Sources of Strength Stops Suicide AD

a woman interviews in a white room text Deborah stone PhD behavioral scientist CDC in the bottom right hand corner a logo for the CDC appears featuring an abstract bird made of human faces in profile connecting youth who may feel socially isolated or in distress with positive peers and with trusted adults can actually reduce their risk of suicidal thinking and a suicidal behavior and it can increase one sense of belonging and personal value and self-worth blue graphic lines slide away to reveal the Colorado State flag fluttering against a blue sky text Denver Colorado an angular pink sign in front of a distant snowy mountain range reads Sierra middle school home of the Eagles kids with backpacks head into the middle school past an American flag and a Colorado State flag a girl interviews text reads Kenzie Jones student peer leader Sierra middle school sources a strength is about like connecting students and staff to their strengths and when they're struggling those strengths can be used for them to lean on so they can focus on the positive and not the negative students wearing backpacks stride down a tiled school hallway together a woman interviews text and Walton team Universal prevention Douglas County School District sources our strength is a pure LED program that helps students know their hope health and strength so that there's always hope that they can always have help out there and that there's strengths that they can always go to the wheel is made of eight strengths that was developed knowing what people turn to when they went through trying or tricky times in life on a classroom wall a poster reads what are your sources of strength cut out paper figures tape to the poster are labeled mom and dad along with positive attributes a colorful wheel divided into eight slices lists mental health family support positive friends mentors healthy activities generosity spirituality and medical access it's evidence-based and it really can make a difference for most students and knowing that they have this to go to in a classroom a man with a beard stands in a circle with kids holding their arms out he draws his pointer finger up from one girl's upturned palm teaching her a game then he interviews text reads Scott Lowe Murray director sources of strength started to realize there's just not a lot of dialogue happening around what his strengths in the midst of these adversities that we face in life what does that look like we spend about 90% of our time talking about strength talking about protective factors talking about the things that we know help us navigate the ups and downs in life that we all face help us really get through those things in a healthy way and help us help other people a girl smiles holding a ball divided into the same colors as the wheel poster in another classroom students face a teacher beside a projector displaying an image of a waterfall just like we know that a disease process can spread through a social network we've learned that so can attitudes and behaviors and beliefs and we've seen this with a lot of negative health outcomes things like obesity smoking behavior binge drinking behavior but we've learned that positive things can spread through a network in the same way outside the middle school for girls sit beside a teacher on a bench talking to each other a girl with braces smiles in the sunshine another girl laughs in front of the distant outline of the Rocky Mountains things like hope and in connection and trust towards adults and help-seeking behavior and healthy coping these kinds of things can spread through a network so by providing that process and that platform for their voice to be heard for their voice to be leveraged for good we're really able to see that happen on really a population level a close-up shows a girl nodding as she speaks in a classroom another girl smiles as she sits at her desk an aerial view shows kids heading towards a long row of parked school buses we're very aware that every school is going to run sources differently than another school because it has to fit with their culture of their building and what works best for them but we really go in and try to give them the tools we could then come in and train them and offer support throughout the year Scott walks a woman wearing a badge down a school hallway past paper chains of people holding hands they stop beside a window to talk it's as easy as just a phone call to have us come in and get it started in a tiled hall a student runs in motion to catch up to his peers a man with a goatee interviews text Jamie Montoya de Schmitt prevention coordinator team Universal prevention Douglas County School District kids that wouldn't normally have a voice in a school setting that are kind of those outliers how are those kids that are disconnected they all of a sudden are part of the conversation for wellness and being connected in a classroom Kenzi catches the colorful ball and examines the different strengths listed on it in a hall yellow paper letters read team time between the chains have cut out people holding hands they are more empowered to make that change that they realize that they're not alone we have encouraged that in our trainings that you are not alone in this that you should always be reaching out to others for help a girl eats lunch with her smiling teacher in an office and so to realize that they're not the only ones going through these things that there are people to get in their circle to help them get through this I think is really powerful for them students stand in a circle with their hands out then all draw one finger up together and make a fist with the other hand playing the game Scott taught them a blurred view shows students moving through brightly lit hallways it's a very uplifting program and all the parts of the wheel means something to me and I know that I can lean back on any of those parts of the wheel when I when I'm struggling Kenzi strides down a school Hall wearing a Paisley backpack Jamie interviews instead of having to wait for the tragedy to happen let's be proactive about it it's not about waiting until there's a problem there's acknowledging that when we think about suicide and mental health to be engaged in a wellness model that supports those conversations that's huge in a conference room Jamie and other staff members and maroon polos talk around a table a teacher addresses her class in front of a whiteboard a vast majority of people who struggle with feeling suicidal do not go on to die by suicide recovery and resiliency is the true norm but that's often not what we communicate in a classroom Kenzi laughs surrounded by her peers then she poses in front of the school entrance beaming in the sunshine we need to highlight those stories we need to create a counter narrative around hope and around recovery those things are not only possible but they're probable blue lines flash past the CDC logo appears along with text evaluations show that programs like sources of strength can improve norms about suicide and behavior in a randomized control trial conducted with 18 high schools sources of strength was found to improve help-seeking adaptive norms regarding suicide connectedness to adults and school engagement more text appears alongside a booklet with the CDC's logo and hexagonal images of people gardening and talking on the phone the booklet is titled preventing suicide a technical package of policy programs and practices National Center for injury prevention and Control division of violence prevention sources of strength is one example of an evidence-based program in CDC's technical package to prevent suicide use CDC's technical packages to prevent violence in your community WW

Leave a Reply

Your email address will not be published. Required fields are marked *