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Youth as gatekeepers overview force website nov26 2013
1. Fred Chou
Youth as Gatekeepers
Coordinator
Fred.Chou@gov.bc.ca
Youth As Gatekeepers
778-883-6632
Mental Health Literacy and Suicide
Prevention Program
1
2. Suicide awareness and mental health literacy prevention
program
Supported by and in partnership with
What is Youth
As
Gatekeepers?
The FORCE Society for Kids’ Mental Health and Chilliwack
Ministry of Children and Family Development
Based on the idea of community gatekeepers
Community gatekeepers – efforts aimed at increasing
awareness of warning signs and risk factors for suicide
and mental health among those who live, work, and play
in close proximity with youth (White, 2013)
With Youth as Gatekeepers, youth are trained to be and
serve as Gatekeepers
2
3. Purpose
Youth As
Gatekeepers
To train all senior students in the Chilliwack area to
prepare them for difficult conversations as they
spontaneously arise; to become literate in suicide
awareness and mental health matters, recognize signs
and symptoms, assist in reducing stigma, and be aware
of who to talk to when these concerns present
themselves.
Purpose and Goals
Goal
Our goal is that every young person be equipped to
know what to do and who to go to if someone they know
is struggling
3
4. “would you rather invest in ambulances at the bottom of the hill to take
people to hospital when they fall or fences at the top of the hill to stop them
from falling?”
Many youth suicides are preventable (White, 2013)
Rationale:
Tertiary Prevention
Prevention-focused
Secondary Prevention
Primary Prevention
• Prevent future onset of a
problem among populations at
elevated risk
• Goal of preventing
disordered onset
• Aimed at individuals who are
already experiencing
symptoms of a disease, with
the goal of preventing further
onset of pathology
• Often times it is
management
• Often most costly
Continuum of prevention work (Marchand et al., 2011, p. 32)
Youth as Gatekeepers
4
5. 56% of youth who experienced a mental or emotional
health condition did not access mental health services
18% of females and 7% of males did not access services
despite feeling like they needed it
Reasons for not accessing services:
Rationale:
Statistics
Hoping that the problem would go away (56%)
Not wanting their parents to know (43%)
Not knowing where to go (30%)
Only 59% felt they could talk to an adult outside their family
about serious concerns
In Canada, 1 out of 5 children and youth who need mental
health services receives them
For serious concerns and suicidality, 81% of students ask
their friends for help
*Statistics taken from Smith, Poon, Stewart, Saewyc, & the McCreary Centre Society (2009, 2011)
5
6. Suicide
Second leading cause of death for youth Canadians
Suicide rates have tripled since 1950s to 1980s
7% of BC teenagers shared they attempted suicide in
the past year
60-80% of youths have sought help within the previous
month before their suicide
Rationale:
Statistics Continued…
Mental health
Most mental illness begins at around teenage years to
young adults
1 in 5 Canadians will develop a mental illness
Estimates of 60% to 90% of young people who commit
suicide have depression
Systemic impact
Mental disorders in youth are ranked as the second
highest hospital expenditure in Canada
*Statistics taken from www.heretohelp.bc.ca/factsheet/suicide and White (2013)
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7. Presentations and
action planning
Program
Overview
3 Stage Process
• Presentation material reflect youth
personalities and passion
• Presentations to peers and youth in
middle school
• Action-planning
Youth action groups
• Youth-led action groups
• Youth serve as Gatekeepers
• Create presentation material
• Facilitators help educate, equip,
support, and foster leadership skills
Mental health literacy
and suicide
prevention
presentations
• YAG facilitators work with
respective schools
• Facilitators provide presentations
to: (1) provide education about
mental health and suicidality and
(2) recruit youth gatekeepers
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9. Social Action
Action Groups:
Friere’s (1970) Critical
Pedagogy – Process of
Praxis
Critical Reflexivity
• Actions that promote
change in the social
system
• Can include:
• Presentations
• Supporting one
another
• Serving as
gatekeepers
• Reducing stigma
• Reflection about how
the social system has
affects ones own wellbeing
• Discussing about lived
experience
• Researching about
suicidality and mental
health
• Learning from peers
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10. Promoting psychosocial
competence
Integration
with Schools
Framework for School Mental
Health Programs (World Health
Organization, 1994)
Youth as
Gatekeepers
Mental health education
Psychosocial
intervention
Professional
treatment
(I) Integrated
into school
curriculum
(II) Part of
general health
curriculum
(III) Students
needing
additional help
in school
(IV) Students
needing
additional
mental health
intervention
10
15. Evaluation:
Chelsea Ohlmann’s
(2012) Thesis Study
Voices of Resilience: A
Group of Adolescents’
Experiences with a
Suicide Prevention
Program
Qualitative study examining how participation in YAG as
student leaders impacted their resiliency
Utilized the method “the Listening Guide”
How would you describe your life before the group?
What was your experience of participating in the group?
Have there been any changes in your life?
Can you share about your experiences with suicidality?
Voices shifted from vulnerability (not knowing, silence,
disconnection) to resiliency (knowing, connection, altruism,
and protection)
In taking part in the group, youth experienced healing and a
desire to help others based on what they have learned
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16. Outcome evaluation of Sources of Strength suicide
prevention program (Wyman et al., 2010)
Similar program to Youth as Gatekeepers
Survey of 2675 students and 453 peer leaders (18 schools)
Evaluation:
Sources of Strength
Suicide Prevention
Program
Training improved peer leaders connectedness to adults and
school engagement
Had the most positive impact on peer leaders who were
most at-risk
Trained peer leaders were 4 times more likely to refer a
suicidal friend to an adult than an untrained peer
Among students, the program increased perception of adult
supports for suicidal youth and acceptability of seeking help
Perception of adult support increased the most in students
with history of suicidal ideation
16
17. Cross, W., Matthieu, M., Lezine, D. & Knox, K. (2010). Does a brief suicide
prevention gatekeeper training program enhance observed skills? Crisis, 31(3),
149-159.
Freire, P. (1970). Pedagogy of the oppressed. Continuum International
Publishing Group.
Hendren, R., Weisen, R. B., & Orley, J. (1994). Mental health programmes in
schools. World Health Organization, Division of Mental Health.
Marchand, E., Stice, E., Rohde, P., & Becker, C. B. (2011). Moving from efficacy
to effectiveness trials in prevention research. Behaviour research and
therapy, 49(1), 32-41.
References
Ohlmann, C. (2012). Voices of Resilience: A Group of Adolescents’ Experiences
with a Suicide Prevention Program (Master’s thesis, Trinity Western University)
Smith, A., Poon, C., Stewart, D., Hoogeveen, C., Saewyc, E., and the McCreary
Centre Society (2011). Making the right connections: Promoting positive mental
health among BC youth. Vancouver, BC: McCreary Centre Society.
Smith, A., Stewart D., Peled, M., Poon, C., Saewyc, E. and the McCreary
Centre Society (2009). A Picture of Health: Highlights from the 2008 BC
Adolescent Health Survey. Vancouver, BC: McCreary Centre Society.
White, J. (2013). Preventing youth suicide: A guide for practitioners. Ministry
of Children and Family Development
Wyman, P. A., Hendricks Brown, C., Lo, M. M., Schmeelk-Cone, K., Petrova,
M., Yu, Q., …. Wang, W. (2010). Outcome evaluation of sources of strength
suicide prevention program delivered by adolescent peer leaders in high
schools. American Journal of Public Health, 100, 1653-1661
17
Editor's Notes
Highlight the history behind the program – based off of community consultations of wanting earlier presentations
Therefore it is based on the idea of community gatekeepers… where youth serve as the gatekeepers they are the ones that educate, are aware of the signs, spread the message to their peers
Hendren, R., Weisen, R. B., & Orley, J. (1993). Mental health programmes in schoolMarchand, E., Stice, E., Rohde, P., & Becker, C. B. (2011). Moving from efficacy to effectiveness trials in prevention research. Behavior Research and Therapy. 49(1). 32-41. doi:10.1016/j.brat.2010.10.008Survey evidence indicates the youth will speak with other youth first, before they will speak with adults about their mental health concerns. Youth are therefore often positioned as gatekeepers to appropriate help. This workshop will present a model for recruiting students to be trained as mental health and suicide prevention educators with the goal of enhancing the relevancy of appropriate mental health education and knowledge of help seeking behaviour among students in high schools and middle schools. .
Smith, A., Poon, C., Stewart, D., Hoogeveen, C., Saewyc, E., and the McCreary Centre Society (2011). Making the right connections: Promoting positive mental health among BC youth. Vancouver, BC: McCreary Centre Society.Smith, A., Stewart D., Peled, M., Poon, C., Saewyc, E. and the McCreary Centre Society (2009). A Picture of Health: Highlights from the 2008 BC Adolescent Health Survey. Vancouver, BC: McCreary Centre Society.
White, J. (2013). Preventing youth suicide: A guide for practitioners. Ministry of Children and Family Development http://www.heretohelp.bc.ca/factsheet/suicidehttp://en.depnet.org/universe1/why_ask_for_help/suicide/facts_on_suicidehttp://www.cmha.ca/media/fast-facts-about-mental-illness/#.UlMrVlDNW0w
