Grantee Types: Garrett Lee Smith Campus

The purpose of Ohlone College’s Campus Suicide Prevention Grant is to create a healthy and empowered Ohlone College campus community by maximizing opportunities to integrate and coordinate suicide prevention activities across multiple campus departments and disciplines.  STEP Up Ohlone’s goal is to strengthen the college’s infrastructure to create a safe space where students feel supported and socially connected, and to promote mental health as a key element in the academic success of our students. 

Population served: The proposed project is to serve the students of Ohlone College, which has an enrollment of approximately 10,270 students per year, as well as 209 staff and 493 full and part time faculty members.  Ohlone is proud of its ethnically diverse student population, which comprises 48% Asian Pacific Islander (API), 26% White, 18% Hispanic, 5% African American, with the remaining as other or unknown.  More than 6 out of 10 (61%) students are between 18-24 years of age, or what is known as the emerging adulthood, while 23% are between ages 25-39, and 1 in 6 (17%) are ages 40 or older.  Ohlone attracts more than 400 international students from almost 30 countries each year and serve approximately 200 deaf/hard of hearing students. 

Clinical characteristics: In a previous American College Health Association’s National College Health Assessment, within the last 12 months, 16% of Ohlone students reported feeling overwhelming anxiety, 6% considered suicide, and 2% attempted suicide.  In another recent survey, nearly 4 in 10 (38%) Ohlone students reported that fear or embarrassment would prevent them from seeking mental health services, highlighting the need for dialogue on mental health and the normalization of help-seeking behaviors.

Measurable objectives, strategies and interventions: Strategies to achieve project goals include [1] integrating suicide prevention training and activities that touches the values, culture, and leadership of a broad range of academic affairs, administrative services, and student service departments to promote mental health and wellness; [2] employing different media platforms to increase communication efforts that promote positive messages and support safe crisis intervention strategies; [3] increase knowledge of the warning signs for suicide and of how to connect individuals in crisis with assistance and care through implementation of three screening programs, including the promotion of the national, veterans-focus, and local crisis hotlines; [4] disseminate guidance for journalism and other communication disciplines students regarding how to address consistent and safe messaging on suicide and related behaviors in their curricula.  Approximately 800 faculty, staff, and students will be served through trainings and events, and a viewership audience of about 8,000 individuals who will have listened to, read, and/or integrated suicide prevention and mental health messages over the course of three years.

The Ohio State University Campus Suicide Prevention Program (OSU-CSPP) seeks to develop a comprehensive, effective, culturally responsive, technologically advanced, and sustainable system of suicide prevention at the Columbus campus and five regional campuses. A broad and diverse network of 73 campus and community partners is already committed to the project and will create a systematic and coordinated effort, where suicide prevention is seen as a shared campus responsibility. As the nation largest university, the Ohio State University (OSU) recognizes its responsibility to assume a leadership role in the development and dissemination of a sustainable suicide prevention program that is effective for large campuses.

The proposed project will build on the strong foundation already in place to enhance and strengthen existing services for students while simultaneously creating new approaches to suicide prevention. There is high-level and broad-based commitment to this project, with the President of the university already committing his support and leadership, and campus partners from 64 different units and programs from the academic and service sides of the university, as well as student partners. Additionally, nine community partners have pledged their support for the project, for a total of 73 partners in this project. The OSU-CSPP is run through a separate, stand-alone office within the university, so all partners share equally in the development of a campus culture of caring. The campus and community partners have identified individuals to spearhead their units contributions to suicide prevention. In the project, 22 faculty and staff from 11 different campus offices have pledged at least 5 percent of their time as an in-kind match.

Major components of the program include (1) continuing to engage a broad and diverse group of campus and community partners; (2) collecting and integrating new and existing data regarding suicide risk on campus; (3) developing coordinated policies and procedures for crisis management across university partners; (4) developing an extensive, culturally sensitive, and technologically advanced training system in suicide prevention, with particular attention to targeted groups; (5) using technology and e-messaging, in addition to traditional formats, to expand suicide prevention education and anti-stigma campaigns to all students; (6) developing a comprehensive suicide plan for OSU; (7) evaluating all components of the project, through process, performance, and outcome measurements; and (8) disseminating information widely to other campuses, through professional organizations, and through Suicide Prevention Resource Center Best Practices Registry and SAMHSA???s National Registry of Evidence-based Programs and Practices.

With a strong foundation in place, the next phases are to (a) formalize and operationalize the partner networks, (b) expand the project to include target populations and products, (c) refine the efforts to components with demonstrated effectiveness, and (d) institutionalize the efforts so they become part of the ongoing operation of the university and can be sustained.

The Oglala Lakota College Campus Suicide Prevention Program will serve the 1,800 students of Oglala Lakota College living on the Pine Ridge Indian Reservation and Cheyenne Eagle Butte Indian Reservation and in Rapid City, SD. These areas have a combined Native American population of over 50,000. The two Reservations are the 1st and 3rd poorest areas in America according to a 2009 US Census Report. OLC’s student body averages 90% Native American, 70% female, and 30 years of age.

The Goal is to develop a Strategic Plan and infrastructure for Student Assistance that includes a Crisis Response Plan, Crisis Response Team and implementing the six key activities for suicide prevention and addressing mental health issues for students.

The Objectives are:
Objective 1 : Develop a Comprehensive Suicide Prevention and Intervention Strategic Plan for OLC Students
Activities:
1.1 Set up a CSO Planning Group
1.2 Establish a Student Assistance Office
1.3 Draft a Preliminary Plan
1.4 Set up an ongoing Crisis Intervention Team
1.5 Implement pieces of the plan, document and revise

Objective 2 : Provide Training for OLC Personnel in suicide prevention and crisis management
Activities:
2.1 Train at least 11 OLC Personnel as QPR Gatekeepers
2.2 Train at least 2 OLC Personnel as QPR Instructors
2.3 Train at least 3 Education Faculty in AILSC

Objective 3:  Create networking infrastructure among College and outside agencies to provide ongoing collaboration, access to providers and appropriate referrals to hotlines
Activities:
3.1 Develop an MOU with the OST Sweetgrass Program
3.2 Develop an MOU with the National Suicide Hotline
3.3 Develop an MOU with the OST Access to Recovery
3.4 Develop an MOU with the OST Anpetu Luta
3.5 Develop an MOU with the OLC Social Work Dept.
3.6 Develop an MOU with the OLC Education Department

Objective 4: Do an awareness campaign for suicide prevention and intervention including materials, media, etc. to promote seeking behavior and acceptance of mental health issues focused on OLC students and their families
Activities:
4.1 Identify and obtain packaged materials
4.2 Do awareness sessions for students
4.3 Develop fliers, posters, etc.
4.4Develop radio carts for KILI .

Annual numbers to be affected:
1st year: Directly: 2,000/Indirectly 10,000 2nd year: 3,000/15,000

3rd year: 4,000/20,000.

The Oakland University Campus Suicide Prevention Program (GRASP — Grizzlies Response: Awareness and Suicide Prevention) is a comprehensive multi-dimensional program encompassing both the University and the Southeast Michigan community. Oakland University is a growing University serving a student population of over 19,000 students. The majority of our student population is commuter students balancing multiple tasks such as work, family, and classes. GRASP coordinates the activities of Academic Affairs, Student Affairs, Department of Counseling, School of Health Sciences, Social Work program and the Department of Teacher Development and Educational Studies.

The program approaches suicide prevention using knowledge, awareness, and skill development with three levels of training and education. At Level 1, educational workshops modeled on Assessing and Managing Suicide Risk (AMSR): Core Competencies for Mental Health Professionals will be offered to key gatekeepers in the OU community to develop a critical mass of advocates for suicide prevention and mental health promotion. At level 2, tailored and modifiable training workshops will be developed to meet a diverse range of suicide prevention needs across the OU community, including residents, commuters, undergraduate students, graduate students, GLBT community, military families, veterans, American Indians/Alaska Natives. Level 3 activities will include the development and adaptation of informational materials and suicide awareness presentations that connect to the virtual learning center with further opportunities to participate in gatekeeper training (level 2 learning activities).

The goal of the grant is to train over 20% of the campus community as well as key stakeholders. In addition, this proposal aims to increase awareness of suicide prevention campus wide. GRASP includes regular needs assessments to develop targeted educational training, print and social media. The implementation and evaluation of evidence-based practices is integrated throughout the grant with the goal of institutionalizing these prevention programs for the long-term.

The purpose of NSU Cares is to create a prevention-prepared campus community in which suicide completion becomes a “never event” at Northwestern State University. Aligned with the National Strategy for Suicide Prevention (2012) and based on best practice recommendations within SAMHSA’s Best Practices Registry, the goals of the project focus on creating a sustainable infrastructure and safety net for students and a culture of caring, wellness, and hope. NSU Cares has four main goals: (1) Increase the connectedness of mental health services with other departments/agencies within the university setting and within the community in order to promote the message that suicide prevention is everyone’s responsibility, (2) To provide gatekeeper training to a significant portion of the campus community in order to recognize, approach, and refer students who are in distress, (3) To provide online training, outreach and support to both online and face-to-face students, faculty/staff, and families of students through educational seminars designed to educate participants on suicide, as well as other mental/behavioral health issues, reduce stigma, and encourage help-seeking, and (4) Increase help-seeking behavior among students by creating a culture of caring, wellness, and hope. Serving a predominantly rural population, NSU is located in the city of Natchitoches, Louisiana and is recognized as a minority serving institution (MSI). NSU is recognized for its distance learning program and offers 35 accredited online degree programs. Total university enrollment is slightly below 9000. Approximately 46% of students are enrolled in online programs; 42% of students are enrolled in courses on the main Natchitoches campus. Nearly half of NSU’s student body is made up of First Generation in College, Low Income, and/or Disabled Students (43.73%). Over a three year period the project seeks to fund QPR Gatekeeper Training Certification for 60 students enrolled in NSU’s Master of Arts Counseling Program and interested student leaders; it will also include provisions for three faculty/staff members to become Master Trainers to ensure continuity beyond the three year grant funding. These QPR Trainers will then provide gatekeeping training to NSU students, faculty/staff, and key members of the community. A comprehensive evaluation plan has been developed to assess the process, content, and impact of the NSU Cares project and to identify behavioral health disparities.

This project involves cultivating connections between mental health providers on- and off-campus; providing training for the community; and promoting the reduction of stigma, an increase in help-seeking, and enhanced resilience. The multiple layers of the project focus on building a community of care by emphasizing the rich diversity of NIU’s student population through educational and experiential efforts.  

Target Populations: This project aims to address the needs of all community members, but specifically targets international students, LGBTQ, students of color, students with disabilities, veterans, first-generation, low-income, and students with histories of mental illness.

The B-SAFER project has the following goals:  

1. Enhance relationships with community partners both on- and off-campus through mental health task force and other professional development activities.  

2. Implement gatekeeper training (Question-Persuade-Refer) for faculty, staff, and student leaders to prepare them to identify at-risk students and respond appropriately.  

3. Develop activities and educational seminars focused on reducing stigma, increasing resilience, and enhancing social connectedness, as well as identifying students at-risk.  

4. Create physical and virtual resources to increase help seeking behavior, enhance resiliency strategies, and promote the National Suicide Prevention Lifeline for students, staff, faculty, and families.  

5. Develop inclusive practices to respond to the needs of NIU’s diverse community by increasing awareness of the experiences of high risk groups.  

Six to eight NIU community members will be trained to provide Question-Persuade-Refer (QPR) training to the campus community each year.  Every faculty and staff member at NIU will receive multiple opportunities to participate in QPR training and the B-SAFER team plans to train 70% of NIU’s departments across the grant period, as well as at least 500 students each year.  In tandem with the in-person QPR training, an online, interactive module, Kognito, will be incorporated into the offerings to reach off-campus members of the NIU community.  Ongoing data collection, assessment, and performance analysis will be conducted to make adjustments and ensure effectiveness and breadth of grant-related programming.  Through the multiple modalities of training, educational programming, and marketing campaigns, the B-SAFER grant activities are expected to have a positive and enduring influence on the campus community as a whole.  Efforts will be made so that NIU can sustain this influence well beyond the grant period, promoting a caring community that focuses on thriving and resilience.

Northeastern Illinois University requests funds to support a suicide prevention project designed to enhance campus awareness of factors related to campus suicide and related mental health issues, and to enhance institutional responsiveness to students at risk, strengthening the university’s capacity to respond effectively to students in need. The project involves the development and delivery of workshops, seminars, and outreach presentations to faculty, staff, and students on suicidal risk factors, depression, alcohol and drug abuse, and other behavioral factors related to suicide. These outreach and consultation presentations are designed to increase overall awareness within the university community, to enable faculty members and students to identify those at increased risk of suicide and other mental health problems that can interfere with their academic success, and to refer these at-risk students to the university’s Counseling Office or other sources of assistance. The project also involves the strengthening of the university’s capacity to respond to students in this project proposes to enhance collaboration between the Counseling Office and those individuals who are most influential in students’ lives, such as faculty members, families and student colleagues. Mechanisms to strengthen collaboration between key service units are also proposed, including the development of a Crisis Response Team and a formal Crisis Response Plan, the development and provision of specialized training about suicidal risk factors and effective intervention techniques for first responders in selected service units, and the enhancement of referral systems between faculty departments and the Counseling Office.

This proposal aims to continue the development, implementation and evaluation of the Ohio Program for Campus Safety and Mental Health. This builds on work started in 2008 to create and support a statewide network to address campus safety and mental health, with a strong focus on suicide prevention, at all institutions of higher education in the state. Supported by Ohio’s SAMHSA funded Transformation State Incentive Grant (TSIG), this program is based at the Northeastern Ohio Universities Colleges of Medicine and Pharmacy (NEOUCOM). The program’s specific approach has been to enlist partnerships between colleges and universities and their local mental health systems to maximize resources and to create partnerships in each local community. A statewide effort such as this, promoting partnerships between institutions of higher education and local public mental health systems are needed at this time of dwindling resources to assure that the needs of students at risk of suicide are addressed. Partial support to continue this program has already been provided by two local foundations.

The Ohio Program for Campus Safety and Mental Health will provide suicide prevention education and training for students, faculty and staff at Ohio’s college, university, community college and technical school campuses. Our target population is students and veterans returning to college. Our ultimate vision for this project is that all institutions of higher education in Ohio will have a comprehensive program that addresses the mental health needs of its students. This project supports that vision by supporting a structure for a coordinated statewide effort to reduce suicide risks on campus and promote mental health. The Program serves as a resource center and provides technical assistance to campuses and communities working on suicide prevention and campus mental health initiatives throughout the state. Activities for this project are to develop suicide prevention, mental health awareness and anti-stigma programs on Ohio’s campuses; to foster collaboration between campuses and local mental health systems as well as statewide collaboration of these partners; and to host state and regional educational trainings and seminars.

The primary purpose of this project is to expand upon existing efforts to establish a statewide coordinating center for campus safety and mental health. The goal of this project is to advance campus safety on college/university campuses by promoting mental health awareness and suicide prevention. Objectives are to: 1) promote the development of at least 10 educational and training programs on mental illness, suicide prevention, and stigma reduction that reach at least 1,000 campus stakeholders annually, or 3,000 over the project period; 2) provide technical assistance and resources to at least 10 communities to develop and sustain such programming; 3) address and overcome systemic barriers to mental health services on campuses through advocacy efforts at a state policy level; and 4) educate campus stakeholders and the general public through conferences in Years 1 and 3, each attended by at least 200 individuals and annual workshops attended by at least 50 campus and community stakeholders.