PEER-TO-PEER DEPRESSION AWARENESS CAMPAIGN

PEER-TO-PEER

DEPRESSION

AWARENESS

CAMPAIGN

MENTOR MANUAL

RAISE AWARENESS. END STIGMA. PROMOTE HELP SEEKING.

2 P2P MENTOR MANUAL

SUMMER

INTRODUCTION

TABLE OF CONTENTS

Introduction 2-9

Table of Contents 2

Acknowledgements 2

Year 1 Program Checklist 3-4

Background and History 5-7

Program Roles 6

Does it Work? 7

Faculty Mentor Roles and Responsibilities 8-9

P2P Member Roles and Responsbilities 9

Program Overview 10-21

Overall Timeline 10

Mental Health Training for Staff 11

Identifying Mental Health Resources in your School 11

Forming a P2P Team 12-13

Presenting P2P Program to School Staff 13

P2P Team Meetings 13

Kickoff Conference 14

Pre-Campaign Surveys 15

Brainstorming: Creating the Depression Awareness Campaign 16-20

Campaign Themes 16

Campaign Curriculum 17

Campaign Slogans 18

Budget 18

Campaign Activities 19

Promotional Giveaways & Materials 20

Post-Campaign Surveys 21

End of Year Celebration 21

Useful Tools 22-33

Action Steps for Common Mentor Challenges 22-23

P2P Meeting Agenda Template 24-25

Permission Slip Templates 26-29

Photo Release Form 30

Letter to Administrators Templates 31-32

Instructions for Online Survey Distribution 33

Resources 34-36

Washtenaw County Mental Health Resources 34-35

National Youth Mental Health Resources 36

ACKNOWLEDGEMENTS

Credits

Writing and Editing:

Stephanie Salazar, MPH, CHES

[email protected]

Lizelle Salazar, MPH

[email protected]

Layout and Design:

Jeremy Fallis

Editorial Assistance:

Benjamin Graham

Bryan Bruckman

Colleen Creal

Danielle Taubman, MPH

Dennis Brunzell

Jason Pickett

Mark Rodan

Roberta Stapleton

Robyn Watson

Sagar Parikh, MD

Susan Biermann

Trish Meyer, MEd

Quotes & Mentor Tips

Mentors and students of past P2P campaigns

have lent their thoughts on the program’s im-

pact on their peers and communities.

Funding

This manual is made possible by the gener-

osity of the Ethel & James Flinn Foundation.

Rachel Upjohn Building | 4250 Plymouth Road

Ann Arbor, Michigan 48109

DISCLAIMER

The Eisenberg Family Depression Center (EFDC)

at the University of Michigan developed the

Peer-to-Peer Depression Awareness Program for

schools with careful scientic and health oversight,

and has published outcome studies. For the public

good, EFDC makes this Peer-to-Peer Depression

Awareness Program’s Mentor Manual freely

available, and is able to provide detailed support

and supervision of such programs elsewhere under

a contractual arrangement. Use of the manual by

others without EFDC staff oversight is at the user’s

own risk. The Eisenberg Family Depression Center,

its afliates, the authors, and the contributors to

this manual assume no responsibility or liability for

any content or initiatives that arise from the use

of this manual without EFDC staff oversight. Any

initiative that is a result of the use of this manual

should cite the manual as a source of guidance, but

such use does not allow any external program to

claim that it as being part of EFDC’s Peer-to-Peer

Depression Awareness Campaign program.

DISCLAIMER

3P2P MENTOR MANUAL

SUMMER

INTRODUCTION

STUDENT QUOTABLE

I learned that it is vital to keep an

eye and an ear out at all times, and

that even those who don’t show their

struggles on the outside can really

benet from a friendly peer.

“

”

YEAR 1 PROGRAM CHECKLIST

Before School Year Starts

Mental Health Training for school staff

Identify school mental health resources

September

 IdentifyandnalizeFacultyMentors(FM)

 IdentifyandnalizeP2PMembers

Present P2P program concept to school staff

Establish semester meeting times with P2P team

Meet with P2P Members at least once before the Kickoff Conference

 Afterrstmeeting,FMarrangesandcompletescheck-inwithEFDCstaff

Kickoff Conference prep:

P2P Members answer pre-test survey before the Kickoff Conference

Distribute photo release forms and permission slips for Kickoff Conference to P2P Members

Collect T-shirt sizes

Excuse P2P members from class two weeks before

Ask P2P members to remind their teachers a few days before

 E-mailEisenbergFamilyDepressionCenter(EFDC)staffthenalnumberofattendeesforthe

conference, including P2P Members, Faculty Mentors, and chaperones

E-mail EFDC staff t-shirt sizes for P2P Members and Faculty Mentors

E-mail EFDC staff if you will be needing transportation to the Kickoff Conference

Collect photo release forms and permission slips for Kickoff Conference

October

Attend Kickoff Conference

If applicable, arrange for substitute teacher or appointment coverage for Kickoff Conference day

Submit or bring copies of photo release forms to EFDC

FM reaches out to teachers about borrowing classroom time for pre-test

 Conrmpre-testtimesanddatesfornon-P2PMemberswithteachersandEFDCstaff

Complete pre-test with non-P2P Members

Begin campaign brainstorming – Your team will have 5 weeks from the Kickoff Conference date to submit your

proposal to EFDC! The P2P team will need to develop their concept, proposal, timeline, and budget.

November

FM arranges check-in meeting time with EFDC staff before campaign

proposal submission

FM completes check-in with EFDC staff

Contact EFDC staff if you need help in any part of the process

4 P2P MENTOR MANUAL

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INTRODUCTION

December

Submit campaign proposal to EFDC early December

After EFDC review, submit any revisions of campaign proposal back to EFDC

January-April

P2P team develops and implements campaign by end of April

Take photos of activities throughout campaign process

P2P team e-mails EFDC staff any requests for student speakers or clinicians

P2P team e-mails EFDC staff any requests for materials, poster printing or giveaways

FM arranges 1 check-in meeting with EFDC staff

FM completes 1 check-in meeting with EFDC staff

April-May

 Conrmpost-testtimesanddatesfornon-P2PMemberswithteachersandEFDCstaff

P2P Members complete post-test

Same sample group of non-P2P Members complete post-test

P2P teams write brief “implementation report” describing how project worked and what they learned for the

End of Year Celebration

Distribute and collect permission slips for End of Year Celebration

Notify EFDC if you need transportation

If applicable, arrange for substitute teacher or appointment coverage

E-mail EFDC a list of all P2P member names and the number of people attending the celebration

Attend End of Year Celebration!

5P2P MENTOR MANUAL

AUGUST

INTRODUCTION

BACKGROUND & HISTORY

 In2007,theEisenbergFamilyDepressionCenter(EFDC)andtheAnnArborPublicSchools(AAPS)begana

collaboration to provide depression awareness and suicide prevention education, training, and support for AAPS

personnel designed to:

Address the need for early recognition of depression, bipolar disorder and risk for

suicide among youth.

Educate teachers, counselors, and other “front line” personnel working with young people to raise

their awareness and knowledge of depressive and bipolar illnesses and suicide risk factors.

Provide professional development to school personnel using a “train-the-trainer” model, so that staff

members in each school will be qualied to train their colleagues in suicide awareness and prevention

techniques.

Beginning in fall 2009, a student education component was added to this initiative, which is called the Peer-to-

Peer Depression Awareness Campaign (P2P).

The goals of the Peer-to-Peer Depression Awareness Campaign are to:

Educate middle and high school students about depression, anxiety, and other depressive illnesses.

Support them in nding creative ways to convey this knowledge to their peers in order to reduce stig-

ma, raise awareness, encourage help-seeking when needed, and ultimately, help to promote the early

detection of depression, bipolar disorder, and related illnesses.

The P2P project was built on the premise that teens are more likely to listen to their friends than to well-mean-

ing adults. In order to raise awareness of depressive illnesses, reduce the stigma of depression among teens, and

increase the likelihood of early detection and help-seeking, the EFDC provides the education and resources nec-

essary to support middle and high school students throughout Washtenaw County to develop innovative new

ideas to effectively reach their peers with depression awareness and stigma reduction messages.

The process of creating the awareness campaigns is a learning experience for those involved, and these students

then spread their knowledge and understanding to others in their school. This in turn increases the likelihood of

earlydetectionofdepressionamongthosewhoareatgreatestriskofexperiencingtherstonsetofadepressive

episode.

DID YOU KNOW...

EFDC staff works with Faculty Mentors from each school to implement the

project. The Faculty Mentors each identify 5-30 students from their school

to become P2P Members and be part of the P2P team. P2P teams work

throughout the school year with advisement from EFDC staff to create the

school-wide depression awareness campaign.

6 P2P MENTOR MANUAL

AUGUST

INTRODUCTION

Program Roles

EFDC Staff oversee and coordinate training, education, and funding; serve as consultants for the Faculty Mentors

and P2P Members; provide resources and support during the campaign creation and implementation process.

Faculty Mentors are school-based staff that facilitate the P2P program operations within the school. More infor-

mation on page 8.

P2P Members are students within the school participating in the program, including attending the Kickoff Con-

ference, and the creation/implementation of the campaign. More information on page 9.

Non-P2P Members are students who are not part of the P2P team, but are potentially exposed to the campaign

activities that the P2P members implement within the school. They complete pre- and post-test evaluations

during the school year to show how the P2P team’s campaign activities have impacted school climate.

EFDC STAFF

NON-P2P STUDENTS

P2P MEMBERS

FACULTY MENTORS

7P2P MENTOR MANUAL

AUGUST

INTRODUCTION

So, Does it Work?

THE CHALLENGE

Many mental illnesses, including depression, emerge during the middle and high school age. Poor mental health

in youth is strongly associated with impaired social functioning, developmental problems, and health and social

outcomes such as higher alcohol and other drug use, teen pregnancy, school dropout, and behavioral issues.

HOW EFDC COLLECTS DATA

Each school year, the P2P Members and a sample of Non-P2P Members complete a 44-question survey before

and after the campaign to measure changes in depression-related knowledge, help-seeking intentions, perceived

stigma, and school mental health climate as a result of the P2P program.

THE IMPACT

 Since2009,EFDC’sndingsindicatethattheP2Pprogramresultsingreaterawarenessandknowledgeofde-

pression and improved school climate surrounding mental health issues.

Survey results have consistently shown positive school-wide gains in participating schools:

• Studentsaremorecondentintheirabilitytoidentifysomeonewhoisshowingcommonsignsof

depression and to help them access mental health support services

• Students are more likely to seek help if they are experiencing symptoms of depression themselves

• Students are less likely to keep it a secret if a friend is thinking about suicide

• Students are more comfortable discussing mental health issues with their peers

• Students report lower stigma toward mental illness in their school environment

WHY THIS MATTERS

The P2P program’s value lies in its early detection and prevention of depressive disorders through its school-

wideintervention.Middleandhighschoolageiswhenstudentsrstexperiencedepression-relatedsymptoms,

so it’s important that students are able to recognize it and feel comfortable seeking help early. The mental health

impact that this program makes may translate to lower levels of depression-related academic problems, social

difculties,alcoholandotherdruguse,otherpsychiatricdisorders,andsuicide.Inaddition,byhavingP2Pbea

student-led initiative, peer-leaders serve as positive role models that help shape social norms and attitudes re-

garding mental illnesses. The P2P program provides opportunities for students to gain leadership skills, educate

their peers and their community about the important issues surrounding depressive illnesses, and plays a critical

roleincombatingasignicantpublichealthproblem.

*A scientic manuscript detailing the P2P program has been published. If you would like to view a full copy of the

manuscript,pleasecontactDanielleTaubman([email protected]).

8 P2P MENTOR MANUAL

AUGUST-SEPTEMBER

INTRODUCTION

FACULTY MENTOR ROLES AND RESPONSIBILITIES

Select a P2P Student Team

 AsaFacultyMentor(FM),youwillhavetheresponsibilityofmakingthenaldecisionsonwhowillbeontheP2P

team. More information on forming a P2P team can be found on page 12.

Coordinate and Facilitate P2P Team Meetings

You will need to coordinate where, when, and how frequently the P2P team will meet. Biweekly meetings are rec-

ommended. It’s also your responsibility to inform students of these details.

During meetings, you will help P2P Members stay on task with their campaign timeline and goals for each meeting.

You are also expected to help foster collaboration among team members.

Give P2P Members an Active Voice

Youth voice is a huge part of the success of this program. Youth like hearing from

other youth. The campaign should be youth-led with guidance from the Faculty

Mentor. The more students are able to take ownership of the campaign they cre-

ated, the more likely they’ll be willing to promote the campaign and its message to

their peers. At the same time, it is your responsibility, with support from the EFDC,

to ensure that their campaign has safe and effective messaging.

Communicate with School Sta About P2P

You are expected to be the liaison for the P2P program in your school. You will be responsible for annually explain-

ing and reminding the purpose of the P2P program. About three to four times per year you should also update staff

about campaign contents and when big events are taking place. In addition, you are expected to share with school

staff where they can refer students who seek help and may have to coordinate with administration/other school

staff to schedule presentations.

Arrange Survey Dates

As a Faculty Mentor, you are responsible for setting up survey dates for your P2P Members and a sample of stu-

dentswhoarenotpartoftheP2PTeam(Non-P2PMembers).Youwillneedtocontactteachersaboutdonating15-

20 minutes of classroom time for the survey. It is also your responsibility to inform EFDC of the survey dates at least

1 week prior so that EFDC can prepare the proper materials.

FACULTY MENTOR QUOTABLE

As a mentor, it’s amazing to see

students empower themselves to

seek help out.”

“

”

9P2P MENTOR MANUAL

AUGUST-SEPTEMBER

Maintain Communication with P2P Members

Students may need some hand holding for reminders. You will need to remind students about meetings, permis-

sion slips, big events, and campaign tasks. Past mentors have found it helpful to set-up a group chat through an app.

Check-ins with EFDC Sta

 Inyourrstyearasamentor,youwillberequiredtohavephoneorin-personcontactwithEFDCstaff4times

throughout the school year. Approximate check-in times with EFDC staff and the Faculty Mentor will be pre-ar-

ranged during the school year. These check-ins are meant to help support the Faculty Mentor.

P2P MEMBER ROLES AND RESPONSIBILITIES

P2P Members use their leadership skills and knowledge to help to create a culture of caring and support in their

school, by implementing a unique public awareness campaign to effectively reach other students to increase un-

derstanding of depressive illnesses, reduce stigma, and encourage students to seek help if needed.

Note: The Peer-to-Peer project team is not meant to serve as a support/therapy group for its team members, or for

other students.

Role of P2P Team Member

P2P Members are expected to:

• Learn as much as they can about depression, anxiety, and related illnesses;

• Know the resources in their school where students can get help if they are struggling emotionally;

• Work with their team to create a school-wide public awareness campaign to share this knowledge and

information with their peers;

• Through their actions and words, help to reduce stigma and create an environment in their school where

peers feel comfortable talking about how they are feeling, and understand that it is OK to ask for help if

they need it;

 • Beidentiedassomeonewhomotherstudentsfeelcomfortabletalkingwith,becausetheywilllistenand

connect peers with an adult in the school who can help;

• Commit to participating in regularly scheduled team meetings throughout the school year in order to ef-

fectively design and implement their team’s depression awareness campaign.

P2P Team Members will NOT:

• Provide mental health counseling for their peers;

• Give mental health advice.

INTRODUCTION

10 P2P MENTOR MANUAL

AUGUST

PROGRAM OVERVIEW

OVERALL TIMELINE

Asschoolstaff,youknowbetterthananyonehowfasttheschoolyearcany

by.Inthissectionyouwillndaguideoutliningprogramactivities,descriptionof

major events, and advice on how to get things done.

*Note: This is a recommended timeline for the school year. Your school’s timeline

may differ depending on the needs of the school. A task checklist to accompany this

timeline can be found on pages 3-4.

AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN

Mental health training for sta

Collect permission slips, shirt sizes, photo releases

Identify school mental health resources

Forming P2P team

Establish faculty mentor(s)

Establish P2P team members

Kicko conference

Campaign

Create campaign proposal

Submit campaign proposal

Implement campaign

Surveys (suggested timelines)

P2P member pre-test

Determine non-P2P survey classrooms

Non-P2P member pre-test

Non-P2P member post-test

P2P member post-test

End of year celebration

STUDENT QUOTABLE

Time management is key, also if you’re

going to do it, you’ve got to go hard.

“

”

11P2P MENTOR MANUAL

AUGUST-SEPTEMBER

PROGRAM OVERVIEW

MENTAL HEALTH TRAINING FOR STAFF

Before you start this program, your school staff will need to receive mental health training. This program en-

courages students to seek out help for their emotional/mental health issues or suicidal thoughts and staff need to

bepreparedonhowtorespondifastudentcondesinthem.

 Toorganizetraining(s)forschoolstaff,eitheryouoraschooladministratorcanreachouttoEFDCstafftond

outwhattraining(s)willbestsuittheneedsofyourschool.Typically,trainingsinvolveanoverviewofmentalhealth

issues,includingidenticationandreferral.Thesetrainingsdonothavetooccureveryyear,butwillneedtohap-

pentherstyearyouparticipateintheP2Pprogram.

Examples of evidence-based trainings that can be delivered to staff include SafeTALK, ASIST, and Mental Health

First Aid. These trainings are offered by multiple providers and public trainings can be found through a simple

internet search.

IDENTIFYING MENTAL HEALTH RESOURCES

A main goal of the P2P program is to link students in need with services, therefore another important step

before implementing the P2P program is to identify mental health resources in your school, community, and na-

tionwide. A list of Washtenaw County mental health resources can be found on pages 34-35 and a list of national

resources can be found on page 36.

If you are a mental health professional, remind school staff and P2P team members about the services you can

provide and the best way to reach you if they want to refer a student. Also, provide a list of outside resources to

each staff member.

If you are not a mental health professional, you should learn as much as you can about the support services

available in your school and community to more easily link students to appropriate care. Reach out to your school

counselor or social worker and see if they can answer the following questions:

• Who are the go to mental health resources in the school?

• What is the student referral process?

• If a student expresses suicidal thoughts to you, what is the school protocol?

• What is the best way to get in touch with a school counselor? Social worker? Administrator?

 Onceyoundanswerstothesequestions,relaytheinformationbacktoschoolstaffandP2PMembers.P2P

Members should be made aware of the available resources in the school for students who are struggling emo-

tionally. P2P Members are not meant to give mental health advice or counseling, but rather act as gatekeepers to

connect struggling peers with an adult who can help.

12 P2P MENTOR MANUAL

AUGUST-SEPTEMBER-OCTOBER

PROGRAM OVERVIEW

MENTOR TIP

Find another staff member to serve as

a Faculty Mentor with you. It’s a lot to

take on all on your own!

MENTOR TIP

Recruit students who are in differ-

ent grade levels and have different

skills. Different grade levels helps

with student turnover after gradua-

tion and helps with program reach at

each grade level. The creation of the

campaign requires different types of

skills, so it can be helpful if you have

someone more outgoing to be the one

doing announcements and someone

who has a strong passion for art do-

ing posters.

FORMING A P2P TEAM

Forming your P2P team will be an annual process. Faculty Mentors tend to

be consistent, but new P2P Member recruitment will happen year-to-year.

Establishing Faculty Mentor(s)

If you’re reading this, you probably have established yourself to be the Fac-

ulty Mentor in your school and can skip this step. If your school does not have

a Faculty Mentor yet, consider choosing a Faculty Mentor that is well-re-

spected and a strong student advocate. It’s recommended that the Faculty

Mentor have background knowledge in mental health, but it is not required.

Most of the Faculty Mentors that have participated in this program are coun-

selors, but anyone who is passionate about student mental health and is will-

ing to make the time commitment can become a Faculty Mentor. The time

commitment of the mentor varies depending on how often the team meets,

administrative factors, and team engagement.

Details of the roles and responsibilities of a Faculty Mentor can be found on

page 8.

Establishing P2P Members

YEAR 1

When starting the P2P program at your school, it’s ideal to start with a

team of 5-10 students. To begin selecting students for your team, consult with

schoolstaff (principals,counselors, teachers,etc.) toidentify studentswho

may be good for the program. Some schools have also found it helpful to re-

cruit for their P2P team in peer facilitation or peer mentorship classes if that

isavailable.CreateanofcialorganizationforyourP2Pteamwithconsistent

weekly or bi-weekly meeting times. P2P teams will need to meet prior to the

Kickoff Conference to discuss the overall project and what a P2P Members’

participation will entail.

 Attheendoftherstyear,meetwithstudentsandgatherfeedbackonwhat

they like/don’t like about being a P2P Member to inform potential changes for

next year. If relevant, please share this feedback with EFDC staff. Also, ask

students if they would like to continue with the program next year.

Details of the roles and responsibilities of a P2P Member can be found on

page 9.

13P2P MENTOR MANUAL

AUGUST-SEPTEMBER-OCTOBER

PROGRAM OVERVIEW

MENTOR TIP

Mobile applications like Remind and

GroupMe are helpful tools for com-

municating with your P2P members

without distributing your personal

cell phone number to them.

MENTOR TIP

Bigger isn’t always better. It can be

better to have a smaller team with

highly engaged students rather than

a very large team that can become

inefcient if goals, roles, and assign-

ments are not clearly organized and

communicated.

YEAR 2

Involve returning P2P members and school staff in the year-2 recruiting

process. Be prepared to show new students and staff the previous year’s cam-

paign and explain how the campaign will become more robust this school year.

If you are planning to do more campaign activities, consider recruiting more

P2P team members.

Presenting P2P to School Staff

Once you’ve formed your P2P team, present the P2P program to school

staff at a staff meeting. Things to cover include a brief explanation of the pro-

gram, who the Faculty Mentors and P2P Members will be, and how staff can

beinvolvedthroughoutthecampaignprocess(e.g.surveys,activityparticipa-

tion,beknowledgeableofmentalhealthresources).

Here’s a short way to describe P2P to fellow staff: The Eisenberg Family

Depression Center’s Peer-to-Peer Depression Awareness Campaign pro-

gram trains a team of students at our school in mental health topics during

a one-day conference in the fall. The things students learn during this train-

ing will help them develop a depression awareness campaign for our school.

Campaigns are student-led with the goals of raising awareness, reducing stig-

ma, and encouraging help-seeking for mental health issues from students.

All campaign activities get pre-approved by myself and the Eisenberg Family

Depression Center before they’re carried out in the school. This program has

shown positive results since it began in 2009.

P2P Team Meetings

Once you have formed your P2P Team, you will need to establish regular

meeting times. It’s recommended that you meet with your team at least twice

amonth.TherstmeetingshouldoccurbeforetheKickoffConferenceand

should be focused on reviewing the program and P2P Member roles & respon-

sibilities(Seepage 9).Subsequentmeetings shouldfocuson teambuilding,

campaign creation, and campaign implementation. Sample meeting agendas

can be found on pages 24-25.

After developing your campaign proposal try assigning roles to each of your

P2P Members. Assigning roles to P2P Members helps to keep them engaged

and feel like they play an important part in the campaign process.

14 P2P MENTOR MANUAL

OCTOBER-NOVEMBER

PROGRAM OVERVIEW

KICKOFF CONFERENCE

Kickoff Conference Overview

During the Fall of every school year, each participating school’s Faculty Men-

tors and their P2P Members are invited to a one-day educational conference, re-

ferred to as the Kickoff Conference. During this conference, the P2P Members

will learn about mental health and illnesses, coping skills, and communication

bestpracticesfromexpertsintheeld.Thisconferenceservestogetthegears

turning as your P2P team starts to think about their campaign for the school year.

Picking a Kickoff Conference Date

Eisenberg Family Depression Center staff will reach out to you in the beginning of the school year to determine

a date for the Kickoff Conference that will work for your school. The Kickoff Conference usually occurs sometime

between mid-October to early November. Please make sure to let the EFDC staff know if there are any dates your

students won’t be able to attend. EFDC would like to see all schools participate!

To-Do List Before Kickoff Conference

Once the Kickoff Conference date is established, you will need to do the following prior to attending (Note: This

to-do list is repeated in the program checklist on page 3):

MENTOR TIP

If students have trouble deciding if

they would like to join, let them attend

the P2P Kickoff Conference where

they can get a better idea of what the

program is like and what roles a P2P

Member plays.

 P2PMembersanswerpre-testsurveybeforetheKickoffConference(seenextpagefordetails)

 DistributephotoreleaseformsandpermissionslipsfortheconferencetoP2PMembers(seepages26-30)

Collect T-shirt sizes for P2P Members and Faculty Mentors

Excuse P2P Members from class 2 weeks before

Ask P2P Members to remind their teachers a few days before

E-mail EFDC staff:

Final number of attendees for the conference, including P2P Members, Faculty Mentors, and chaperones

T-shirt sizes for P2P Members and Faculty Mentors

Transportation requests to/from the Kickoff Conference

Submit or bring copies of photo release forms with you to the Kickoff Conference

If you are a teacher, arrange a sub plan for the day

If you will be using your own vehicle and/or students’ vehicles, coordinate transportation

15P2P MENTOR MANUAL

SEPTEMBER-OCTOBER-NOVEMBER

PROGRAM OVERVIEW

PRE-CAMPAIGN SURVEYS

R CHECKPOINT: Conrm pre-test times and dates with school and EFDC sta.

R CHECKPOINT: Schedule and complete one meeting with EFDC sta around the time you do pre-campaign surveys.

Program surveys must be completed twice a year by P2P Members and a group of students who were not in-

volvedinthetrainingandcampaigncreationprocess,butattendthesameschool(non-P2PMembers).EFDCcol-

lects data from both of these groups to assess program effectiveness and measure program impact on students. A

summary report is sent to each Faculty Mentor at the beginning of each school year following program participa-

tion so they can see and share the impact that their P2P team has made.

Students will be taking the survey online and the same link will be used to complete the pre- and post- test. The

survey assesses depression knowledge, school environment, stigma, and help-seeking intentions of students. Stu-

dent participation is voluntary and they can skip over any questions they prefer not to answer. The survey is com-

pletelycondential.Thestudents’nameswillnotbeconnectedwiththeiranswersandnooneoutsideofEFDC

will be able to see their individual responses. The only materials needed are a device with internet capability and a

notecard provided by EFDC. If students are unable to take the survey online, a paper version is also available upon

request.

Your Role

You will need to notify EFDC staff of potential dates for a pre-test and the es-

timated number of students who will take the survey. EFDC staff will provide a

notecard for each student participating in the survey. You will be responsible for

keeping the notecards in a safe location between pre- and post- tests and be re-

sponsible for discarding them once the post-test is complete. The survey should

take a student about 10 minutes to complete.

If you need any help distributing the survey in your school, EFDC is more than happy to help. Instructions for

online survey distribution can be found on page 33.

P2P Member Surveys

Pre-test: Each P2P Member is required to complete the pre-test before attending the Kickoff Conference. If they

are unable to take the survey before then, they will be asked to complete it the day of the conference.

Non-P2P Member Surveys

Determining non-P2P Member survey classrooms: EFDC will need a sample of

students who are not P2P Members to also complete the survey. For evaluation

purposes, it’s better to have a large sample of non-P2P Member survey partic-

ipants. Nevertheless, the EFDC recognizes the burden this puts on school staff

using classroom time for the survey. You are expected to coordinate with class-

roomteacherstondthebestsurveytimesfortheirclasses.

THE SAME STUDENTS WILL NEED TO COMPLETE THE PRE- AND POST-TESTS, SO IT’S IMPORTANT TO

CHOOSE A SAMPLE THAT CAN BE EASILY REACHED LATER.

P EFDC BEST PRACTICE

Have non-P2P members take the pre-

test survey early in the school year.

We want to know the students’ knowl-

edge, attitudes, and behaviors around

mental health before your P2P team

gets started with their work.

EFDC BEST PRACTICE

Select a class that has the same stu-

dents all-year round so it’s less of a

hassle during the semester or trimes-

ter change.

16 P2P MENTOR MANUAL

OCTOBER-NOVEMBER

PROGRAM OVERVIEW

EFDC BEST PRACTICE

Pair every campaign activity with

a resource. You don’t want to raise

awareness and then have a student

feel lost about where to get help!

BRAINSTORMING: CREATING YOUR

DEPRESSION AWARENESS CAMPAIGN

 InthissectionyouwillndresourcestohelpyourP2Pteamcreateacampaign

including themes, curriculum, slogans, activities, and list of giveaway items that

teams have used in the past.

Campaign Themes

R CHECKPOINT: Schedule and complete one meeting with EFDC sta before submitting your proposal.

 Whileeachcampaignwillbedifferent,andshouldreectwhatwillworkbestinyourschool,belowaresome

overarching themes that EFDC would like your P2P team to include as part of the campaign message:

Depressionisreal–it’snotacharacteraw,it’snotrelatedtowillpower,andyoucan’tjust“snap”out

of it. It is a common but serious health condition – it is more than just feeling sad or blue for a few days.

If you have depression or anxiety disorder, professional help is available and effective, and there are lots

of different ways to help you feel better. You don’t have to do it on your own. Asking for help is a sign of

strength, not weakness.

Depression can take many forms. These are some symptoms/warning signs of depression. Everyone goes

through periods of sadness and experiences some of these symptoms from time to time, but when these

symptoms continue for several weeks and interfere with functioning, it may be depression:

If you know someone who is talking about suicide, do NOT keep it a secret.

Tell a trusted adult immediately.

• Feeling sad or empty

• Feeling tired or less energetic

• Feeling irritable or restless

• Feelings of hopelessness or guilt

•Difcultyremembering,concentrating,

or making decisions

• Withdrawing from people and feeling alone

• Less interest in friends, family, hobbies, or

other activities that normally bring pleasure

• Regular, unexplained aches and pains

•Changesinweight(lossorgain)

• Overeating, OR loss of appetite

• Changes in sleep patterns

• Thoughts of suicide

17P2P MENTOR MANUAL

OCTOBER-NOVEMBER

PROGRAM OVERVIEW

MENTOR TIP

Be realistic when campaign planning.

Don’t take on more work than your

team can do. If there’s time, you can

always add smaller activities later.

STUDENT QUOTABLE

I love helping people and raising sen-

sitivity and awareness for real mental

issues. The community created by the

program means so much to me.

“

”

EFDC BEST PRACTICE

Document your campaign activities

as you go. Take photos and keep a re-

cord of all announcements, classroom

presentations, etc. on an online data-

base that you can refer back to.

Campaign Curriculum

R CHECKPOINT: Submit campaign proposal BY December deadline.

When starting this program it can be a lot of work to start campaign plan-

ning from scratch. Nevertheless, since this program has been around since

2009, you don’t have to!

The most effective campaigns use a combination of content and promotion-

al activities to both share in-depth information and maximize reach.

By December, your team will create a campaign proposal, which will be

reviewedbyEFDCstaff. Throughout the campaign, allactivities (e.g.video

scripts,posters,announcements,lessonplans)shouldbereviewedbyEFDC

staff prior to implementation in the school. The purpose of this review pro-

cess is to help you troubleshoot, provide tips and support, and ensure that

campaign components align with accurate, safe and effective messaging.

If there is a need in your school to focus on some other mental health issues

inadditiontodepression(i.e.anxiety,substanceabuse),yourteammaycreate

a campaign that will address that need. EFDC will guide you in this process.

*Note: A list of past slogans can be found on page 18, campaign activities on page

19, and promotional giveaways on pages 20.

18 P2P MENTOR MANUAL

OCTOBER-NOVEMBER

PROGRAM OVERVIEW

Campaign Slogans

 Creatingaslogancanbeaneffectivewaytospreadyourcoremessage,butitcanalsobeoneofthemostdif-

cult parts of the campaign creation process. Don’t worry! P2P teams are welcome to use past slogans created by

previous student teams.

If your team decides to create a new slogan, it’s important to keep in mind how the wording of the slogan may

be perceived. For example, the slogan should not make people feel that depression can be controlled through will-

power(e.g.Justthinkpositively!).Thecoremessageofyoursloganshouldcomebacktothecampaignthemes.The

slogan should emphasize mental health awareness, focus on reducing stigma, and/or encourage students to seek

help.

Once you think of the content of your slogan, it can be a bonus to try and make it catchy. The most effective slo-

gans are simple. Think of Nike’s slogan “Just Do It”, McDonald’s “I’m lovin’ it”, or L’Oreal’s “Because You’re Worth

It.” These memorable slogans are short and easy to understand. People also tend to remember slogans that have a

rhythm, rhyme, or ring to it such as “Make a Confession to Beat Depression” or “Out of the Blue, Into the Bright.”

Another strategy teams have used is to play on similar sounding words, such as “Know Science, No Stigma.”

Budget

Each team will be given a small budget from EFDC to spend on their campaign. Money can be spent on give-

aways,materials(e.g.posters,markers,post-its),participationgiveaways(e.g.candy,giftcard),andspeakerthank

you gifts. Every item needs to be a pre-approved purchase by EFDC staff. If a mentor is looking for reimbursement

foranypurchases,thereisnoguaranteethatEFDCwillbeabletoreimbursethem(seepage20fororderingpro-

cess).

a Know science, no stigma

a You don’t have to be sick to get better

a Stigma hurts, awareness helps

a Keep Calm and Connect

a No one should be left in the dark

a Depression is Real, Hope is Real 2

a Don’t hide what you’re feeling – ask for help!

a Pain is Real — So is Hope!

a You can’t “snap out” of mental illness –

treatment helps!

a Recovery is a process, not an event

a Depression doesn’t dene you

a Speak up when you’re feeling down

a Depression does not discriminate

a Sometimes it’s more than just a “bad day”

a D2: Defeat Depression

a When in doubt, talk it out

a Speak out, don’t grind it out

a It’s okay to not be okay, reach out!

a Help helps! You are not alone

a Not all illnesses are visible

a Depression is real, share how you feel

a Trust to discuss. You are not alone

a When “I” becomes “we”, illness becomes wellness

a There is hope, even when your brain tells you

there isn’t (John Greene)

a With commUNITY comes peace, with hardship

comes ease

PAST SLOGANS

19P2P MENTOR MANUAL

JANUARY-FEBRUARY-MARCH-APRIL-MAY

PROGRAM OVERVIEW

Campaign Activities

“LUNCH AND LEARN” PRESENTATIONS

Lunch and learn presentations are voluntary learning events that students

can attend during their lunch. Similar to an assembly, a speaker presents a

mental health topic or shares their personal story with mental health. In the

past, pizza has been served at these presentations to encourage participation.

“Lunch and Learn” presentations have ranged from a one-time event to a se-

ries of presentations. A discussion can follow the presentation.

SKIT/THEATER PRESENTATION

Your team can design their own or invite the Corner Theater Troupe. The

Corner Theatre Troupe is a youth peer health education program that uses

theatre as a tool to teach others how to be healthy. They have performed at

the P2P Kickoff Conference and assemblies for P2P participating schools on

topics related to mental health.

If you are interested in inviting the Corner Health Theatre Troupe to per-

form at your school, e-mail either of the following to schedule a date:

a BriannaMinor([email protected])

a JoeyAlbright([email protected])

Some teams choose to create their own skit/theatre presentations. This will

take more time to write and rehearse. The script should be reviewed by EFDC

staff early in the process.

MESSAGES OF HOPE BOARD

Creating a “Messages of Hope” board is another creative idea. This allows

theP2PMemberstobeeasilyidentiable,whilewelcomingpositivemessag-

es that come from Non-P2P members to be showcased in a centralized area.

Activity Ideas

a Art gallery

aAssembly(EFDCstaffcanhelp

 tond/schedulespeakers)

a Daily announcements

a Information tables

a “Lunch and learn” presentations

 (EFDCstaffcanhelptond/

schedulespeakers)

a Messages of Hope board

a Posters displayed throughout

school

a Social media posts

aVideoorip-a-gram

a Staff presentations

a Wear P2P t-shirts once per

week

Ambitious Ideas

a Classroom visits with lesson

plans and/or speakers

a Parent education night

a Poetry slam

a Skit/theater presentation

Note: these ideas will require more

work and take more time

P EFDC BEST PRACTICE

Campaign activities work best when

they touch on the four overarching

themes. See page 16 for more details.

MENTOR TIP

Consider splitting roles.

• Mark and Jasmine – Marketing

• Sonya and Dean – Assembly

• Haley and Paul – Posters

• Michael and Liz - Giveaways

P EFDC BEST PRACTICE

The more advanced notice you can

give, the better, in order to nd a date

that works for both your school ad-

ministration as well as the availability

of the performers.

P EFDC BEST PRACTICE

Take pictures throughout the

campaign process!

20 P2P MENTOR MANUAL

DECEMBER-JANUARY

PROGRAM OVERVIEW

Campaign Giveaways & Materials

R CHECKPOINT: Submit and complete 1 check-in meeting with EFDC sta during campaign implementation.

HOW TO ORDER PROMOTIONAL GIVEAWAYS AND MATERIALS

Although you will have a budget to work with, EFDC cannot give you the money to spend directly. Therefore,

you will have to complete the ordering process through EFDC.

To order giveaways:

 1. Createthedesign(bracelet,pencil,button,etc.)

2. Provide design information to EFDC staff, including colors, sizes, quantities, etc.

3. EFDC places order for giveaways and delivers to school 2-3 weeks after ordering

To order materials:

 1. SendEFDCstaffaspeciclistofmaterialswithdetailsofcolor,size,andquantity

(e.g. 4 black sharpies, 3 packs of multi-colored 3 x 3 post-it notes, 10 white 20 x 28 poster boards)

2. EFDC will order materials and deliver to school within 3 weeks

VENDOR LIST

Below is a list of vendors that teams have used in the past, along with pricing guidelines. This list is only meant to

beahelpfulguide.YoudoNOThavetousethesespecicvendors,nordoyouhavetolimityourselftoitemsonthis

list. (Note: prices and quantity are approximate as of April 2021)

Recommended Giveaways

a Bookmarks with resource list

a Buttons

a Fortune cookies with slogan

a Keychains

a Magnets

a Pencils or pens with slogan

a Temporary tattoos

a Wristbands

More Expensive Giveaways

a Lanyards

a Stress balls

Item Website Pricing

(subject to change)

Wristbands www.24hourwristbands.com $82 for 200 custom wristbands

$125 for 500 custom wristbands

Buttons www.24hourwristbands.com $60 for 200 1 ¾” custom buttons

$135 for 500 1 ¾” custom buttons

Stickers www.stickermule.com $190 for 500 3” x 3” circle stickers

Pens/Pencils www.pensrus.com $250 for 1,000 pencils; $290 for 1,000 pens

Sticky Notes www.pensrus.com $310 for 1,000 BIC Sticky Notes 2” x 3”

Fortune Cookies www.goodfortunecookies.com $70 for 500 cookies

Stress Balls www.customplus.net/promotional-products $380 for 300 stress balls

Poster Printing www.ypsistandard.com $16.80/poster18”x24”(TeamsworkingwithEFDCmay

be able to get 11” x 14” poster printed at no cost; check

with your liaison.

Other promo items www.discountmugs.com Pricing varies depending on item, features, quantity, etc.

Miscellaneous(e.g.craft Email item list, colors, and quantity to EFDC staff Pricing varies depending on what you’d like. These items

supplies, candy, small have ranged from $20-60 for teams in the past.

giveaways,etc.) 

Stress ball

Button

Wristband

21P2P MENTOR MANUAL

APRIL-MAY-JUNE

PROGRAM OVERVIEW

POST-CAMPAIGN SURVEYS

Each student who was surveyed for the pre-test will need to complete a post-test once the campaign is over and

before the school year ends. For the post-test, each student will be handed back their notecard with their name

and ID number on it. They will use this notecard to input their ID once again into the online survey. The survey will

takestudentsabout10minutestocomplete.Oncetheyarenished,notecardswithnamesandIDnumberscan

be discarded as all the information is available in an online database. Instructions for survey distribution can be

found on page 33.

Survey results will be e-mailed to you and your school administrators before the next school year begins so that

you can see the positive impact P2P has made on your school.

END OF YEAR CELEBRATION

The end of year celebration typically happens in mid-May. It’s a 2½ hour event, including lunch. The purpose is to

celebrate all of the hard work that the P2P teams have done during the year and allow the student teams to learn

from each other.

During the celebration, each P2P team takes 15 minutes to present their campaign and lessons learned to the

other participating P2P schools. If transportation is not available for the celebration, EFDC will provide transpor-

tation. A checklist for the end of year celebration can be found on the bottom of page 4.

MONTHVEMBER

P2P MENTOR MANUAL

USEFUL TOOLS

ACTION STEPS FOR COMMON MENTOR CHALLENGES

Fellow staff members believe that mental illnesses are not real

Action: Bring up the P2P program at staff meetings. Emphasize that depression is a brain illness and it is

notacharacterawandsomeonecan’tjust“snap”outofit.

Action: Ask your administrators to talk about the importance of mental health. If it’s coming from leadership, it

may be more widely accepted.

Action: Connect with EFDC staff to arrange a mental health training for school staff.

Fellow staff members feel uncomfortable speaking about depression

Action: If staff members feel uncomfortable, encourage them to at least be familiar with the resources

available so they can properly refer a student.

My P2P team is falling behind on the proposed timeline I sent to U-M. What should we do?

Action: Consult with EFDC staff and see if there’s any way they can help to make the process easier. EFDC

staff are willing to come to P2P team meetings or talk with the Faculty Mentor 1-on-1 to troubleshoot.

Action: SetspecicandrealisticdeadlinesforP2Pteam.

Ex: We will have posters completed by Feb. 10 and submit posters for U-M review on Feb. 11.

Action: Scale down the proposed number of activities if that is the cause of the issue.

The P2P Members want to do too many things, but we don’t have enough time!

Action: Determine 2 campaign activities that P2P Members feel most passionate about and focus on

completingthoseactivitiesrst.

Teachers and other staff aren’t supportive of using class time for P2P activities

Action: Invite EFDC staff and/or P2P team members to a staff meeting to explain what they would like to

do and how much time it would take.

Action: Consider campaign activities that don’t interfere with class time. For example, posters, announce-

ments, “lunch and learn” presentations.

SCENARIO

MONTHVEMBER

P2P MENTOR MANUAL

USEFUL TOOLS

ACTION STEPS FOR COMMON MENTOR CHALLENGES

My P2P team has turned into a support group and/or my team members are struggling with their own

mental health to the point that we can’t get any work done

Action: Student mental health is the priority. Work with EFDC to troubleshoot/scale down the campaign

to be manageable.

Action: Try to prevent this by building a diverse team and by setting clear meeting guidelines

We don’t have a good time to meet regularly as a team

Action: Consider breaking up tasks to smaller groups/individuals in-between large-group meetings so

students can do some work independently

Action:Consideralternatingmeetingtimes(beforeschool,differentlunchhours)tocatchdifferentstu-

dents

Action:Usethetimethatyoudohaveasateamefciently.Setgoalsforthemeetingaheadoftime.See

pages 24-25 for example meeting agendas.

Action: Communicate with your P2P Members over and over again about the importance of meeting. Set

rules such as if you can’t make it to the meeting, you can’t present the classroom lesson plan.

I’m having trouble getting/maintaining administrative support

Action: If it’s your 1st year, share the P2P survey results from all the schools that participated the previ-

ousyear.EmphasizethattheprogramisU-Mafliated,studentsaretrainedbyU-Mstaff,it’sprovidedat

no cost to the school, and gives students leadership opportunities. Also, feel free to invite EFDC to talk

toyouradministrationabouttheprogram.Arst-yearlettertoadministratorscanbefoundonpage31.

Action: Ifyouhaveparticipatedintheprogrambefore,showyourschool-specicsurveyresultsandthe

positive impact it has made on the student body in terms of increasing awareness, reducing stigma, and

encouraginghelp-seeking.EmphasizethattheprogramisU-Mafliated,studentsaretrainedbyU-M

staff, it’s provided at no cost to the school, and gives students leadership opportunities. A letter to a new

administrator can be found on page 32.

We have a new principal and I’m not sure if they will be as supportive of P2P

Action: When meeting with the new principal about P2P, provide them with past survey results and cam-

paign examples. It would be helpful to also share details about the program such as students receive

training from EFDC and are told to refer peers to an adult. Also ensure the principal that you will keep

them updated throughout the campaign process.

SCENARIO

24 P2P MENTOR MANUAL

SEPTEMBER

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P2P MEETING AGENDA TEMPLATE

P2P Meeting

***Send out Reminder at <Insert time 30 minutes before meeting begins>***

1.) Updates:

 a. Pins(Brynn)

i. Share three choices for pins

ii. Poll which pin choice team likes best

  iii. Orderpins(Brynn)

 b. BulletinMessages(Lia)

i. Share bulletin messages for the next 2 weeks

ii. Discuss changes to messages

  iii. Makechanges,sendtogroup(Lia)

 c. Reviewproposal(Mentor)

i. Review timeline and goals

2.) Newbusiness:

 a. CrosstheLineclassroomactivity(Mentor)

  i. Takenotesforchanges,makechanges(Sam)

 b. Termsactivity(Group)

  i. Practice,sharedenitions(Group)

3.) Remind:

a. Survey dates and times: January 22: 3

, 4

, and 5

hour

4.) Duenextmeeting:

 a. Pinsordered(Brynn)

 b. FinalbulletingmessagessenttoNick(Lia)

 c. CrosstheLineactivityandTermsactivityrehearsedandready(Group)

25P2P MENTOR MANUAL

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P2P Meeting

End of Year Celebration Preparation

 1.) Meetat11:00inCounselingOfce

 2.) ArriveatEFDCby11:30

*Bring permission slips and photo permissions

Your presentation:

Brynn,VivandSam:Overview(Slides1-4)

• Weekly meetings

• Decisions by early January

• Activities

MeiandRutger:Posters(Slides5-10)

• Use of Canva website

• Social Media

BrynnandCarter:Buttons(Slides14-15)

• Design process

FionaandEmma:MessagesofHopeBoard(Slides17-18)

• Putting it together

• How it turned out

Brandon:Surveys,LessonsLearned(Slides19-20)

• Survey process

• Things that went well

• Things we would re-think

Get slides together by NEXT WEDNESDAY 5/3! We will go over them during lunch.

26 P2P MENTOR MANUAL

SEPTEMBER

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PERMISSION SLIP TEMPLATES

Kicko Conference Template

<DATE>

Dear Parent/Guardian,

Your child is participating in a program called the “Peer-to-Peer Depression Awareness Campaign,” part of an ed-

ucational collaboration with the Eisenberg Family Depression Center.

The Eisenberg Family Depression Center provides education and resources to support teams of high school stu-

dents in the development of depression awareness campaigns for their school. The process of creating these pub-

lic awareness campaigns is a learning experience for those involved, and these students then spread their knowl-

edge and understanding to others at <INSERT SCHOOL NAME>. This in turn will help to increase the likelihood of

earlydetectionofdepressionamongthosewhoareatgreatestriskofexperiencingtherstonsetofadepressive

episode.

Participating students and Faculty Mentors will attend an educational conference at <the Eisenberg Family De-

pression Center (4250 Plymouth Road)> on <Thursday, Oct. 27 from 8 a.m.-2:30 p.m.>

At the educational conference, students and mentors will receive information on:

1) depression and related illnesses,

2) stigma as a barrier to help-seeking, and

3) public health communications strategies.

Students will then move into small, facilitator-led breakout sessions focusing on topics such as: team building, active lis-

tening, and tips for developing a peer-to-peer public awareness campaign for their school to raise awareness and reduce

the stigma of depressive illnesses.

Parents/guardians, your permission is needed for your child to participate. Please complete the attached permis-

sion form and have your child return it to <CONTACT>.

If you have any questions please contact me at <PHONE> or e-mail me at <E-MAIL ADDRESS>

Sincerely,

<NAME>

27P2P MENTOR MANUAL

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Permission Form

Peer-to-Peer Depression Awareness Campaign, Educational Conference

INSTRUCTIONS:Pleasewriteyourchild’sname,sign,llinyourcontactinformation,anddatethispermission

form. Students must return this permission form prior to participating in this conference that is scheduled for

<Thursday, Oct. 27 from 8 a.m.-2:30 p.m.> Please return this form by <DATE> to <CONTACT>.

My child ____________________________________________ has my permission to participate in the Peer-to-Peer Educa-

tional Conference at <the Eisenberg Family Depression Center> on <Thursday, Oct. 27 from 8 a.m.-2:30 p.m.>

________________________________________ ______________________________________ ___________________

Parent/Guardian Signature Phone /Daytime contact Date

(Note: Transportation will be provided from <YOUR SCHOOL> to <the Eisenberg Family Depression Center on

Plymouth Road)>)

28 P2P MENTOR MANUAL

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End of Year Celebration Template

<DATE>

Dear Parent/Guardian,

Yourchildparticipatedinaprogramcalledthe“Peer-to-PeerDepressionAwarenessCampaign”(P2P),partofan

educational collaboration with the Eisenberg Family Depression Center.

The Eisenberg Family Depression Center provides education and resources to support teams of high school stu-

dents in the development of depression awareness campaigns for their school. The process of creating these

public awareness campaigns is a learning experience for those involved, and these students then spread their

knowledge and understanding to others at <INSERT SCHOOL NAME>. This in turn will help to increase the like-

lihoodofearlydetectionofdepressionamongthosewhoareatgreatestriskofexperiencingtherstonsetofa

depressive episode.

Participating students and Faculty Mentors will attend an educational conference at <the Eisenberg Family De-

pression Center (4250 Plymouth Road)> on <Monday, May 15 from 11:30 a.m.-2 p.m.>

During the event, we will celebrate all the hard work your child has done this school year as part of the P2P team.

During the celebration, each P2P team will take about 15 minutes to present their school’s campaign to the oth-

er participating P2P schools. Parents/guardians, your permission is needed for your child to participate. Please

complete the attached permission form and have your child return it to <CONTACT>.

If you have any questions please contact me at <PHONE> or e-mail me at <E-MAIL ADDRESS>

Sincerely,

<NAME>

29P2P MENTOR MANUAL

MARCH

USEFUL TOOLS

Permission Form

Peer-to-Peer Depression Awareness Campaign, End of Year Celebration

INSTRUCTIONS:Pleasewriteyourchild’sname,sign,llinyourcontactinformation,anddatethispermission

form. Students must return this permission form prior to participating in this conference that is scheduled for

<Monday, May 15 from 11 a.m.-2 p.m.> Please return this form by <DATE> to <CONTACT>.

My child ____________________________________________ has my permission to participate in the Peer-to-Peer Educa-

tional Conference at <the Eisenberg Family Depression Center> on <Monday, May 15 from 11 a.m.-2 p.m.>

________________________________________ ______________________________________ ___________________

Parent/Guardian Signature Phone /Daytime contact Date

(Note: Transportation will be provided from <YOUR SCHOOL> to <the Eisenberg Family Depression Center on

Plymouth Road)>)

30 P2P MENTOR MANUAL

SEPTEMBER

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31P2P MENTOR MANUAL

SEPTEMBER

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LETTER TO ADMINISTRATORS TEMPLATES

Letter Template 1

If you are looking for administrators to buy-in to start the program.

Dear <Insert Administrator’s Name>,

The University of Michigan’s Eisenberg Family Depression Center is extending an invitation to [Insert school] to

participate in the Peer-to-Peer Depression Awareness Campaign. Since 2009, P2P has collaborated with Washt-

enaw County to implement a peer-based, primary prevention model to increase awareness of depression and

related disorders, reduce stigma, and encourage help-seeking.

By having this early intervention program at our school, I hope:

• Students will be better equipped with knowledge of depression and related illnesses and be able to iden-

tify students struggling to help them receive treatment sooner;

• Studentswillnditnormaltotalkabouttheirmentalhealth,justliketheywouldtalkabouttheirphysical

health so that we can reduce the stigma of mental illness;

• Students will not feel alone in their struggles and know where to receive help, if needed.

Each year program survey results have shown positive school-wide gains in participating schools:

• Studentsaremorecondentintheirabilitytoidentifysomeonewhoisshowingcommonsignsofdepres-

sion and to help them access mental health support services

• Students are more likely to seek help if they are experiencing symptoms of depression themselves

• Students are less likely to keep it a secret if a friend is thinking about suicide

• Students are more comfortable discussing mental health issues with their peers

• Students report lower stigma toward mental illness in their school environment

Some testimonials the program has received:

• “Thank you for leading this great work with the peer educators. The kids are learning about depression,

but they are also seeing your great leadership style and follow through.” – School principal

• “I run the Peer to Peer and I have found U-M to be extremely helpful in educating me about symptoms of

depression and ways to cope.” – Mentor

• “Getting to see the changes you’re making in people’s lives is truly amazing.” – Student

If you have any question about the P2P program, please reach out. I can also connect you with a staff member from

the Eisenberg Family Depression Center.

Thank you for your time,

32 P2P MENTOR MANUAL

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Letter Template 2

If you are looking for administrator buy-in from a new principal.

Dear <Insert Administrator’s Name>,

Since <Insert time school started P2P>, <Insert school> has worked in coordination with the Eisenberg Family

Depression Center to raise awareness and reduce the stigma of mental health issues, particularly depression and

anxietyamongteensaspartoftheirPeertoPeerDepressionAwarenessCampaignprogram(P2P).Inthe<Insert

past academic year, e.g. 2016-2017> academic year, P2P student team members, as well as a convenience sample

of students in the school, completed surveys before and after the implementation of our campaign.

Thefollowingaresomesignicantchangesfoundafterourcampaign:

• Students were more condent in their ability to:

o identify someone who is showing the common signs of depression;

o help a friend access mental health support services in their school or in the community.

• Students reported that they were more likely to ask for help if they had symptoms of depression that

lasted for more than two weeks

• Students reported that they were less embarrassed to be seen going into the ofce of their school social

worker or school psychologist.

• Students were able to correctly identify a greater number of depression symptoms.

• Students reported that they would be more comfortable discussing mental health issues with their

peers.

Each year program survey results have shown positive school-wide gains in participating schools:

• Studentsaremorecondentintheirabilitytoidentifysomeonewhoisshowingcommonsignsofdepres-

sion and to help them access mental health support services

• Students are more likely to seek help if they are experiencing symptoms of depression themselves

• Students are less likely to keep it a secret if a friend is thinking about suicide

• Students are more comfortable discussing mental health issues with their peers

• Students report lower stigma toward mental illness in their school environment

Examples of past campaign activities include:

• Mental health awareness poster displays throughout the school

• Classroom mental health presentations

• Daily announcements with positive mental health messaging

• A whole-school assembly featuring Will Heininger, former U-M football player and mental health advo-

cate

This year, the P2P team plans to <insert your future plans here>.

With your support, our P2P team can continue to positively impact the mental health of the student body. Please

let me know if you have any questions.

Thank you for your time,

33P2P MENTOR MANUAL

SEPTEMBER-OCTOBER

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INSTRUCTIONS FOR ONLINE SURVEY DISTRIBUTION

*** Note: This is a script that is to be read out loud in class ***

Pre-Test

Hello, everyone! As you might know, there is a group of peers working with the Eisenberg Family Depression

Center to create a depression awareness program for our school. We are going to ask you to help us today. We’d

like to ask you to participate in some surveys that will help us to determine whether the project impacts the way

you understand mental illness.

You will be asked to complete this survey twice. Once now, and once again at the end of the year. Your participa-

tion is voluntary and you may skip over any questions that you would prefer not to answer, though please try to

giveyourbesteffort.ThereareNOrightorwronganswers.Thissurveyisalsocompletelycondentialandanon-

ymous.Thismeansthatyournamewillnotbeconnectedwithyouranswers.Yourteachers,yourparent(s),your

friends, or anyone else you know will never be able to see your responses.

Youwillbeidentiedbyasubjectnumberlabelthatyou’llseeonyournotecard.Althoughweaskthatyouwrite

your name on your notecard, it will be kept separate from the online survey, so no one can match your responses

to your name. If you have any questions, please feel free to ask me and I will come over to talk with you.

As you are passing out notecards… say:

First you will see two sticker labels on the notecard being passed out to you. Please write your name on the bot-

tom label of the notecard passed to you. This is very important. It is how we will connect your surveys.

[Wait a minute, then ask “has everyone written their name on their notecard?” Then proceed after everyone has].

Please now open up the website provided to you on the top label. The website is case sensitive. Please capitalize

when needed. When you open up the website, it should say University of Michigan on the top.

[Wait a minute, ask “is everyone able to access the website?” if people cannot reach the website provide them with the

alternative website link below]

HS: www.depressioncenter.org/p2survey

MS: www.depressioncenter.org/msp2p

You will be prompted to write in an ID number once you start the survey. The ID number is on the bottom label

of your notecard. Again, thank you all for participating in this survey, if you have any questions please raise your

hand and I will come over to you.

[Collect notecards as students nish the survey. Keep them in a safe place to use for post-survey]

Post-Test

Same text as the Pre-Test.

[Pass out notecards]

[Collect and discard notecards when done]

34 P2P MENTOR MANUAL

RESOURCES

WASHTENAW COUNTY MENTAL HEALTH REOURCES

Free Local Youth Counseling

Ozone House

Licensed social workers provide crisis intervention and ongoing therapy to youth ages 10-20 and their families for

issuesrelatedtofamilyconict;runningaway;homelessness;andnegativeexperiencesinschoolorthecommu-

nity. Both individual and family counseling are available.

Youth Shelter & Ofce Drop-In Center

Location: 1600 North Huron River Drive 102 N. Hamilton

Ypislanti, MI 48197 Ypsilanti, MI 48197

Phone: 734-485-2222 734-485-2222

Website: www.ozonehouse.org

Regional Alliance for Healthy Schools

RAHS has Clinical Social Workers available at all sites to provide comprehensive individual, group, and family

therapies and medication reviews to address depression, anxiety, mood disorders, attention disorders, grief and

loss, emotional and behavioral concerns, social skills, substance use, and parental guidance. Physical health ser-

vices available as well. Located within the following schools, but open to all students in Washtenaw County:

Lincoln High School ..........................................(734)714-9600

Lincoln Middle School........................................(734)714-9509

Pathways to Success Academic Campus .....................(734)973-9167

Pioneer High School .........................................(734)997-1862

Scarlett Middle/Mitchell Elementary Schools ...............(734)667-2708

Ypsilanti Community High School ...........................(734)221-1007

Ypsilanti Community Middle School .........................(734)221-2271

Website .................................................www.umhs-rahs.org

24-Hour Help Lines

Ozone House Crisis Line: 734-662-2222

University of Michigan Psychiatric Emergency Services: 734-936-5900

Washtenaw Country Mobile Crisis Line: 734-544-3050

35P2P MENTOR MANUAL

RESOURCES

Corner Health Center

The Corner’s mission is to provide dugment-free, high-quality, affordable health services to young people aged

12-25.TheCornerhaspsychiatristsandcounselorswhowilllistenandhelpyoungpeoplethroughdifculttimes.

AdolescentscancometotheCornerforhelpinacrisis;someonetotalkto;helpguringoutwhat’sgoingon;sup-

port and encouragement; skills that you can use to make things better. Mental health services at the Corner are

free to patients and 100% condential.

Location: 47 North Huron Street

Ypsilanti, MI 48197

Phone: 734-484-3600

Website: www.cornerhealth.org

Family Support Group at the University of Michigan

The Eisenberg Family Depression Center offers a free support group for family members of persons with depres-

sionorbipolarillness(adultgroupsarealsoofferedatthesametimeinadifferentroom).Connectwithothersto

helpcopewithlife’schallengesbysharingpersonalexperience,supportandencouragement;ndresources,learn

about depression and bipolar illness, and develop a support network. All groups are facilitated by a social worker

andmeetingsarecondential.Free, but advanced registration is required. Visit website for more details.

When: 1st Wednesday of every other month; 6:00-8:00pm

Where: University of Michigan Outpatient Psychiatry Clinic

Rachel Upjohn Building

4250 Plymouth Road

Ann Arbor, MI 48109

Phone: 734-764-0231

Website: www.depressioncenter.org/patients-visitors/workshops-and-groups

36 P2P MENTOR MANUAL

RESOURCES

NATIONAL YOUTH MENTAL HEALTH RESOURCES

JED Foundation // www.jedfoundation.org

JED works with high schools across the country to strengthen their mental health, substance abuse, and suicide

prevention programs and systems. They provide the suicide prevention lifeline and crisis text line. JED also has

signature programs such as Half of Us, Set to Go, and Love is Louder. Each of these programs has free mental

health resources on their website to help high school and college students.

The Steve Fund // www.stevefund.org

The Steve Fund is focused on supporting the mental health and emotional well-being of young people of color. The

SteveFundworkswithcolleges,universities,non-prots,researchers,andpractitionerstostimulatedialogueand

promote effective programming and strategies for students of color as they enter, matriculate in, and transition

out of higher education.

The Trevor Project // www.trevorproject.org

The Trevor Project provides crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgen-

der,andquestioning(LGBTQ)youngpeopleages13-24.Theyaimtocreatesafe,accepting,andinclusiveenviron-

ments through trainings, online resources, and community spaces.

24-Hour Help Lines

National Suicide Prevention Lifeline: 1-800-273-TALK (8255)

Crisis Text Line: Text “HOME” to 741-741

Crisis Text Line for People of Color: Text “STEVE” to 741-741

Trevor Lifeline (for LGBTQ youth): 1-866-488-7386

37P2P MENTOR MANUAL

NOTES

38 P2P MENTOR MANUAL

NOTES