1. Using Technology to Engage School and Community Mental Health Personnel in Addressing Students in Distress Yolanda Jenkins, Carolyn Givens, Yvette Jackson, Yingge Lin & Jane Timmons-Mitchell September 18, 2014

2. Kognito At-Risk for High School Educators Gatekeeper Training: Ohio Part of Ohio’s Campaign for Hope Youth Suicide Prevention Initiative, a Garrett Lee Smith grant funded by SAMHSA Ohio Suicide Prevention Foundation (OSPF) is the grantee License purchased for all schools in Ohio to use the At-Risk gatekeeper training

3. Demographics of Participants A total of 2378 matched participants were eligible to respond to post-test questions. A total of 468 matched participants were eligible to respond to follow-up questions. Demographics are presented for the 468 participants who completed pre, post and follow-up administration of questions.

4. Demographics of Participants (cont’d) Most (436) are white and female (328) Most (315) are teachers; 23% work in positions that can be characterized as mental health related ( counselors, social workers, psychologists) About half are 46 years of age and older About half have been working in high school education 23 years or more.

5. Results: Gatekeeper Behavior Scale The Gatekeeper Behavior Scale was developed to assess important dimensions related to identifying and referring students in distress. Three subscales: Preparedness, Likelihood and Self-Efficacy, are analyzed separately.

6. Results: Preparedness 443 participants completed pre-test, post-test and follow-up, for a 7% subject loss Differences overall from pre-test through follow-up are highly statistically significant (p<.0001)

7. Results: Likelihood 443 participants completed pre-test, post-test and follow-up, for a 7% subject loss Differences overall from pre-test through follow-up are highly statistically significant (p=.007)

8. Results: Self-Efficacy 443 participants completed pre-test, post-test and follow-up, for a 7% subject loss Differences overall from pre-test through follow-up are highly statistically significant (p<.0001)

9. Results of Pre-test to Post-test Compared with pre-test, all questions displayed highly statistically significant differences (p<.0001)from pre-test to post- test

10. Results of Follow-up Compared with pre-test, all questions but one (“Part of the role of educators is to connect students experiencing psychological distress with mental health support services.”) displayed highly statistically significant differences from pre-test to follow-up.

11. Results of Post-test compared with Follow-up Compared with Post-test, most follow-up questions showed a decrement. No questions showed improvement from post-test to follow-up administration. This is what is expected in an A-B-A withdrawal design; the fact that follow-up scores remained higher than pre-test scores indicates the reliable knowledge acquisition

12. Questions at Follow-Up 484 participants responded to Likert-type questions indicating: Increase in the number of students recognized as exhibiting signs of psychological distress (39% agreed or strongly agreed). Increase in the number of students approached to discuss concern about psychological distress (34.3% agreed or strongly agreed). Increase in the number of referrals for mental health support services (28.9% agreed or strongly agreed).

13. Participant Awareness 58.9% stated that as a result of the course there has been an increase in the number of conversations they had with other adults in their school about students they are concerned about.