Sources of Strength Suicide Prevention Program
An Evidence-Based Practice
Description
The Sources of Strength intervention aimed to enhance protective factors associated with reducing suicide, such as social connectedness and informal coping resources, among high school students. It included three phases.
In the first phase, school and community preparation, two to three staff members were trained as adult advisers to guide peer leaders to conduct safe suicide prevention messaging. In the second phase, a diverse group of students were recruited and trained as peer leaders alongside adult advisers. In the third phase, school wise messaging, peer leaders engaged with trusted adults, encouraged friends to identify trusted adults, and disseminated messages about the intervention through a variety of platforms, including public service announcements and internet social networking sites.
In the first phase, school and community preparation, two to three staff members were trained as adult advisers to guide peer leaders to conduct safe suicide prevention messaging. In the second phase, a diverse group of students were recruited and trained as peer leaders alongside adult advisers. In the third phase, school wise messaging, peer leaders engaged with trusted adults, encouraged friends to identify trusted adults, and disseminated messages about the intervention through a variety of platforms, including public service announcements and internet social networking sites.
Goal / Mission
The goal of this intervention was to enhance protective factors associated with reducing suicide among high school students.
Impact
The Sources of Strength program was successful in increasing students likelihood of seeking help from an adult at school, as well as those adults ability to help suicidal students.
Results / Accomplishments
Eighteen schools were randomized to either receive the Sources of Strength school wide intervention or serve as a control group.
Following training, peer leaders reported a significant increase in positive expectations that adults at school can help suicidal students (p<.001), increased rejection of code of silence (p=.002) and decreased mal-adaptive coping mechanisms (p=.013). Training also significantly increased four measures of social connectedness, including help seeking from adults and the number of identified trusted adults (p<.001). Trained peer leaders in the intervention schools were four times more likely to refer a peer due to concerns about suicide compared to untrained peer leaders in control schools (OR=4.12, p=.03).
At the school population level, there was significant increase in positive expectations that adults at school can help suicidal students (p=.034), and an increase in norms for help seeking from adults (p=.04).
Following training, peer leaders reported a significant increase in positive expectations that adults at school can help suicidal students (p<.001), increased rejection of code of silence (p=.002) and decreased mal-adaptive coping mechanisms (p=.013). Training also significantly increased four measures of social connectedness, including help seeking from adults and the number of identified trusted adults (p<.001). Trained peer leaders in the intervention schools were four times more likely to refer a peer due to concerns about suicide compared to untrained peer leaders in control schools (OR=4.12, p=.03).
At the school population level, there was significant increase in positive expectations that adults at school can help suicidal students (p=.034), and an increase in norms for help seeking from adults (p=.04).
About this Promising Practice
Organization(s)
University of Rochester
Primary Contact
Topics
Health / Mental Health & Mental Disorders
Health / Adolescent Health
Health / Mortality Data
Health / Adolescent Health
Health / Mortality Data
Organization(s)
University of Rochester
Source
American Journal of Public Health
Date of publication
Sep 2010
For more details
Target Audience
Teens