involvement our peer education programs have grown and changed • By weaving emerging student themes into already existing programs and collaborating with the appropriate offices and departments, we have prepared the students involved in the programs to not only help recognize and address these issues, but also provide a “peer to peer” resource that can also act as an effective referral agent when necessary.

  27. Staff initiated program changes • Since the summer of 2006, 35 staff members who advise and/or supervise peer education programs at UCR meet quarterly to discuss emerging trends in regards to peer education and to swap ideas • Collaborative training, programming, and support have resulted from the “team peer educators” meetings

  28. Taking care of our helpers • One of the key components or expectations of the mental health and suicide awareness peer education programs are that while we highly value the ability of these students to educate and raise awareness of these important issues with their peers, we don’t want them even attempting to act as peer “counselors,” and that they should look to help make a “connection” and referral to the appropriate resource if and when necessary • By having these various offices (Counseling Center, LGBT Resource Center, UCRPD, etc.) conduct training sessions throughout the year, the students can also become familiar and comfortable with the very resources they can use for referrals

  29. Campus partnering and collaborating strategies utilized at UC RiversideCounseling Center and peer education @ UCR One Center’s experience

  30. Counseling Center & peer educator programs: Collaboration & support

  31. Collaboration between Counseling Center & peer education programs • Comfortable balance between strengths and differences • Relationship building and “trust” – Understanding that building relationships take time and demonstrate an interest in building those relationships • Empathy - Attempting to understand the perspective of the other program • Mutual “buy-in” - Agreement about the type of support

  32. How Counseling Center supports peer education • Help in the development of peer education programs: • R.E.A.C.H. Suicide Awareness Program • Help in the training of peer educators • Beginning Helping Skills: Engage, Explore & Empower • Working with Distressed Students • Resource for peer educator programs • Consultation for challenging situations

  33. How Peer Education Program Support the Counseling Center • Development of Counseling Center peer educator program • Help Counseling Center participate in more preventative or tier 2 & tier 3 services • Increase our ability to connect with at-risk students or improve our ability to provide tier 1 services • Excitement and enthusiasm of working with students

  34. For us, collaboration with peer education is just satisfying • We like feeling that the services the Counseling Center provides are connected to a larger system of services • We like feeling that the Counseling Center takes advantage of the different resources at a university • We feel energized when getting different perspectives • We feel more hopeful when collaborating

  35. Where do we feel that our efforts fit with the suggestions from the Student Mental Health Committees Final Report? • We believe that our collaborative efforts support Tiers 2 and 3 of the UCOP Student Mental Health Committee’s Final Report • Tier 2: Our interventions are targeted with focuses on prevention, education, and support • Tier 3: We are working as an institution to create a healthy learning environment. Policy reviews have accompanied the programming on topics such as hate bias response, critical incidents response, and sexual assault response protocols

  36. Resources • National Mental Health Association • 800-969-NMHA and www.nmha.org • The Jed Foundation • 212-343-0016 and www.JedFoundation.org • Night Falls Fast – K. Jamison • American Foundation for Suicide Prevention www.afsp.org • American Association of Suicidology www.suicidology.org • National Institute of Mental Health www.nimh.nih.gov • Suicide Prevention Resource Center www.sprc.org • Active Minds www.activeminds.org • Carson J Spencer Foundation www.CarsonJSpencer.org

  37. For more information • Doug Everhart, Health Educator, (951) 827-2874, doug.everhart@ucr.edu • Matthew Goodman, Counseling Psychologist, (951) 827-5531, mattg@ucr.edu • Jen Miller, Student Development Educator, (951) 827-5000, jennifer.miller@ucr.edu

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