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

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

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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 - PowerPoint PPT Presentation

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

Page 1: Peers Guiding Peers: A Comprehensive Approach to Fostering a Healthy Campus Community

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

CommunityCommunity

Doug Everhart, Health EducatorDoug Everhart, Health Educator

Matthew Goodman, Counseling Matthew Goodman, Counseling PsychologistPsychologist

Jennifer Miller, Student Development Jennifer Miller, Student Development EducatorEducator

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What we plan to share What we plan to share todaytodayOur presentation will highlight:Our presentation will highlight:• A bit of our historyA bit of our history• Statistics that shaped our programsStatistics that shaped our programs• Our beliefs of the value of mental health related Our beliefs of the value of mental health related

peer education at UC Riverside peer education at UC Riverside • The various peer education programs that The various peer education programs that

operate at UC Riverside; a brief overview of the operate at UC Riverside; a brief overview of the training methods, program highlights, and training methods, program highlights, and structural components of a few of our peer structural components of a few of our peer education programseducation programs

• A few examples of campus partnering and A few examples of campus partnering and collaborating strategies utilized at UC Riversidecollaborating strategies utilized at UC Riverside

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Our campus community Our campus community changedchanged• We lost two residence hall students to suicide We lost two residence hall students to suicide

during the 2005/2006 school yearduring the 2005/2006 school year• We reflected on our work as student affairs We reflected on our work as student affairs

professionalsprofessionals• In February of 2006 members of the AVC/DOS In February of 2006 members of the AVC/DOS

and Counseling Center were asked to look into and Counseling Center were asked to look into programming addressing mental health and programming addressing mental health and suicide awareness at the University of California, suicide awareness at the University of California, RiversideRiverside

• We felt strongly that peer education would be a We felt strongly that peer education would be a critical component of our mental health and critical component of our mental health and suicide awareness effortssuicide awareness efforts

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Suicide on campusSuicide on campus

• Suicide is the second leading cause of Suicide is the second leading cause of death for college students- about death for college students- about 1,100 each year1,100 each year

• The overall student suicide rate of The overall student suicide rate of 7.5/100,000 is about half the national 7.5/100,000 is about half the national suicide rate (15/100,000) for a sample suicide rate (15/100,000) for a sample matched by age, gender and racematched by age, gender and race

• Students 25+ have a significantly Students 25+ have a significantly higher risk of suicide than younger higher risk of suicide than younger studentsstudents

Information from Suicide Prevention Resource Center

“Promoting Mental Health and Preventing Suicide in College and University Settings” (October 21, 2004)

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Suicide on campus – Special Suicide on campus – Special populationspopulations

• Students with pre-existing mental Students with pre-existing mental health concerns or emerging mental health concerns or emerging mental health concernshealth concerns

• Commuter StudentsCommuter Students• Older Students – especially female Older Students – especially female

graduate studentsgraduate students• Gay, Lesbian, Bisexual, Transgender, Gay, Lesbian, Bisexual, Transgender,

Questioning, IntersexQuestioning, Intersex• International StudentsInternational Students

Information from Suicide Prevention Resource Center

“Promoting Mental Health and Preventing Suicide in College and University Settings” (October 21, 2004)

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The UCR student populationThe UCR student populationAs of Fall, 2006:As of Fall, 2006:

• -14,743 undergraduates and 2,083 -14,743 undergraduates and 2,083 graduate studentsgraduate students

• -Ethnicity: African American 6.5%, -Ethnicity: African American 6.5%, • -Native American 0.3%, -Native American 0.3%, • -Chicano and Latino 25%, -Chicano and Latino 25%, • -Asian/Asian American 39.0%, -Asian/Asian American 39.0%, • -White/Caucasian 20.8%, -White/Caucasian 20.8%, • -other ethnic 2.3%, -other ethnic 2.3%, • -unknown/decline-to-state 7.9%. -unknown/decline-to-state 7.9%.

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We pulled togetherWe pulled together• Due to our student population and mental Due to our student population and mental

health and suicide awareness research health and suicide awareness research review, we felt that peer education was the review, we felt that peer education was the best way to deliver a healthy community best way to deliver a healthy community messagemessage

• We used the term “mental health We used the term “mental health awareness” and later “suicide awareness” awareness” and later “suicide awareness” because we wanted the message to be for because we wanted the message to be for the UCR community as a whole, and to the UCR community as a whole, and to stress that our programming was not simply stress that our programming was not simply about preventionabout prevention

• We wanted to break through the “stigmas” We wanted to break through the “stigmas” of mental health and suicide awareness by of mental health and suicide awareness by including peer educatorsincluding peer educators

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Why peer education?Why peer education?

• Only 14% of students receive Only 14% of students receive information on suicide prevention, the information on suicide prevention, the least of any health issue least of any health issue

• Most students receive their health Most students receive their health information from their parents, information from their parents, leaflets, friends, and magazines, leaflets, friends, and magazines, howeverhowever– the most trusted & believable sources the most trusted & believable sources

are health educators & student health are health educators & student health service medical staff service medical staff [NCHA 2004][NCHA 2004]

[Source: NCHA Survey 2004]

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Why peer education?Why peer education?

• When asked whom students would When asked whom students would turn to when concerned about turn to when concerned about substance abuse issuessubstance abuse issues– The number one answer has been The number one answer has been

friendsfriends (about 50%). - UCR Core Alcohol (about 50%). - UCR Core Alcohol and Drug Survey 2003, 2005 & 2006 and Drug Survey 2003, 2005 & 2006

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Why peer education?Why peer education?• ““The student’s peer group is the single The student’s peer group is the single

most potent source of influence on growth most potent source of influence on growth and development during the and development during the undergraduate years…student’s values, undergraduate years…student’s values, beliefs, and aspirations tend to change in beliefs, and aspirations tend to change in the direction of the dominant values, the direction of the dominant values, beliefs, and aspirations of the peer group” beliefs, and aspirations of the peer group” (Astin, 1993, p. 398)”(Astin, 1993, p. 398)”

• ““The greater the effort and personal The greater the effort and personal investment a student makes, the greater investment a student makes, the greater likelihood of educational and personal likelihood of educational and personal returns on the investment.” (Pascarella & returns on the investment.” (Pascarella & Terenzini, 1991, p. 648)Terenzini, 1991, p. 648)

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Students as social agentsStudents as social agents

• We believe that our students are the We believe that our students are the best carriers of our healthy and just best carriers of our healthy and just community messages community messages

• UC Riverside has successfully utilized UC Riverside has successfully utilized comprehensive and collaborative comprehensive and collaborative peer education programs to address peer education programs to address a wide variety of mental health, a wide variety of mental health, wellness, and social justice issueswellness, and social justice issues

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

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Peer education programs that were Peer education programs that were involved with the mental health involved with the mental health initiativesinitiatives• Golden ARCHESGolden ARCHES• Honors Peer MentorsHonors Peer Mentors• LGBTRC Peer ConnectionsLGBTRC Peer Connections• R.E.A.C.H. Peer EducatorsR.E.A.C.H. Peer Educators

• All of the peer education programs listed All of the peer education programs listed above were trained to facilitate discussions above were trained to facilitate discussions on the topics of mental health/suicide on the topics of mental health/suicide awareness in the winter of 2006awareness in the winter of 2006

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DefinitionsDefinitionsGolden ARCHES-Golden ARCHES- A comprehensive population-based A comprehensive population-based model to address the specific needs of target populations model to address the specific needs of target populations while meeting the comprehensive needs of the campus on while meeting the comprehensive needs of the campus on a variety of health and wellness issues. Established in a variety of health and wellness issues. Established in Spring of 2000 Spring of 2000

HonorsHonors- a one-on-one mentoring program for students who - a one-on-one mentoring program for students who would like additionally support from the honors program. would like additionally support from the honors program. Established in 1988Established in 1988

Peer Connections-Peer Connections- Peer Connections connects lesbian, Peer Connections connects lesbian, gay, bisexual and transgender students with trained upper-gay, bisexual and transgender students with trained upper-class LGBT students who are knowledgeable of issues class LGBT students who are knowledgeable of issues related to coming out and campus resources. Establish in related to coming out and campus resources. Establish in Fall 2005Fall 2005

R.E.A.C.H.-R.E.A.C.H.- Reaching for Education, Affirmation, Reaching for Education, Affirmation, Community and Harmony. A peer-based programming and Community and Harmony. A peer-based programming and mentoring initiative. Established in Fall of 2005mentoring initiative. Established in Fall of 2005

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How we trainHow we train• Golden ARCHESGolden ARCHES

-”zero week” retreat-”zero week” retreat-Bacchus and Gamma-Bacchus and Gamma-Partners with Counseling Center, LGBTRC, UCRPD and other -Partners with Counseling Center, LGBTRC, UCRPD and other departments as needed departments as needed

• HonorsHonors-Spring quarter class and “zero week” retreat-Spring quarter class and “zero week” retreat-Honors staff trains the students-Honors staff trains the students

• R.E.A.C.H.R.E.A.C.H.-Spring welcome meeting and “zero week” retreat-Spring welcome meeting and “zero week” retreat-Partners with UCRPD, Stop the Hate trainers, Student Life, Judicial -Partners with UCRPD, Stop the Hate trainers, Student Life, Judicial Affairs and the Counseling Center Affairs and the Counseling Center -Follow-up training days monthly-Follow-up training days monthly

• LGBTRC Peer ConnectionsLGBTRC Peer Connections-”zero week” retreat and follow-up trainings-”zero week” retreat and follow-up trainings-Partners with the Counseling Center-Partners with the Counseling Center

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Structure Structure

• Golden ARCHESGolden ARCHES– Staff Advisor- 4 program clusters with student leadsStaff Advisor- 4 program clusters with student leads– Based out of the Campus Health CenterBased out of the Campus Health Center– 48 student volunteers48 student volunteers– Students are programmers and mentorsStudents are programmers and mentors– Programming on topics of drugs, alcohol, sexual health, mental Programming on topics of drugs, alcohol, sexual health, mental

health, etchealth, etc

• Honors Peer MentorsHonors Peer Mentors-Staff Advisors (2)-Staff Advisors (2)-Based out of the honors department-Based out of the honors department-56 honors student volunteers-56 honors student volunteers-Students are mentors-Students are mentors

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StructureStructure

• LGBTRC Peer Connections Peer MentorsLGBTRC Peer Connections Peer Mentors-Staff advisor-Staff advisor-Based out of the LGBTRC-Based out of the LGBTRC-5 student volunteers-5 student volunteers-Students are mentors-Students are mentors

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

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Collaborative partnerships are Collaborative partnerships are part of our structure!part of our structure!

• We survive with collaborative We survive with collaborative partnerships! A few examples:partnerships! A few examples:– AthleticsAthletics– Academic departmentsAcademic departments– Student LifeStudent Life– HousingHousing– Cultural and gender based programming officesCultural and gender based programming offices– Center for Ideas and SocietyCenter for Ideas and Society– Learning communitiesLearning communities

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Collaborative mental health Collaborative mental health and suicide awareness and suicide awareness initiativesinitiatives• Campus-wide initiatives-”Hazing Awareness Campus-wide initiatives-”Hazing Awareness

Week,” “Mental Health Awareness Week,” Week,” “Mental Health Awareness Week,” “Nutrition and Fitness Week,” “Alcohol Awareness “Nutrition and Fitness Week,” “Alcohol Awareness Month” and “Stop the Hate Week”Month” and “Stop the Hate Week”

• Passive componentsPassive components• Educational speakersEducational speakers• WorkshopsWorkshops• Awareness WeeksAwareness Weeks• TablingTabling• FundingFunding• Staff supportStaff support

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Two tracks for collaborative mental Two tracks for collaborative mental health and suicide awareness health and suicide awareness education-2006education-2006

• Track 1: Enhanced training of already Track 1: Enhanced training of already existing peer education programs to existing peer education programs to prepare for multiple small group prepare for multiple small group discussion programsdiscussion programs

• Track 2: A large-scale educational Track 2: A large-scale educational awareness week on the topic of awareness week on the topic of mental health and suicide awarenessmental health and suicide awareness

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““Mental Health Awareness Week Mental Health Awareness Week 2006” Track 1: Small group 2006” Track 1: Small group discussionsdiscussions

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

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““The Truth about Suicide”The Truth about Suicide”

• Talking points for the facilitated discussion:Talking points for the facilitated discussion:-Signs to look for regarding suicide -Signs to look for regarding suicide -How to appropriately approach students that are -How to appropriately approach students that are exhibiting concerning behaviorexhibiting concerning behavior-Available resources-Available resources

• Since 2006, the “Helping a Friend in Need: The Since 2006, the “Helping a Friend in Need: The Truth about Suicide” workshop was offered to the Truth about Suicide” workshop was offered to the UCR community by the R.E.A.C.H. peer educators UCR community by the R.E.A.C.H. peer educators and the Counseling Center as part of the “First and the Counseling Center as part of the “First Year Success Series” (quarterly) and to student Year Success Series” (quarterly) and to student organizations and housing communities by organizations and housing communities by request.request.

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Track 2: large-scale programmingTrack 2: large-scale programming

•Ross Szabo “What Happy Faces are Hiding”-www.campuspeak.com

• Depression screeningsDepression screenings

• Informational tablingInformational tabling

• Passive educational displaysPassive educational displays

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““Be a Lifesaver this Valentines Be a Lifesaver this Valentines Day Season” awareness week -Day Season” awareness week -20072007

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““Be a Lifesaver this Valentines Be a Lifesaver this Valentines Day Season” 2007Day Season” 2007• ““My Life as a Suicide Hotline Worker”My Life as a Suicide Hotline Worker”

-A UCR Student and R.E.A.C.H. Peer Educator will be sharing -A UCR Student and R.E.A.C.H. Peer Educator will be sharing her experience working at the Riverside Area Suicide her experience working at the Riverside Area Suicide Hotline.Hotline.

• ““The Truth about Suicide” The Truth about Suicide” -The R.E.A.C.H. Peer Educators and Counseling Center will -The R.E.A.C.H. Peer Educators and Counseling Center will be showing “The Truth About Suicide” and facilitating a be showing “The Truth About Suicide” and facilitating a discussion on how to help a friend in needdiscussion on how to help a friend in need

• Informational tabling and free giveaways Informational tabling and free giveaways • Giveaways included “Lifesaver” resource guides and Giveaways included “Lifesaver” resource guides and

informational bookmarksinformational bookmarks• Educational display with facts and information regarding Educational display with facts and information regarding

suicide awarenesssuicide awareness• ““Lifesaver” informational cards and bookmarks were Lifesaver” informational cards and bookmarks were

=delivered to housing, campus offices and libraries=delivered to housing, campus offices and libraries

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Student initiated program Student initiated program changeschanges• Through student feedback and Through student feedback and

involvement our peer education programs involvement our peer education programs have grown and changedhave grown and changed

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

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Staff initiated program Staff initiated program changeschanges• Since the summer of 2006, 35 staff Since the summer of 2006, 35 staff

members who advise and/or supervise members who advise and/or supervise peer education programs at UCR meet peer education programs at UCR meet quarterly to discuss emerging trends in quarterly to discuss emerging trends in regards to peer education and to swap regards to peer education and to swap ideasideas

• Collaborative training, programming, and Collaborative training, programming, and support have resulted from the “team peer support have resulted from the “team peer educators” meetingseducators” meetings

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Taking care of our helpers Taking care of our helpers

• One of the key components or expectations of the One of the key components or expectations of the mental health and suicide awareness peer mental health and suicide awareness peer education programs are that while we highly education programs are that while we highly value the ability of these students to educate and value the ability of these students to educate and raise awareness of these important issues with raise awareness of these important issues with their peers, we don’t want them even attempting their peers, we don’t want them even attempting to act as peer “counselors,” and that they should to act as peer “counselors,” and that they should look to help make a “connection” and referral to look to help make a “connection” and referral to the appropriate resource if and when necessary the appropriate resource if and when necessary

• By having these various offices (Counseling By having these various offices (Counseling Center, LGBT Resource Center, UCRPD, etc.) Center, LGBT Resource Center, UCRPD, etc.) conduct training sessions throughout the year, conduct training sessions throughout the year, the students can also become familiar and the students can also become familiar and comfortable with the very resources they can use comfortable with the very resources they can use for referralsfor referrals

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Campus partnering and Campus partnering and collaborating strategies collaborating strategies

utilized at utilized at UC RiversideUC Riverside

Counseling Center and peer Counseling Center and peer education @ UCReducation @ UCR

One Center’s experienceOne Center’s experience

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Counseling Center & peer educator Counseling Center & peer educator programs: Collaboration & supportprograms: Collaboration & support

Peer Educator ProgramsThe Counseling Center @ UC Riverside

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Collaboration between Collaboration between Counseling Center & peer Counseling Center & peer education programseducation programs• Comfortable balance between strengths and Comfortable balance between strengths and

differencesdifferences

• Relationship building and “trust” – Relationship building and “trust” – Understanding that building relationships take Understanding that building relationships take time and demonstrate an interest in building time and demonstrate an interest in building those relationshipsthose relationships

• Empathy - Attempting to understand the Empathy - Attempting to understand the perspective of the other programperspective of the other program

• Mutual “buy-in” - Agreement about the type of Mutual “buy-in” - Agreement about the type of supportsupport

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How Counseling Center How Counseling Center supports peer educationsupports peer education

• Help in the development of peer Help in the development of peer education programs: education programs: – R.E.A.C.H. Suicide Awareness ProgramR.E.A.C.H. Suicide Awareness Program

• Help in the training of peer educatorsHelp in the training of peer educators– Beginning Helping Skills: Engage, Explore & Beginning Helping Skills: Engage, Explore &

EmpowerEmpower– Working with Distressed StudentsWorking with Distressed Students

• Resource for peer educator programsResource for peer educator programs• Consultation for challenging situationsConsultation for challenging situations

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How Peer Education Program How Peer Education Program Support the Counseling CenterSupport the Counseling Center

• Development of Counseling Center peer Development of Counseling Center peer educator programeducator program

• Help Counseling Center participate in Help Counseling Center participate in more preventative or tier 2 & tier 3 more preventative or tier 2 & tier 3 servicesservices

• Increase our ability to connect with at-risk Increase our ability to connect with at-risk students or improve our ability to provide students or improve our ability to provide tier 1 servicestier 1 services

• Excitement and enthusiasm of working Excitement and enthusiasm of working with studentswith students

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For us, collaboration with peer For us, collaboration with peer education is just satisfyingeducation is just satisfying

• We like feeling that the services the We like feeling that the services the Counseling Center provides are Counseling Center provides are connected to a larger system of servicesconnected to a larger system of services

• We like feeling that the Counseling We like feeling that the Counseling Center takes advantage of the different Center takes advantage of the different resources at a universityresources at a university

• We feel energized when getting different We feel energized when getting different perspectivesperspectives

• We feel more hopeful when collaboratingWe feel more hopeful when collaborating

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Where do we feel that our efforts fit Where do we feel that our efforts fit with the suggestions from the Student with the suggestions from the Student Mental Health Committees Final Report?Mental Health Committees Final Report?

• We believe that our collaborative efforts We believe that our collaborative efforts support Tiers 2 and 3 of the UCOP Student support Tiers 2 and 3 of the UCOP Student Mental Health Committee’s Final ReportMental Health Committee’s Final Report

• Tier 2: Our interventions are targeted with Tier 2: Our interventions are targeted with focuses on prevention, education, and focuses on prevention, education, and supportsupport

• Tier 3: We are working as an institution to Tier 3: We are working as an institution to create a healthy learning environment. Policy create a healthy learning environment. Policy reviews have accompanied the programming reviews have accompanied the programming on topics such as hate bias response, critical on topics such as hate bias response, critical incidents response, and sexual assault incidents response, and sexual assault response protocolsresponse protocols

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ResourcesResources

• National Mental Health AssociationNational Mental Health Association – 800-969-NMHA and 800-969-NMHA and www.nmha.orgwww.nmha.org

• The Jed Foundation The Jed Foundation – 212-343-0016 and 212-343-0016 and www.JedFoundation.orgwww.JedFoundation.org

• Night Falls FastNight Falls Fast – K. Jamison – K. Jamison

• American Foundation for Suicide Prevention American Foundation for Suicide Prevention www.afsp.orgwww.afsp.org

• American Association of Suicidology American Association of Suicidology www.suicidology.orgwww.suicidology.org

• National Institute of Mental Health National Institute of Mental Health www.nimh.nih.govwww.nimh.nih.gov

• Suicide Prevention Resource Center Suicide Prevention Resource Center www.sprc.orgwww.sprc.org

• Active Minds Active Minds www.activeminds.orgwww.activeminds.org

• Carson J Spencer Foundation Carson J Spencer Foundation www.CarsonJSpencer.orgwww.CarsonJSpencer.org

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For more informationFor more information

• Doug Everhart, Health Educator, Doug Everhart, Health Educator,

(951) 827-2874, (951) 827-2874, [email protected]@ucr.edu

• Matthew Goodman, Counseling Matthew Goodman, Counseling Psychologist, (951) 827-5531, Psychologist, (951) 827-5531, [email protected]@ucr.edu

• Jen Miller, Student Development Jen Miller, Student Development Educator, (951) 827-5000, Educator, (951) 827-5000, [email protected]@ucr.edu