Check on Learning Q1: How do Army Values relate to early prevention and intervention?

Presentation on theme: " Check on Learning Q1: How do Army Values relate to early prevention and intervention?"— Presentation transcript:

Slide1

Check on Learning

Q1: How do Army Values relate to early prevention and intervention?

Q2: What are the primary responsibilities of ACE-SI trained leaders in relation to risk?

Q3: What is the relationship between risk and warning signs?Q4: How can leaders improve protective factors for fellow Soldiers?

Section 1 – Questions and Answers

A1:

Army Values set the expectations for Soldier behavior for helping others.

A2: 1. Recognize risk in others. 2. Mitigate risk in others when possible.

A3: Warning signs are indicators of risk that require immediate action be taken.

A4

:

Foster

skills and strengths and provide resources that help individuals deal more effectively with

stress.

Check on Learning

Q1: What is stigma?

Q2: What

are two primary categories of stigma?Q3: What are three examples of stigmatizing behaviors? Q4: What are two of the three common approaches for challenging stigma?

Section 2 – Questions and Answers

A1:

The perception that certain behaviors can lead to individuals being “marked” or associated with negative traits that may result in separation from the larger group

A2: Public stigma and Self-stigma

A3: Any of the following: Isolation, avoidance, discrimination of self or others, bullying or scapegoating, harassment, lowering expectations for self or others, labeling

A4:

Three options:

Open disapproval, education

through factual

information, engagement

to support individuals who sought

help

Check on Learning

Q1: Recall two examples of

non-emergency resources

you could provide to a person in need.Q2: What factors should you consider when choosing the appropriate resource to provide to someone in need? Q3: What are the four skills of Active Listening?Q4: List three (of the five) barriers that impact your ability to actively listen.Q5: Provide one example of how using active listening skills can enhance communication.

Section 3 – Questions and Answers

A1:

Could be ANY of the following examples for non-emergency resources:On-Post (e.g. ACS, Chaplains)Apps (e.g. Battle Buddy)Tactical Environments (e.g. Battalion Aid Stations)General Resources (e.g. Military OneSource, Department of Social Services)

A2:Emergency or non-emergencyLocation. Where the person in need is located—are they geo-dispersed from you? Maybe a hotline or online resource is better if you aren’t with themWhether they are an Active Duty, National Guard, or Reserve Soldier

A4: Could be ANY three of the following barriers to active listening:Talking More Than ListeningProviding Premature SolutionsJudgingMinimizing Their Issue Maximizing Your Experience

A5: They allow you to listen and understand how to accurately assist the individual in need.They demonstrate to the person that you care about what they’re saying.

A3:

Paraphrasing

, Clarifying, Reflecting, Summarizing

Check on Learning

Q1: If warning signs are present, is it

necessary

to ask your battle buddy directly, “Are you thinking about suicide?”Q2: List two emergency resources for a person in crisis.Q3: What does ACE stand for?Q4: What does it mean to “Ask”?Q5: What does it mean to “Care”?Q6: What does it mean to “Escort”?

Section 4 – Questions and Answers

A1:

Yes. If you are concerned an individual may be at risk for suicide, start a conversation. Do not be afraid to openly discuss suicide with the individual.

A2: Could be ANY of the following examples for emergency resources:Emergency RoomChain of CommandLocal Emergency Resources (911)Military or Civilian PoliceCrisis Hotlines (military-specific, civilian, or online chat services)

A3: ACE stands for ASK, CARE, and ESCORT.

A5: Be supportive and genuine. Show empathy. Continue to apply active listening skills, and remember the intent is to move them toward getting help.

A6: Determine what helping resource is neededAssist the individual in accessing that resourceFor crisis situations, Call ahead to the helping resource and have them stand byAsk another individual to help you escort

A4:

Remain calm, apply active listening skills,

and ask questions to determine the individual’s needs.

Check on Learning

Q1: What is reintegration and why is it important?

Q2: What is the role of ACE-SI trained personnel in reintegration?

Q3: Why is it important to challenge stigma during reintegration? Q4: What is postvention and what is its goal? Q5: What are two benefits of the postvention process?

Section 5- Questions and Answers

A1:

Reintegration is a process of transitioning an individual back into the unit after extended time away. Important for the Soldier to feel recognized as a contributing and accepted member of the unit.

A2: Role varies depending on relationship to reintegrating SoldierResponsibility to check in with an individual and their direct leadership upon their return to the unit, express empathy, and monitor for signs of isolation.

A3: To develop relationships in a healthy, cohesive wayTo ensure and maintain unit integrityTo establish an atmosphere of respectTo create a culture of trust within the unit

A4: Postvention is a sequence of planned support and interventions carried out with survivors in the aftermath of an attempted or completed suicide. Postvention goals:To support those affected by a suicide or attemptTo promote healthy recoveryTo reduce the possibility of suicide contagionTo strengthen unit cohesionTo promote continued mission readiness

A5:

Could be any two of the following:

A

positive unit

climate/reduction of

negative outcomes commonly associated with suicidal

events

Strengthened

unit cohesion and sustained personal and unit

readiness

Tools

to promote a healthy unit

recovery