HomeMy WebLinkAboutItem 036/10/2015
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Mental Health
Work Session
Lakeville City Council
ISD 194 School Board
June 18, 2015
Shannon Bailey
Adolescent Health Coordinator
Dakota County Public Health Department
Agenda
1.Welcome and introductions
2.Objectives for today
3.Approach and framework
4.Data and evidence
5.Recommendations for suicide
prevention
6.Current efforts in Dakota County
7.Next steps
2
Objectives
At the conclusion of our session today, you will be able to:
1.Discuss the continuum of mental health promotion.
2.Discuss suicide data and trends.
3.Summarize best-practice recommendations
for suicide prevention.
4.Describe potential
stakeholder roles
in suicide prevention.
5.Recommend next
steps to address
suicide in Lakeville.
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Continuum of
Mental Health
Promotion
Prevent risk factors from developing across the lifespan.
4
Enhance protective factors such as coping skills.
Provide social supports and recreational
programs.
Promote early detection for those who are
struggling.
Increase access to support services and
treatment.
Framework for Reducing Suicide
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Suicide is a community-wide concern
- There are no easy or straightforward answers. Everyone has a role.
Suicide prevention requires a comprehensive approach
-Research shows that no single intervention can prevent all suicides.
Public health approach
- Using evidence-based practices for community-wide impact.
Focus on prevention
- Reduce factors that put people at risk for suicidal behaviors and increase
factors that protect people from risk.
Long-term commitment
- Creating lasting changes in community
norms is challenging work.
Data Reporting
Data help us understand the scope and nature of
a suicide problem, as well as develop effective
activities to prevent suicide.
Data help us understand who is at risk for suicide,
why they are at risk, what we can do about it, and
whether our efforts are preventing suicides.
Other data on mental health issues can potentially
provide a more complete picture of the problem of
suicidal behavior, because most suicide attempts do
not result in death.
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Age-Adjusted Suicide Rate, 2013
Number of
suicides
Rate per
100,000
Lakeville 5*
Dakota County 42 9.8
Minnesota 683 12.2
Source: Minnesota Department of Health
*Number of deaths too small to compute a stable rate
7
*
21.8
12.0
17.3
11.9
0
5
10
15
20
25
15-17 18-24 25-44 45-64 65+
Ra
t
e
p
e
r
1
0
0
,
0
0
0
Suicide rate by age
Dakota County, 2009-2013
Source: Minnesota Department of Health, Vital Statistics Interactive Queries,
www.health.state.mn.us
* Number of deaths too small to compute a stable rate
8
ISD 194 MN Student Survey Data
2013 student perception survey
Grades: 5, 8, 9 and 11
Emotional well-being/distress
Self-inflicted injury
Suicidal thoughts and behaviors
Destructive and antisocial behavior
Substance use
Source: http://education.state.mn.us/MDE/StuSuc/SafeSch/MNStudentSurvey/
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A Comprehensive Approach
to Suicide Prevention
Identify people at risk
Increase help seeking
Provide access to mental health services
Establish crisis management and postvention
procedures
Restrict access to lethal means
Enhance life skills
Promote social networks and connectedness
Source: Suicide Prevention Resource Center, www.sprc.org 10
We All Have a Role in Promoting
Good Mental Health
Suicide prevention is the responsibility of
the whole community.
Reduce stigma by making it okay to talk
about mental health and mental illnesses.
Improve screening and recognition of mental
heath disorders and illnesses.
Improve access to treatment and support
services.
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City Strategies
Review and strengthen policies and practices
Establish internal data reporting protocols
Partner with law enforcement
Define and promote chaplain services
Coordinate employee education
Promote EAP to employees - secondary trauma
Distribute information to residents
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Community Strategies
Establish a shared purpose or vision
Define roles, responsibilities, policies and
practices
Establish partnerships among key stakeholders
Promote community-building and educational
opportunities
Provide education and outreach initiatives
Promote messages about hope, resiliency and
recovery
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District Strategies
Review and strengthen district policies and
practices
Promote and expand district mental health
services
Coordinate employee education
Promote EAP to employees - secondary trauma
Promote parent, student and faculty education
and increase help seeking behaviors
Distribute information to students and families
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Suicide Prevention in the
Transition Years Campaign
A team of multi-disciplined professionals will develop
suicide prevention protocols to address the unique
issues of transitioning young adults.
This task force will recommend best practices for
consideration and will work with county and district
leadership on implementing the recommendations.
The outcome will include the development of a set of
protocols and materials that can be used to assist
young adults and their families during the transition
from high school into young adulthood.
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Responsible Messaging and
Reporting
Reports, depictions, and discussions of suicide can
strengthen risk or protective factors, depending on
how they are framed and disseminated.
They can encourage hope or discourage people from
seeking help.
They can celebrate life or romanticize death.
They can help people understand that suicide is
preventable and mental illnesses are treatable or
reinforce inaccurate beliefs that nothing can be done
about these problems.
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Increasing Awareness and Skills
through Training and Education
Make It OK Mental Health Stigma Prevention
Question, Persuade and Refer Suicide Prevention
Recognizing Early Warning Signs
of Mental Illnesses in Children and Youth
Restricting Access to Lethal Means
Suicide Postvention
Youth Mental Health First Aid
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A 45-minute facilitated discussion about mental
illnesses, how to combat stigma and effective ways
to talk about mental illnesses.
Make It OK
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Question, Persuade, Refer
A one-hour gatekeeper training for suicide
prevention will equip anyone to help prevent
suicide.
QPR is an emergency response to someone
in crisis and can save lives.
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Recognizing Early Warning Signs
of Mental Illnesses in Children
A two-hour class provides information
on the biological nature of mental
illnesses and how educators and parents
can work together as allies to support
young people.
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Restrict Access to Lethal Means
This two-hour class provides information
about limiting the ability of vulnerable people
to obtain and use highly lethal methods of
self-harm can significantly reduce the risk of
their dying by suicide.
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Suicide Postvention
Providing individuals and communities with timely and
appropriate postvention strategies and interventions
not only offers support to help survivors of suicide loss
grieve and promote healing, but it can also serve as a
vehicle to reduce the risk for future suicide incidents.
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Youth Mental Health First Aid
An 8-hour evidence-based certification
course for professionals and parents.
Identify common mental health
challenges for youth
Review typical adolescent development
Implement a 5-step
action plan to help
young people in a crisis
or a non-crisis situation
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2015
5th Annual Mental Health Summit
Thursday, November 5 – Hosanna! Lutheran Church
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Reducing Stigma By Increasing
Public Awareness
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Make It OK – 30 sec. PSA
“Silent Bubble”
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Take the “Make It OK” Pledge
http://makeitok.org/take-the-pledge/28
Dakota County Mental Health and
Substance Abuse Resources
Crisis Response Unit
-Consultation and crisis intervention
Health Profiles
-On-line key facts and data
Public Health
-Consultation and training, public health nursing
Social Services
-Case management, access to services, referrals
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Metro and Minnesota Resources
National Alliance on Mental Illness – Minnesota
651-645-2948 http://www.namihelps.org/
Mental Health Consumer/Survivor Network of Minnesota
1-800-483-2007 http://www.mentalhealthmn.org/
Minnesota Association for Children's Mental Health
651-644-7333 http://www.macmh.org/
Suicide Awareness Voices of Education
952-946-7998 www.save.org
Suicide Survivor Grief Support Groups
952-946-7998 https://www.afsp.org/
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Priority Setting
What are the common priorities between
the city council and the school board?
What are the differing priorities for each
entity?
What are appropriate roles?
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Potential Next Steps
Identify city and district champions to
determine next steps.
Schedule separate or combined work groups
to identify next steps.
Schedule educational opportunities.
Invite key community stakeholders to
participate.
Other recommendations?
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Questions & Answers
Reactions
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Shannon Bailey
Adolescent Health Coordinator
Dakota County Public Health Department
1 Mendota Road West, Ste. 410
West St. Paul, MN 55118-4771
651-554-6164
Shannon.Bailey@co.dakota.mn.us
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More than 18 percent of adults in the U.S. suffer from a mental
illness in any given year, with four percent experiencing a severe
mental illness. Mental health illnesses are the leading cause of
disability in the U.S. for 15-44 year olds. According to the U.S.
Surgeon General, a range of effective treatments exist for most
mental illnesses, yet nearly half of all Americans who have a
severe mental illness fail to seek treatment. Good mental health
is essential to leading a healthy life.
Mental illness in Dakota County
• Hospitalizations of Dakota County residents for mental
illnesses generally increased from 2008 to 2012.
• Eight percent of Dakota County 8th and 9th graders and 10
percent of 11th graders were treated for a mental illness in
the previous year (2013). More females than males reported
treatment for a mental illness.
Depression
• In 2013, an estimated 18 percent of Minnesota adults 18
and older reported having ever been told they have a form
of depression. An estimated seven percent of adults reported
having at least one episode of major depression in 2012-13.
• In 2013, 24.5 percent of Dakota County 8th graders, 28
percent of 9th graders and 34 percent of 11th graders said
they had significant problems with feeling very trapped,
lonely, sad, blue, depressed or hopeless about the future,
during the past year. The percents were slightly below the
state for 8th and 9th graders and slightly above the state
for 11th graders.
Anxiety and stress
• Eighteen percent of the U.S. population 18 and older has
an anxiety disorder in any given year.
• In 2013, 30.5 percent of Dakota County 8th graders, 31.5
percent of 9th graders and 35 percent of 11th graders said
they had significant problems with feeling very anxious,
nervous, tense, scared, panicked or that something bad was
going to happen, during the past year. The percents were
similar to the state for 8th and 9th graders and above the
state for 11th graders.
Mental Health
Mental health hospitalizations
in Dakota County and the rates
for suicide have increased. More
than 30 percent of students in
all grades have experienced
anxiety. Autism spectrum disorders
have increased. Students who
feel they can talk to their father
or mother some or most of the
time has increased.
Key facts about
Mental Health
Community
Health
Profiles
Suicide
• There were
42 suicides in
Dakota County
residents
in 2013.
• Suicide was the
second leading
cause of death
in 15-24 year
olds in 2013.
The rate is higher for males than females. The rate
increased by 42 percent from 2006 to 2012 after
several years of relative stability. The Dakota County
rate was the same as the state for the period 2011-2013.
• In 2013, 14 percent of Dakota County 8th and 11th graders
and 15 percent of 9th graders said they had significant
problems with thinking about ending their life or
committing suicide during the past year. These percents
are similar to the state for 8th and 9th graders and
slightly above the state for 11th graders.
• In 2013, 3.5 percent of Dakota County 8th graders, four
percent of 9th graders and three percent of 11th graders
reported they had actually attempted suicide during
the past year. These percents are similar to the state.
Self-injury
• The rate of non-fatal, self-inflicted injuries requiring
emergency room or inpatient care decreased in Dakota
County from 2012 to 2013 after an increase over
several years. The rate is highest for 15-24 year olds,
and females have a higher rate than males (2013 data
are preliminary).
• In 2013, 16.5 percent of Dakota County 8th graders
and 14 percent of 9th and 11th graders reported hurting
themselves on purpose during the last year. These
percents are slightly higher than the state for 8th and
11th graders and slightly below the state for 9th graders.
Eating disorders
• During their lifetime, an estimated 0.6
percent of females suffer from anorexia
or bulimia, and three percent from binge
eating disorders.
Autism spectrum disorders (ASD)
• An estimated 1 in 68 U.S. children are affected by
an ASD.
• More children than ever before are being classified with
ASDs. This increase may be due to improved diagnosis.
• Children with autism enrolled in special education
in Dakota County schools increased by 81 percent
from school years 2005-06 to 2014-15.
For more information:
• Mental Health Association of Minnesota
www.mentalhealthmn.org
• Minnesota Department of Health (MDH)
www.health.state.mn.us
• National Institutes of Mental Health
www.nimh.nih.gov
• U.S. Centers for Disease Control and Prevention
(CDC) www.cdc.gov
• Substance Abuse and Mental Health Services
Administration (SAMHSA)
www.samhsa.gov
Family connections
• Dakota County students who reported that
they can talk to their father or mother some
or most of the time increased in 9th graders
from 1992 to 2013.
About this Community Health Profile
For more information about the Dakota County
community health assessment, contact:
Melanie Countryman, Epidemiologist
(melanie.countryman@co.dakota.mn.us or 651-554-6131).
Dakota County Public Health Department
1 Mendota Road West, Suite 410
West St. Paul, MN 55118-4771
651-554-6100
www.DakotaCounty.us
DCPHD-HR-2579 March 30, 2015
Attention deficit hyperactivity disorder
(ADHD)
• ADHD is one of the most common
neurobehavioral disorders in children.
It can persist into adolescence and
adulthood. About half of those with
ADHD also have other behavioral disorders.
• 9.5 percent of U.S. children ages 3-17
were ever diagnosed with ADHD (2012).
9.1 8.6
10.3
12.2
0
2
4
6
8
10
12
14
2002-2004 2005-2007 2008-2010 2011-2013
Ra
t
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p
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r
1
0
0
,
0
0
0
Suicide Rate
Dakota County, 2003-2012
Minnesota Department of Health, Vital Statistics Interactive Query Minnesota Department of Health, Vital Statistics Interactive Query
RECOMMENDATIONS FOR
REPORTING ON SUICIDE
Developed in collaboration with the American Association of Suicidology; American Foundation for Suicide Prevention;
Annenberg Public Policy Center; Associated Press Managing Editors; Canterbury Suicide Project-University of Otago,
Christchurch, New Zealand; Columbia University Department of Psychiatry; ConnectSafely.org; Emotion Technology;
International Association for Suicide Prevention Task Force on Media and Suicide; Medical University of Vienna; National
Alliance on Mental Illness; National Institute of Mental Health; National Press Photographers Association; New York State
Psychiatric Institute; Substance Abuse and Mental Health Services Administration; Suicide Awareness Voices of Education;
Suicide Prevention Resource Center; Centers for Disease Control and Prevention (CDC); and UCLA School of Public Health,
Community Health Sciences.
IMPORTANT POINTS FOR COVERING SUICIDE
•
•
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More than 50 research studies worldwide have found that certain types of news coverage can increase
the likelihood of suicide in vulnerable individuals. The magnitude of the increase is related to the amount,
duration, and prominence of coverage.
Risk of additional suicides increases when the story explicitly describes the suicide method, uses dramatic/
graphic headlines or images and repeated/extensive coverage sensationalizes or glamorizes a death.
Covering suicide carefully, even briefly, can change public misperceptions and correct myths, which can
encourage those who are vulnerable or at risk to seek help.
Suicide is a public health issue. Media and online coverage
of suicide should be informed by using best practices. Some
suicide deaths may be newsworthy. However, the way media
cover suicide can influence behavior negatively by contributing
to contagion or positively by encouraging help-seeking.
References and additional information can be found at: www.ReportingOnSuicide.org.
Suicide contagion or “copycat suicide”
occurs when one or more suicides
are reported in a way that contributes
to another suicide.
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INSTEAD OF THIS:
Big or sensationalistic headlines or prominent
placement (e.g., “Kurt Cobain Used Shotgun To
Commit Suicide”).
Including photos/videos of the location or method of
death, grieving family, friends, memorials, or funerals.
Describing recent suicides as an “epidemic, ”
“skyrocketing,” or in other strong terms.
Describing a suicide as inexplicable or
“without warning.”
“John Doe left a suicide note saying….”
Investigating and reporting on suicide similar
to reporting on crimes.
Quoting/interviewing police or first responders
about the causes of suicide.
Referring to suicide as “successful,” “unsuccessful,”
or a “failed attempt.”
Seek advice from suicide prevention experts.
Describe as “died by suicide” or “completed”
or “killed him/herself.”
DO THIS:
Inform the audience without sensationalizing
the suicide and minimize prominence (e.g.,
“Kurt Cobain Dead at 27”).
Use school/work or family photo; include hotline
logo or local crisis phone numbers.
Carefully investigate the most recent CDC data and
use nonsensational words like “rise” or “higher.”
Most, but not all, people who die by suicide exhibit
warning signs. Include the “Warning Signs” and “What
to Do” sidebar (from p. 2) in your article if possible.
“A note from the deceased was found and is being
reviewed by the medical examiner.”
Report on suicide as a public health issue.
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Talking about wanting to die
Looking for a way to kill oneself
Talking about feeling hopeless or
having no purpose
Talking about feeling trapped or
in unbearable pain
Talking about being a burden
to others
Increasing the use of alcohol or drugs
Acting anxious, agitated, or recklessly
Sleeping too little or too much
Withdrawing or feeling isolated
Showing rage or talking about
seeking revenge
Displaying extreme mood swings
The more of these signs a person shows,
the greater the risk. Warning signs are
associated with suicide, but may not
be what causes a suicide.
WARNING SIGNS OF SUICIDE
HELPFUL SIDE-BAR FOR STORIES
WHAT TO DO
If someone you know exhibits
warning signs of suicide:
Do not leave the person alone.
Remove any firearms, alcohol,
drugs, or sharp objects that could
be used in a suicide attempt.
Call the U.S. National Suicide Prevention
Lifeline at 1-800-273-TALK (8255).
Take the person to an emergency
room or seek help from a medical
or mental health professional.
THE NATIONAL SUICIDE
PREVENTION LIFELINE
1-800-273-TALK (8255)
A free, 24/7 service
that can provide suicidal
persons or those around
them with support,
information, and
local resources.
SUGGESTIONS FOR ONLINE MEDIA, MESSAGE
BOARDS, BLOGGERS, AND CITIZEN JOURNALISTS
Bloggers, citizen journalists, and public commentators can
help reduce risk of contagion with posts or links to treatment
services, warning signs, and suicide hotlines.
Include stories of hope and recovery, information on how
to overcome suicidal thinking and increase coping skills.
The potential for online reports, photos/videos, and stories
to go viral makes it vital that online coverage of suicide
follow site or industry safety recommendations.
Social networking sites often become memorials to the
deceased and should be monitored for hurtful comments
and for statements that others are considering suicide.
Message board guidelines, policies, and procedures could
support removal of inappropriate and/or insensitive posts.
AVOID MISINFORMATION AND OFFER HOPE
•
Suicide is complex. There are almost always multiple causes,
•
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including psychiatric illnesses, that may not have been
recognized or treated. However, these illnesses are treatable.
Refer to research findings that mental disorders and/or
substance abuse have been found in 90 percent of people who
have died by suicide.
Avoid reporting that death by suicide was preceded by a
single event, such as a recent job loss, divorce, or bad grades.
Reporting like this leaves the public with an overly simplistic
and misleading understanding of suicide.
Consider quoting a suicide prevention expert on causes
and treatments. Avoid putting expert opinions in a
sensationalistic context.
Use your story to inform readers about the causes of
suicide, its warning signs, trends in rates, and recent
treatment advances.
Add statement(s) about the many treatment options
available, stories of those who overcame a suicidal
crisis and resources for help.
Include up-to-date local/national resources where
readers/viewers can find treatment, information, and
advice that promotes help-seeking.
MORE INFORMATION AND RESOURCES AT:
www.ReportingOnSuicide.org
SMA-11-4640
Providing crisis intervention
for Dakota County residents
Available:
24 hours/day, 7 days/week
952-891-7171
(TDD: 952-891-7202)
FAX: 952-891-7335
Crisis
Response
Unit
ACCESS
Dakota
County
Crisis
Response
Unit
14955
Galaxie Ave
Apple
Valley, MN
55124
The Crisis Response Unit
maintains client confidentiality in
accordance with the Minnesota
Data Practices Act.
The Dakota County Crisis Response Unit is
available 24 hours per day, 7 days per week, for
any County resident facing a crisis. Service also
supports law enforcement working in the
community on issues of safety and well being of
any County Resident
1. Response is immediate
The Crisis Response Unit uses one number, county-
wide.
2. Response is community-based
Dakota County Crisis Response, when appropriate,
provides on-site visits and seeks to work with clients
in their own homes and communities. Dakota County Crisis Response Unit: 952-891-7171
24 hours per day • 7 days per week
Who we serve
The Crisis Response Unit consists of Dakota County
Social Work staff with backgrounds in crisis
intervention, child protection, family services, mental
health treatment and correctional issues.
Staff
Program Philosophy
The Crisis Response Unit provides the following
emergency services to residents of Dakota
County:
1) Brief and supportive telephone counseling
24 hours per day.
2) On-site response to assess and stabilize
an immediate crisis 24 hours per day.
3) Access to psychiatric hospitalization, or an
adult protection/psychiatric crisis bed 24
hours per day.
4) Authorization of emergency food and
shelter during non-business hours.
5) Short-term Crisis Stabilization services
for children and families
The Crisis Response Unit can respond by
telephone and/or on-site. Consultations and
interventions for family crisis situations, parent-
child conflicts, suicide prevention and community
education are also available.
Unit staff are available to community providers to
assist in the identification and development of
additional resources for clients.
3. Response is comprehensive
The Crisis Response Unit provides comprehensive
response to the many needs of clients, families and
the community. Clients’ own resources and
supports are often used to develop a plan to
stabilize the situation. Services are client/family
centered and designed to improve well-being of the
client or family.
The unit believes that a crisis can be an opportunity
for clients and families to develop new problem
solving skills and that appropriate and timely
intervention can help to facilitate a faster recovery.
Whenever possible, intervention should occur in
the community and should draw on community
resources, i.e., family, friends and religious
institutions.
The primary goal of the Crisis Response Unit is to
assist in stabilizing the immediate crisis, ensure
safety for the client, the family and/or the
community, and assist with referrals to appropriate
county or other agency staff as necessary.
Services
N A T I O N A L P R E V ENTION C
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C
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L
2010
Positive mental health
allows people to realize
their full potential,
cope with the stresses of
life, work productively,
and make meaningful
contributions to their
communities.
National Prevention Strategy
Mental and eMotional Well-being
Mental and emotional well-being is essential to overall health. Positive
mental health allows people to realize their full potential, cope with the
stresses of life, work productively, and make meaningful contributions
to their communities. Early childhood experiences have lasting,
measurable consequences later in life; therefore, fostering emotional
well-being from the earliest stages of life helps build a foundation for
overall health and well-being. Anxiety, mood (e.g., depression) and
impulse control disorders are associated with a higher probability of
risk behaviors (e.g., tobacco, alcohol and other drug use, risky sexual
behavior), intimate partner and family violence, many other chronic
and acute conditions (e.g., obesity, diabetes, cardiovascular disease,
HIV/STIs), and premature death.
Actions: the FederAl Government Will
` Improve access to high-quality mental
health services and facilitate integration
of mental health services into a range
of clinical and community settings (e.g.,
Federally Qualified Health Centers,
Bureau of Prisons, Department of
Defense, and Veterans Affairs facilities).
` Support programs to ensure that
employees have tools and resources
needed to balance work and personal life
and provide support and training to help
them recognize co-workers in distress
and respond accordingly.
` Provide tools, guidance, and best
practices to promote positive early
childhood and youth development and
prevent child abuse.
` Provide easy-to-use information about
mental and emotional well-being for
consumers, especially groups that
experience unique stressors (e.g., U.S.
Armed Forces, firefighters, police officers,
and other emergency response workers).
` Research policies and programs that
enhance mental and emotional well-
being, especially for potentially
vulnerable populations.
recommendAtions
1. Promote positive early childhood
development, including positive
parenting and violence-free
homes.
2. Facilitate social connectedness
and community engagement
across the lifespan.
3. Provide individuals and families
with the support necessary to
maintain positive mental well-
being.
4. Promote early identification of
mental health needs and access
to quality services.
N A T I O N A L P R E V ENTION C
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2010
Actions: PArtners cAn
Individuals and Families
` Build strong, positive relationships with
family and friends.
` Become more involved in their
community (e.g., mentor or tutor youth,
join a faith or spiritual community).
` Encourage children and adolescents to
participate in extracurricular and out-of-
school activities.
` Work to make sure children feel
comfortable talking about problems
such as bullying and seek appropriate
assistance as needed.
Community, Non-Profit, and
Faith-Based Organizations
` Provide space and organized activities
(e.g., opportunities for volunteering)
that encourage social participation and
inclusion for all people, including older
people and persons with disabilities.
` Support child and youth development
programs (e.g., peer mentoring
programs, volunteering programs) and
promote inclusion of youth with mental,
emotional, and behavioral problems.
` Train key community members (e.g.,
adults who work with the elderly, youth,
and armed services personnel) to identify
the signs of depression and suicide and
refer people to resources.
` Expand access to mental health services
(e.g., patient navigation and support
groups) and enhance linkages between
mental health, substance abuse,
disability, and other social services.
Early Learning Centers, Schools,
Colleges, and Universities
` Implement programs and policies
to prevent abuse, bullying, violence,
and social exclusion, build social
connectedness, and promote positive
mental and emotional health.
` Implement programs to identify risks and
early indicators of mental, emotional, and
behavioral problems among youth and
ensure that youth with such problems are
referred to appropriate services.
` Ensure students have access to
comprehensive health services, including
mental health and counseling services.
Health Care Systems, Insurers,
and Clinicians
` Educate parents on normal child
development and conduct early
childhood interventions to enhance
mental and emotional well-being and
provide support (e.g., home visits for
pregnant women and new parents).
` Screen for mental health needs among
children and adults, especially those with
disabilities and chronic conditions, and
refer people to treatment and community
resources as needed.
` Develop integrated care programs to
address mental health, substance abuse,
and other needs within primary care
settings.
` Enhance communication and data
sharing (with patient consent) with social
services networks to identify and treat
those in need of mental health services.
Businesses and Employers
` Implement organizational changes
to reduce employee stress (e.g.,
develop clearly defined roles and
responsibilities), and provide reasonable
accommodations (e.g., flexible work
schedules, assistive technology, adapted
work stations).
` Ensure that mental health services are
included as a benefit on health plans
and encourage employees to use these
services as needed.
` Provide education, outreach and
training to address mental health parity
in employment-based health insurance
coverage and group health plans.
State, Tribal, Local, and Territorial
Governments
` Enhance data collection systems to
better identify and address mental and
emotional health needs.
` Include safe shared spaces for people
to interact (e.g., parks, community
centers) in community development
plans which can foster healthy
relationships and positive mental health
among community residents.
` Ensure that those in need, especially
potentially vulnerable groups, are
identified and referred to mental
health services.
` Pilot and evaluate models of integrated
mental and physical health in primary
care, with particular attention to
underserved populations and areas,
such as rural communities.
More information
can be found at:
Website:
www.surgeongeneral.gov/
nationalpreventioncouncil
Email:
prevention.council@hhs.gov
Twitter:
#NPSAction
Make it OK
A 45-minute facilitated discussion
about mental illnesses, how to
combat stigma and effective ways
to talk about mental illnesses.
AUDIENCE: Everyone
Recognizing Early
Warning Signs of
Mental Illnesses in
Children and Adults
This two-hour workshop provides
information on the biological
nature of mental illnesses and
how educators and parents can
work together as allies to support
young people. Early intervention
and treatment is essential for
success.
AUDIENCE: Educators
This workshop meets the continuing
education requirement for licensed
MN teachers.
2015
Dakota County
Mental Health Training
for Community Partners
To schedule the Youth Mental Health
First Aid course, please contact
Kayla Rojas at 651-554-6099 or
email kayla.rojas@co.dakota.mn.us.
To schedule Make it OK, QPR, Recognizing Early Warning Signs or for
other consultuation, please contact Liz Oberding at 651-554-6182
or email Elizabeth.Oberding@co.dakota.mn.us.
Youth Mental Health
First Aid
An 8-hour evidence-based certification
course for professionals and parents.
• Identify common mental health
challenges for youth
• Review typical adolescent
development
• Implement a 5-step action plan to
help young people in a crisis or
a non-crisis situation
• Self-care
AUDIENCE:
• Non-mental health professionals
in Dakota County who serve young
people up to age eighteen.
• Parents of young
people up to age
eighteen.
CLASS FEE:
• $10 (includes lunch)
TO GOOD HEALTH
Question, Persuade and
Refer Gatekeeper Training
for Suicide Prevention
A one-hour presentation covering
the three steps anyone can learn
to help prevent suicide. Just like
CPR, QPR is an emergency
response to someone in crisis
and can save lives.
AUDIENCE:
Everyone
Presented by Shannon Bailey, Adolescent Health Coordinator, Dakota County Public Health
Department, Shannon.Bailey@co.dakota.mn.us.
Contact Public Health to arrange for one of these trainings at your organization