Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-30T16:10:37.174Z Has data issue: false hasContentIssue false

9 - Building Action from Awareness Movements

from Part Three - Prevention with Emerging Adults

Published online by Cambridge University Press:  14 November 2024

Sally M. Hage
Affiliation:
Springfield College
Get access

Summary

College students disproportionately live with increased risk and burden of mental illness and suicide, yet most students do not access formal campus mental health services. One part of the solution to this problem has been the Bandana Project (BP), a peer-led mental health awareness and suicide prevention program. The program leverages the members’ vested interest in peer support, mental health promotion, and suicide prevention efforts to foster connectedness and offer alternative support to those who may be struggling. Education offered through the program orients members to relevant, evidence-based suicide prevention strategies and to various mental health resources. The program may contribute to reducing the burden of suicide and mental illness on campuses and help make college communities more supportive of students’ mental health. Further development, applications, and limitations of this program on the college campus setting – and beyond – are discussed.

Type
Chapter
Information
An Ounce of Prevention
Evidence-Based Prevention for Counseling and Psychology
, pp. 175 - 196
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Albright, G., & Schwartz, V. (2016). Are campuses ready to support students in distress? http://go.kognito.com/rs/143-HCJ-270/images/HiEd_WP_080817_HigherEdSurveyWhitePaper.pdfGoogle Scholar
American Foundation for Suicide Prevention. (2020, January 24). Risk factors and warning signs of suicide. https://afsp.org/risk-factors-and-warning-signsGoogle Scholar
Applebaum, P. S. (2006). Law & psychiatry: “depressed? Get out!”: Dealing with suicidal students on college campuses. Psychiatric Services 57(7), 914916. doi.org/10.1176/ps.2006.57.7.914CrossRefGoogle Scholar
Assari, S. (2018). Multiplicative effects of social and psychological risk factors on college students’ suicidal behaviors. Brain Sciences, 8(5), 91. doi.org/10.3390/brainsci8050091CrossRefGoogle ScholarPubMed
Bentley, M. (2017). Trigger warnings and the student experience. Politics, 37(4), 470485. doi.org/10.1177/0263395716684526CrossRefGoogle Scholar
Brown, G., & Stanley, B. (2008). Patient safety plan template. http://suicidesafetyplan.com/Home_Page.htmlGoogle Scholar
Byrom, N. (2018). An evaluation of a peer support intervention for student mental health. Journal of Mental Health, 27(3), 240246. doi.org/10.1080/09638237.2018.1437604CrossRefGoogle Scholar
Caine, E. D. (2013). Forging an agenda for suicide prevention in the United States. American Journal of Public Health, 103(5), 822829. doi.org/10.2105/AJPH.2012.301078CrossRefGoogle ScholarPubMed
Caine, E. D., Reed, J., Hindman, J., & Quinlan, K. (2018). Comprehensive, integrated approaches to suicide prevention: Practical guidance. Injury Prevention, 24(Suppl 1), i38i45. doi.10.1136/injuryprev-2017-042366CrossRefGoogle ScholarPubMed
Carpenter, T. (2016). Advocating for a comprehensive and mandatory medical amnesty/Good Samaritan Policy on the University of Tennessee, Knoxville Campus. Baker Scholar Projects, 6. https://trace.tennessee.edu/utk_bakerschol/38Google Scholar
Catanzarite, J. A., & Robinson, M. D. (2013). Peer education in campus suicide prevention. New Directions for Student Services, 2013(141), 4353. doi.org/10.1002/ss.20039CrossRefGoogle Scholar
CDC. (2021, January 28). The social-ecological model: A framework for PREVENTION |violence Prevention|Injury Center|CDC. www.cdc.gov/violenceprevention/about/social-ecologicalmodel.htmlGoogle Scholar
Chronister, J., Chou, C. C., Kwan, K. L., Lawton, M., & Silver, K. (2015). The meaning of social support for persons with serious mental illness. Rehabilitation Psychology, 60(3), 232245. doi.org/10.1037/rep0000038CrossRefGoogle ScholarPubMed
Cimini, M. D., Rivero, E., Bernier, J., Stanley, J., Murray, A., Anderson, D., Wright, H., & Bapat, M. (2014). Implementing an audience-specific small-group gatekeeper training program to respond to suicide risk among college students: A case study. Journal of American College Health, 62, 92100. doi.org/10.1080/07448481.2013.849709CrossRefGoogle ScholarPubMed
Close, G. (2010, March 18). Mental illness: The stigma of silence. Huffington Post. www.huffpost.com/entry/mental-illness-the-stigma_b_328591Google Scholar
Cohen, S. (2004). Social relationships and health. The American Psychologist, 59 (8), 676684. doi.org/10.1037/0003-066X.59.8.676CrossRefGoogle ScholarPubMed
Compton, M., & Shim, R. (2015). The social determinants of mental health. FOCUS, 13(4), 419425. doi.org/10.1176/appi.focus.20150017CrossRefGoogle Scholar
Corrigan, P., & Bink, A. (2016). The stigma of mental illness. Encyclopedia of Mental Health. doi.org/10.1016/B978-0-12-397045-9.00170-1CrossRefGoogle ScholarPubMed
Corrigan, P., & Watson, A. (2002). Understanding the impact of stigma on people with mental illness. World Psychiatry: Official Journal of the World Psychiatric Association (WPA), 1(1), 1620.Google ScholarPubMed
Cross, W., Matthieu, M. M., Lezine, D., & Knox, K. L. (2010). Does a brief suicide prevention gatekeeper training program enhance observed skills? Crisis, 31(3), 149159. doi.org/10.1027/0227-5910/a000014CrossRefGoogle ScholarPubMed
Cross, W., Seaburn, D., Gibbs, D., Schmeelk-Cone, K., White, A. M., & Caine, E. D. (2011). Does practice make perfect? A randomized control trial of behavioral rehearsal on suicide prevention gatekeeper skills. The Journal of Primary Prevention, 32(3–4), 195211. doi.org/10.1007/s10935-011-0250-zCrossRefGoogle ScholarPubMed
Davidson, L., Chinman, M., Kloos, B., Weingarten, R., Stayner, D., & Tebes, J. K. (1999). Peer support among individuals with severe mental illness: A review of the evidence. Clinical Psychology: Science and Practice, 6(2), 165187. doi.org/10.1093/clipsy.6.2.165Google Scholar
Drum, D., & Denmark, A. (2012). Campus suicide prevention: Bridging paradigms and forging partnerships. Harvard Review of Psychiatry, 20(4), 209221. doi.org/10.3109/10673229.2012.712841CrossRefGoogle ScholarPubMed
Eisenberg, D., Golberstein, E., & Gollust, S. E. (2007). Help-seeking and access to mental health care in a university student population. Medical Care, 45(7), 594601. doi.org/10.1097/MLR.0b013e31803bb4c1CrossRefGoogle Scholar
Eisenberg, D, Hunt, J, & Speer, N. (2012). Help seeking for mental health on college campuses: Review of evidence and next steps for research and practice. Harvard Review of Psychiatry, 20(4), 222232.CrossRefGoogle ScholarPubMed
Eisenberg, D., Ketchen Lipson, S., & Heinz, J. (2020). The health minds study, 2020 report. https://healthymindsnetwork.org/wp-content/uploads/2021/02/HMS-Fall-2020-National-Data-Report.pdfGoogle Scholar
Fox, A. B., Earnshaw, V. A., Taverna, E. C., & Vogt, D. (2018). Conceptualizing and measuring mental illness stigma: The mental illness stigma framework and critical review of measures. Stigma and Health, 3(4), 348376. doi.org/10.1037/sah0000104CrossRefGoogle ScholarPubMed
Goldsmith, S. K., Pellmar, T. C., Kleinman, A. M., & Bunney, W. E., Institute of Medicine (US) Committee on Pathophysiology and Prevention of Adolescent and Adult Suicide. (2002). Programs for Suicide Prevention. In Reducing suicide: A national imperative. National Academies Press. www.ncbi.nlm.nih.gov/books/NBK220931/Google Scholar
Hatzenbuehler, M. L., Phelan, J. C., & Link, B. G. (2013). Stigma as a fundamental cause of population health inequalities. American Journal of Public Health, 103(5), 813821. doi.org/10.2105/AJPH.2012.301069CrossRefGoogle ScholarPubMed
Hawgood, J., Woodward, A., Quinnett, P., & De Leo, D. (2022). Gatekeeper training and minimum standards of competency. Crisis, 43(6), 516522. doi.org/10.1027/0227-5910/a000794CrossRefGoogle ScholarPubMed
Hill, M., & Thompson-Hayes, M. (2017). From awareness to commitment in public health campaigns: The awareness myth. Lexington.Google Scholar
Indelicato, N., Mirsu-Paun, A., & Griffin, W. (2011). Outcomes of a suicide prevention gatekeeper training on a university campus. Journal of College Student Development, 52(3), 350361. doi.org/10.1353/csd.2011.0036CrossRefGoogle Scholar
Isaac, M., Elias, B., Katz, L. Y., Belik, S. L., Deane, F. P., Enns, M. W., Sareen, J., & Swampy Cree Suicide Prevention Team (2009). Gatekeeper training as a preventative intervention for suicide: A systematic review. Canadian Journal of Psychiatry. Revue Canadienne de Psychiatrie, 54(4), 260268. doi.org/10.1177/070674370905400407CrossRefGoogle ScholarPubMed
JED Foundation. (2016). Psychiatric times: The crisis in college and university mental health. www.jedfoundation.org/psychiatric_times_the_crisis_in_college_and_university_mental_health/Google Scholar
Kelly, C. M., Jorm, A. F., & Wright, A. (2007). Improving mental health literacy as a strategy to facilitate early intervention for mental disorders. The Medical Journal of Australia, 187(S7), S26S30. doi.org/10.5694/j.1326-5377.2007.tb01332.xCrossRefGoogle ScholarPubMed
Ketchen Lipson, S., Gaddis, S. M., Heinze, J., Beck, K., & Eisenberg, D. (2015). Variations in student mental health and treatment utilization across U.S. colleges and universities. Journal of American College Health, 63(6), 388396. doi.org/10.1080/07448481.2015.1040411CrossRefGoogle ScholarPubMed
Knox, K. L., Litts, D. A., Talcott, G. W., Feig, J. C., & Caine, E. D. (2003). Risk of suicide and related adverse outcomes after exposure to a suicide prevention programme in the U.S. Air Force: Cohort study. BMJ (Clinical Research ed.), 327(7428), 1376. doi.org/10.1136/bmj.327.7428.1376CrossRefGoogle ScholarPubMed
Link, B., & Phelan, J. (2001). Conceptualizing stigma. Annual Review of Sociology, 27(1), 363385. doi.org/10.1146/annurev.soc.27.1.363CrossRefGoogle Scholar
Lipson, S. K., Zhou, S., Abelson, S., Heinze, J., Jirsa, M., Morigney, J., Patterson, A., Singh, M., & Eisenberg, D. (2022). Trends in college student mental health and help-seeking by race/ethnicity: Findings from the national healthy minds study, 2013–2021. Journal of Affective Disorders, 306, 138147.CrossRefGoogle Scholar
Magaard, J. L., Seeralan, T., Schulz, H., & Brütt, A. L. (2017). Factors associated with help-seeking behaviour among individuals with major depression: A systematic review. PLOS ONE, 12(5), e0176730. doi.org/10.1371/journal.pone.0176730CrossRefGoogle ScholarPubMed
Mental Health Association of San Francisco. (2020). Peer support. www.mentalhealthsf.org/what-is-peer-support/Google Scholar
Mental Health First Aid. (2022). Mental health first aid: About us. www.thenationalcouncil.org/about-us/Google Scholar
Mitchell, S. L., Kader, M., Darrow, S. A., Haggerty, M. Z., & Keating, N. L. (2013). Evaluating Question, Persuade, Refer (QPR) suicide prevention training in a college setting. Journal of College Student Psychotherapy, 27(2), 138148. doi.org/10.1080/87568225.2013.766109CrossRefGoogle Scholar
Monteith, L. L., Smith, N. B., Holliday, R., Dorsey Holliman, B. A., LoFaro, C. T., & Mohatt, N. V. (2020). “We’re afraid to say suicide”: Stigma as a barrier to implementing a community-based suicide prevention program for rural veterans. The Journal of Nervous and Mental Disease, 208(5), 371376. https://journals.lww.com/jonmd/Fulltext/2020/05000/_We_re_Afraid_to_Say_Suicide___Stigma_as_a_Barrier.3.aspxCrossRefGoogle ScholarPubMed
Morgan, A. J., Reavley, N. J., Ross, A., Too, L. S., & Jorm, A. F. (2018). Interventions to reduce stigma towards people with severe mental illness: Systematic review and meta-analysis. Journal of Psychiatric Research, 103, 120133. doi.org/10.1016/j.jpsychires.2018.05.017CrossRefGoogle ScholarPubMed
Oh, H. Y., Marinovich, C., Jay, S., Zhou, S., & Kim, J. H. J. (2021). Abuse and suicide risk among college students in the United States: Findings from the 2019 Healthy Minds Study. Journal of Affective Disorders, 282, 554560. doi.org/10.1016/j.jad.2020.12.140CrossRefGoogle ScholarPubMed
Pedrelli, P., Nyer, M., Yeung, A., Zulauf, C., & Wilens, T. (2015). College students: Mental health problems and treatment considerations. Academic Psychiatry: The Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 39(5), 503511. doi.org/10.1007/s40596-014-0205-9CrossRefGoogle ScholarPubMed
Pescosolido, B., Martin, J., Lang, A., & Olafsdottir, S. (2008). Rethinking theoretical approaches to stigma: A framework integrating normative influences on stigma (FINIS). Social Science & Medicine, 67(3), 431440. doi.org/10.1016/j.socscimed.2008.03.018Google Scholar
Petrova, M., Wyman, P. A., Schmeelk-Cone, K., & Pisani, A. R. (2015). Positive-themed suicide prevention messages delivered by adolescent peer leaders: Proximal impact on classmates’ coping attitudes and perceptions of adult Support. Suicide and Life-Threatening Behavior, 45(6), 651663. doi.org/10.1111/sltb.12156CrossRefGoogle ScholarPubMed
Project LETS. (2022). Project LETS: About. https://projectlets.org/aboutGoogle Scholar
QPR Institute. (2022). Question, Persuade, Refer: What is QPR? https://qprinstitute.com/about-qprGoogle Scholar
Quinnett, P. (2012). QPR gatekeeper training for suicide prevention: The model, rationale and theory. https://qprinstitute.com/uploads/main/QPR-Theory-Paper-Master-Final-2019.pdfGoogle Scholar
Repper, J., & Carter, T. (2011). A review of the literature on peer support in mental health services. Journal of Mental Health, 20(4), 392411. doi.org/10.3109/09638237.2011.583947CrossRefGoogle ScholarPubMed
Rosen, M. R., Michael, K. D., & Jameson, J. P. (2020). CALM gatekeeper training is associated with increased confidence in utilizing means reduction approaches to suicide prevention among college resident assistants. Journal of American College Health, 18. Advance online publication. doi.org/10.1080/07448481.2020.1756825Google ScholarPubMed
Samuolis, J., Harrison, A. J., & Flanagan, K. (2020). Evaluation of a peer-led implementation of a suicide prevention gatekeeper training program for college students. Crisis, 41(5), 331336. doi.org/10.1027/0227-5910/a000638CrossRefGoogle ScholarPubMed
Seale, S., & Givens, T. (2019). The state of mental health in college students today. https://higheredconnects.com/the-state-of-mental-health-in-college-students-today/Google Scholar
Shtivelband, A., Aloise-Young, P. A., & Chen, P. Y. (2015). Sustaining the effects of gatekeeper suicide prevention training. Crisis, 36(2), 102109. doi.org/10.1027/0227-5910/a000304CrossRefGoogle ScholarPubMed
Silk, K. J., Perrault, E. K., Nazione, S. A., Pace, K., & Collins-Eaglin, J. (2017). Evaluation of a social norms approach to a suicide prevention campaign. Journal of Health Communication, 22(2), 135142. doi.org/10.1080/10810730.2016.1258742CrossRefGoogle ScholarPubMed
Sommer-Rotenberg, D. (1998). Suicide and language. CMAJ: Canadian Medical Association Journal = journal de l’Association medicale canadienne, 159(3), 239240.Google ScholarPubMed
Spencer-Thomas, S. (2019). How to ask someone about suicide. www.nami.org/Blogs/NAMI-Blog/September-2019/How-to-Ask-Someone-About-SuicideGoogle Scholar
Stein, B. D., Sontag-Padilla, L., Ashwood, J. S., Woodbridge, M. W., Eberhart, N. K., May, L., Seelam, R., Briscombe, B., Mendelsohn, J. D’Amico, E. J., Jaycox, L. H., Osilla, , K. C., & Burnam, M. A. (2016). Campus climate matters: Changing the mental health climate on college campuses improves student outcomes and benefits society. RAND Corporation.CrossRefGoogle Scholar
Stone, D. M., Holland, K. M., Bartholow, B. N., Crosby, A. E., Davis, S. P., & Wilkins, N. (2017). Preventing suicide: A technical package of policies, programs, and practice. https://stacks.cdc.gov/view/cdc/44275CrossRefGoogle Scholar
Suicide Prevention Resource Center. (2020). Effective suicide prevention: Getting started. Suicide Prevention Resource Center. www.sprc.org/effective-suicide-preventionGoogle Scholar
Suicide Prevention Resource Center. (2020). Evidence-based prevention. Suicide Prevention Resource Center. www.sprc.org/keys-success/evidence-based-preventionGoogle Scholar
Suicide Prevention Resource Center. (2020). Reduce access to means of suicide. www.sprc.org/comprehensive-approach/reduce-meansGoogle Scholar
Suicide Awareness Voices of Education. (2022). SAVE: What we do. https://save.org/what-we-do/Google Scholar
Tannenbaum, R. (2000). Theoretical foundations of multimedia. Ubiquity, 2000. doi.org/10.1145/347634.347643CrossRefGoogle Scholar
Tsong, Y., Young, J. T., Killer, J. D., Takemoto, M. A., & Compliment, B. (2019). Suicide prevention program on a diverse college campus: Examining the effectiveness of a peer-to-peer model. Journal of College Student Psychotherapy, 33(2), 131144. doi.org/10.1080/87568225.2018.1434716CrossRefGoogle Scholar
US Census Bureau. (2019, June 04). More than 76 million students enrolled in U.S. Schools. www.census.gov/newsroom/press-releases/2018/school-enrollment.htmlGoogle Scholar
Van Orden, K. A., Joiner, T. E., Jr., Hollar, D., Rudd, M. D., Mandrusiak, M., & Silverman, M. M. (2006). A test of the effectiveness of a list of suicide warning signs for the public. Suicide & Life-Threatening Behavior, 36(3), 272287. doi.org/10.1521/suli.2006.36.3.272CrossRefGoogle ScholarPubMed
Vazquez, Stephanie Nickole, “The Bandana Project: Program Evaluation Plan” (2021). Public Health Theses. 2103. https://elischolar.library.yale.edu/ysphtdl/2103Google Scholar
Web Accessibility Initiative (WAI). (2020). Making audio and video media accessible. Web Accessibility Initiative. www.w3.org/WAI/media/av/transcripts/.Google Scholar
Whitlock, J., Wyman, P., & Barreira, P. (2013). Connectedness and suicide prevention in college settings: Directions and implications for practice. www.selfinjury.bctr.cornell.edu/perch/resources/connectedness-suicide-prevent.pdfGoogle Scholar
World Health Organization. (2016). Availability, accessibility, acceptability, quality infographic. www.who.int/gender-equity-rights/knowledge/aaaq-infographic/en/Google Scholar
Zivin, K., Eisenberg, D., Gollust, S. E., & Golberstein, E. (2009). Persistence of mental health problems and needs in a college student population. Journal of Affective Disorders, 117(3), 180185. doi.org/10.1016/j.jad.2009.01.001CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×