Grantee Categories: Garrett Lee Smith State

This comprehensive project is designed to improve the mental health for all San Jose State University students using the public health approach. A caring, connected, and informed SJSU, filled with 850 Gatekeepers, 7,000 mental health informed individuals, 250 peer-lead outreach activities, and 100 community partners, will be created to increase service capacity, early identification, and treatment engagement for all students by August 2021. The objectives for this project are developed based on the key unmet mental health needs for SJSU students: Underdeveloped network infrastructure and low service capacity, low numbers of trained gatekeepers to effectively respond to students with mental health needs or in crisis, lack of early identification mechanisms for mental health and substance use disorders, and low help-seeking and treatment engagement rates. We plan to meet these needs by implementing eight evidence-supported activities:

1. Strengthening the current network infrastructure and increasing service capacity,
2. Increasing numbers of trained gatekeepers on campus,
3. Providing mental health and substance use disorder screenings,
4. Increasing SJSU CAPS outreach activities through peer programs,
5. Promoting linkage to the National Suicide Prevention Lifeline,
6. Hiring a Community Mental Health Coordinator (CMHC),
7. Assessing and systematically improving SJSU’s suicide prevention and intervention efforts using JED Campus program (an approach and an SPRC/Suicide Prevention Resource Center Best Practice Registry program), and
8. Increasing student engagement in activities for improving wellness, reducing suicide, and reducing mental health and substance use disorders through mini-grants.

We will strive for culturally responsive and inclusive practices in all aspects of our project and project activities. We will also use data-driven analyses to identify service and outcome disparities and areas of improvements for all project activities. Finally, we aim at creating sustainable and systematic changes through building partnership and community through collaborative and coordinated efforts.

The purpose of this project is to develop St. Johns University infrastructure and ability to implement a comprehensive
collaborative and coordinated community based approach to preventing and addressing mental health concerns on
campus. This project will 1. Modify SJUs mental health initiatives in particular our gatekeeper program and suicide
prevention media campaign to incorporate an understanding of the cultural context of mental concerns existing cultural
strengths and resources that can assist with addressing mental health concerns as well as understanding the pattern of
help seeking behaviors and barriers that are unique to underserved minority populations. 2. Implement a multifaceted
university wide screening process which includes anonymous online screenings use of the American Foundation for
Suicide Preventions Interactive Screening Program as well as integrating mental health screenings throughout offices
within Student Wellness. 3. Enhance and expand mental health services through by establishing the SJUs Mental Health
Prevention and Response Community Network. Furthermore we will strengthen our referral process to outside providers
by standardizing our procedures and protocol as well as following up with students and providers to ensure a successful
referral was made. To augment our after hours services we will develop the SJU Helpline for students in distress.

The Rollins College Suicide Prevention Project will increase institutional capacity to implement, sustain, and improve effective identification, intervention and prevention services for students at risk for the development of suicidal behavior, serious mental illness, and/or substance related overuse or injury. The primary purpose of this project is to build necessary infrastructure to allow the Rollins Wellness Center to effectively respond to an alarming rate of suicidal ideation and mental illness among students on campus. While this project will aim to address the entire campus’ vulnerability to suicide and substance use disorders, there are several populations identified as being particularly vulnerable. These include a growing number of students of color; lesbian, gay, bisexual, and transgender (LGBT) students; student veterans; and those with pre-existing mental health conditions.

The project’s overall goal of building a comprehensive, collaborative, well-coordinated, and evidence-based approach to suicide prevention will be achieved through six key activities over the three-year period:

1. creating a network infrastructure to link Rollins College with appropriate care providers from the community;
2. training gatekeepers (students, faculty, and staff) to respond effectively to those at-risk for suicide
3. administering effective voluntary screenings and assessments;
4. providing outreach and information to promote suicide prevention efforts, encourage help-seeking, and increase awareness of crisis resources;
5. providing mental and substance use disorders prevention and treatment services to college students by employing appropriately trained staff; and
6. developing and supporting evidence-based and emerging best practices, including a focus on culturally and linguistically appropriate care.

The activities undertaken will support an estimated 3,200 college students, staff, and faculty annually and over 5,000 students throughout the life of the project. The project will focus on the following core strategies: development of an advisory board of on- and off-campus care providers and experts in suicide and mental health; enhancing the existing QPR Gatekeeper program, including the addition of supplemental gatekeeper programs (i.e., Mental Health First Aid); increased promotion of screening tools currently in place; implementation of universal screening for depression, anxiety and suicide ideation at all Rollins Wellness Center appointments; and extensive outreach aimed at increasing help-seeking, decreasing high-risk behaviors such as binge drinking, and increasing awareness of resources. The project will also conduct focus group research with students from identified high-risk populations to increase awareness and understanding of the unique needs, barriers and protective factors of, and most effective strategies for reaching these targeted students. Lastly, the project will adopt evidence-based practices focused on the mental health and well-being of college students of color and train all Wellness Center mental health providers to engage in culturally competent, best practice treatment of suicide, severe mental health and substance abuse.

Project Abstract Riverside City College’s Student Health and Psychological Services serves almost 30,000 students annually. Current gaps in mental health/suicide prevention services are due to: limited staff; limited education/training for faculty/staff on mental health issues; and failure to connect with underserved students. With SAMHSA funds RCC will execute new suicide prevention activities and interventions to reduce the risk of suicide campus-wide. Project Name: RCC’s SAMHSA Project. Population(s) to be served (demographics and clinical characteristics): The entire population of RCC. Specific populations that will be targeted include: low-income, first generation college students, LGBTQI individuals, disabled students, and veterans. Strategies/interventions: A Mental Health Model for Suicide Prevention. Student In-Crisis: (1) if it is determined that the patient is in crisis the therapist may extend the visit with the student for up to 1 hour; (2) at the conclusion of the visit, the therapist may refer the student to one or all of the following: wellness workshops, and/or refer patient to Community Resources Refer patient to LLUDP services-for follow up appointments; (3) the Campus Police will transport the student to the hospital for a Psychiatric (5150) hold. Student Not In-Crisis: (1) referred to Wellness Workshops (topics include stress management, depression, and health relationships). The Mental Health Therapist offers workshops 5 days/week; (2) referred to Loma Linda Doctoral Psychological (LLDP) trainee who is available M, T, W, and F for 4 hours daily; and/or (3) referred patient to Community Resources: (a) Riverside University Health System-Behavioral Health: One-Stop Shop CARES Line; (b) University Community Health Center; (c) 24-hour Crisis Hotline; (d) 211 or Connectriverside.org; and (e) Housing and Homeless Shelters; and/or (f) National Suicide Prevention Lifeline. Project goals: RCC’s goal is to expand mental health services and meet the critical needs of our increasing student population. The overarching goal of this project is to provide a comprehensive public health approach to the issue of suicide prevention. RCC proposes to establish a suicide prevention project that will provide effective gatekeeper and awareness training programs for faculty, staff, and students, and design a crisis intervention plan. Measurable objectives: (1) Train 100 faculty and staff on how to recognize and manage students experiencing mental health distress by end of the grant; and (2) Train 2,000 students to recognize the symptoms of mental health distress by the end of the grant.

The Claremont Colleges Suicide Prevention Project (TCC-SPP) The Claremont Colleges (TCC or 7Cs) is a consortium
of seven institution with a shared counseling center. Each institution has developed individual approaches to educate
students and their campus communities about substance abuse, suicide prevention, and mental health. TCC and
Monsour Counseling and Psychological Services (MCAPS) recognize that there are an increasing number of students
arriving on campus emotionally underprepared for higher education. Pomona College will be the lead college for this
consortial application. The goals of this project are to develop a coherent comprehensive mental health network to
decrease suicides, suicide attempts, and high-risk behaviors such as substance use. We propose to develop consistent
mental health policies and procedures across TCC, building on the JED Campus Mental Health Model. The project
also aims to increase help-seeking behaviors and increase campus and community capacity to identify and support
students at risk for suicide. Currently, there are approximately 6,000 undergraduates and 2,562 graduate students,
with 57.6 percent female and 42.4 percent male students. MCAPS is experiencing increased demands in services.
Last academic year, one of the TCC experienced a substance use overdose, one suicide, and seventy four alcohol related
hospitalizations. The proposed project aims to strengthen TCC network infrastructure by

(1) Developing more shared resources and programs to increase gatekeepers, to raise mental health and substance abuse awareness,
and to enhance resources that destigmatize help seeking for the approximate 8,562 TCC students

(2) Establishing a JED Campus Advisory Committee with a particular focus on students of color, veterans, first-generation, low-income,
and DACAmented students

(3) Strengthening our clinical provider referral network in the surrounding community by developing a feedback system and a brochure for local hospitals with TCC pre-and post-hospitalization education

(4)Developing and implementing a common peer-based gatekeeper training for faculty, students, and staff to respond
effectively to students with mental and substance use disorder, particularly for first-year students at orientations across
all seven campuses

(5) Fostering targeted collaborations with offices serving specific identity groups in order to create
culturally appropriate training for these groups to identify students at risk

(6) Partnering with student organizations to raise suicide prevention awareness and create a social media campaign to link substance use and mental health.

Online support programs and outreach workshops to help students develop positive coping strategies and resiliency
will complement these activities by implementing TAO and Morneau Shepells International Student Support Program
for international students. We will increase the knowledge of available on-and-off campus resources, with particular
emphasis on the National Suicide Prevention Hotline. Objectives will be assessed through annual tracking of numbers
of individuals attending gatekeeper and outreach activities. Our overall intent in implementing TCC-SPP is to shift the
culture of TCC toward a more engaged and responsive awareness that each student matters and is part of a caring
community.

Pensacola State Crisis Action Referral Effort for Students (CARES), serves all Pensacola State College (PSC) students in Escambia and Santa Rosa counties in NW Florida, including First-Generation-in-College (FGIC) and athletes, but targets military veterans, their family members, and the LGBTQ+ population. The College’s diverse population of students, faculty, and staff will benefit from increased collaboration resulting in the development and delivery of education and awareness materials, and an enhancement of the referral mechanism for at-risk individuals to receive quality treatment services. The overarching goal of the proposed project is to prevent suicide of students attending Pensacola State College and their family members. The objectives of this project are to: 1) update the Crisis Response Protocol; 2) provide clinical services through an on-campus provider, as well as developing clear referral protocols with at least three local mental health providers through Memorandums of Understanding; 3) engage at least 10 community agencies to strengthen the Escarosa Suicide Prevention Coalition and complete a community-wide strategic plan; 4) provide at least 200 (600 over three years) PSC students, faculty and staff each year with training on suicide prevention, mental health and/or substance use disorders; 5) increase in-person opportunities for student to participate in online mental health screenings, as well as promote remote access to such screenings; 6) disseminate awareness and educational information about mental health, substance use disorders, and suicide prevention at no less than 15 on-campus events, reaching at least 500 faculty, staff, and students per year (1500 over three years); 7) provide on-campus trauma-informed clinical services to at least 50 students each year (150 over 3 years); 8) develop a Student Peer Support Network, training at least five students as peer support specialists; and 9) participate in the JED Campus consultation process, resulting in additional measurable objectives applied within a strategic plan to propel the project beyond the grant cycle, with fully sustainable goals within a comprehensive, collaborative, well-coordinated, evidence-based plan. This project will allow PSC to enhance and increase the capacity of an infrastructure that will promote education and awareness. It is estimated that a minimum of 2250 students, faculty, and staff, in addition to family and community members will receive formal education/training annually on suicide prevention and mental health and substance abuse issues through print materials, seminars/workshops, guest speakers, and social media.

The SUNY Oswego Campus Mental Health Development Project intends to engage in the development and coordination of outreach, screening and enhanced therapy supports to reduce suicide risk on campus. This will achieved through the development of working agreements with local community service providers, training for campus staff, and suicide and substance abuse screening of students.

The overall goal of this project is to create an effective and sufficient suicide prevention infrastructure for the OSU-Cascades campus in order to promote student mental health and to identify, support and refer students at risk of suicide and alcohol and substance abuse. Four goals are important to this project: (1) enhance mental health services for all college students, including those at risk for suicide, depression, serious mental illness and/or substance abuse; (2) prevent mental and substance use disorders; (3) promote help-seeking behavior and reduce negative public attitudes; and (4) improve the identification and treatment of at-risk college students so they can successfully complete their studies. Key strategies include the development of policies and procedures to assess, support, and treat students at high risk of suicide and alcohol and substance use disorders; development of linkages between University services, crisis support, and behavioral health services provided by the broader community; the creation of web-based information and supports; training in suicide prevention and alcohol and substance abuse prevention for faculty, students, and administrators; and specialized training for our mental health counselor in the assessment and management of suicidal risk.