Check on Learning Q1: How do Army Values relate to early prevention and intervention? - Description
Q2 What are the primary responsibilities of ACESI 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 ID: 776044 Download Presentation
PA Home Visitation Stakeholders. December 11. , . 2012. Barbara . Minzenberg. , Ph.D.. Deputy Secretary. Office of Child Development and Early Learning. Early Intervention. Promotes resources and supportive services that can benefit all families..
Behavioral Health Prevention and Early Intervention Mental Health Services Act Prevention and Early Intervention Component www.SBCounty.gov Erica Porteous Acting Program Manager November 20, 2014 Purpose of MHSA PEI
Discuss the evidence base and recommended educational therapies for children with ASD.. List the key features of successful early educational programs for children with ASD.. Describe the current evidence base for commonly used behavioral therapies..
Sample. . Staff Presentation. . What is Bullying?. Bullying . is a form of violence that involves one or more individuals using power to . chronically . control . and/or . intentionally . demean. , embarrass, or physically .
PEOPLE. Strategy: . Module 9 Reducing Chronic Absenteeism . Some Epiphanies I had yesterday and today. Would the school board want to see the reports on students with 18 and older; would they want the community to see that?.
Safe2Tell Founding Executive Director. Director of Safe Schools. Engaging key stakeholder and empowering young people to be part of the solution of school and community safety.. Safe2Tell Colorado. Columbine Changed Everything.
ADAMS ROOM. Graham Allen . MP. Chair of the Early Intervention Foundation. Early Intervention:. changing the late intervention culture. Graham Allen MP. Originator of Nottingham as ‘Early Intervention City.’.
linda. m. Collins. penn. state. Presidential address at the Annual Meeting of the Society for Prevention Research, 2011. Overv. iew. Prevention. in the 21. st. century (so far). Cancer. prevention and manufacturing of truck leaf springs.
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 .
Download Presentation - The PPT/PDF document " Check on Learning Q1: How do Army Value..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
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:
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
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.
skills and strengths and provide resources that help individuals deal more effectively with
Check on Learning
Q1: What is stigma?
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
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
Open disapproval, education
to support individuals who sought
Check on Learning
Q1: Recall two examples of
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
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.
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
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
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
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
Could be any two of the following:
negative outcomes commonly associated with suicidal