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| == Key Findings in Social Network Health == | | == Key Findings in Social Network Health == |
| We will outline the key findings in Social Network Health that define the implementations we have studied. The findings are critical to developing a [[SNH Maturity Model|mature approach]] to health in a community using Social Network Health.
| | These 14 findings are critical to developing a mature approach to strengthening social networks in a community. Among the key findings, we currently identify ten that require implementation action and four findings are direct community health measurements. The number of key findings we describe may change as further research and implementation reveal new insights over time. |
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| Among the key findings, we currently identify ten that necessitate specific actions to achieve the outcomes of four key findings by which community health can be measured. The number of key findings we describe may change as further research and implementation reveal new insights over time.
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| === Actions: === | | |
| | {{Colored box|icon=Tiny_logo_x1.png|background-title-color=#36c|title=Key Action Findings|title-color=#fff|background-content-color=#eaf3ff|content= |
| | === Key Action Findings: === |
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| ==== '''Prevention: ''' ==== | | ==== '''Prevention: ''' ==== |
| Effective and efficient Prevention builds individual and community protective factors and social norms. Network health approaches that address these processes, such as maximizing youth-adult connections schoolwide and heightening influence of youth with coping, create more protective schools. | | Effective and efficient prevention builds individual and community protective factors and social norms. Network health approaches that address these processes, such as maximizing youth-adult connections school-wide, heightening influence of youth with coping, and creating protective schools. |
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| Dive in: [[Prioritizing Prevention]] | | Dive in: [[Prioritizing Prevention]] |
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| ==== '''Ecological Validity:''' ==== | | ==== '''Ecological Validity:''' ==== |
| Approaches that are designed and built by and with the community (authenticity, organic, grassroots, culturally relevant) have higher transfers of beliefs and skills to daily life. | | Approaches that are designed and built by and with the community (authenticity, organic, grassroots, culturally relevant) have higher transfers of beliefs and skills to daily life. A program that is transferred from one environment to another is not a valid Social Network Health approach, and is unlikely to address the cultural norms of the new environment. |
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| Dive in: [[Ecological Validity]] | | Dive in: [[Ecological Validity]] |
| ==== '''Consistency: ''' ====
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| This approach requires long-term commitment to intentional cultural integration and reevaluation of programming.
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| A “voltage drop” and poor sustainment are common as interventions transition to regular use. Conversely, multiple exposures are more impactful with careful preparation.
| | ==== Evidence-Based Methodology: ==== |
| | Social Network Health approaches require an ongoing commitment to follow documented evidence of impact by studying research and implementation in the field of preventative mental health care. |
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| Submitted to the National Institute of Mental Health, PAR21-130, 10/13/2022
| | Dive in: [[Evidence-Based Methodology]] |
| | | ==== '''Consistency: ''' ==== |
| '''Data-informed implementation preparation.'''
| | Social Network Approaches require long-term commitment to intentional cultural integration, relationship and skill building, and re-evaluation and modification of programming over time. Mentors that regularly interact deeply with communities over time build consistent programming and genuinely change culture. |
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| A “voltage drop” and poor sustainment are common as interventions transition from controlled efficacy trials to regular use. Conversely, scaled out interventions are more impactful with careful preparation using implementation science frameworks.
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| '''JAMA Open Network, October, 2020'''
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| Wingman-Connect’s group training design ecologically valid and appealing for participants. Wingman-Connect development benefited from strong organizational collaboration, resulting in an ecologically valid program.
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| ==== '''''Whole Community''': '' ==== | |
| ''Everyone is invited and contributes to the overall health of the social network. ''
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| '''Social Science & Medicine''' Social Science & Medicine 296 (2022) 114737
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| Findings support a growing case for the unique contribution of group-level interventions to improve social health of broader populations. The Wingman-Connect Program trains all members of natural organizational units together to strengthen group bonds and the diffusion of suicide-protective norms and practices. Skill-building activities focus on relationships and practices supportive of mental health.
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| Group skill-building activities identify strengths of all group members, and members learn how a strong network supports all members’ health and fitness. W-CP uses high energy activities and peer-to-peer teaching; exercises inside and outside of training promote adoption of skills into unit culture.
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| '''NIMH'''
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| Program structure and key elements together strengthen relationship networks, cohesion, adaptive coping and group norms using group-based, interactive training based on research-informed strategies.
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| ==== '''''Discovery:''' '' ====
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| ''Discovery of personal strengths and how those strengths impact our social network, and the discovery of other’s strengths and how those strengths impact us and the social network. Everyone’s competencies are recognized.''
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| Dr. Peter Wyman’s interview 2022
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| ==== '''''Peer Influence:''' '' ====
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| ''Social networks provide the mechanisms for the diffusion of norms and practices and the context for peer group monitoring and support.''' ''' Positive social bonds augment the protective factors while learning and modeling skills for growing relationships and developing connections to each other. These connections reduce ‘Pruning’. ''
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| '''NIMH'''
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| '''WINGMAN-CONNECT PROGRAM MODEL AND DEVELOPMENT'''
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| Wingman-Connect is an adaptation of a network-informed intervention. Since 2010, PI Wyman has led research (NIH, CDC funded) testing that program, which disseminates skills for social health through youth peer networks.<sup> </sup> The high-energy, interactive training improves student connectedness and coping norms, and protective effects spread school-wide including adult help for suicidal youth.<sup> </sup> A study aggregating three RCTs (N=78 schools; 39,900 students) showed fewer suicide deaths in schools implementing this approach. <sup> </sup>
| | Dive in: [[Consistency]] |
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| Wingman-Connect Program structure and key elements together strengthen relationship networks, cohesion, adaptive coping and group norms.
| | ==== Discovery: ==== |
| | Discovery is the mechanism to explore personal strengths , how other’s strengths can be shared, and the community can borrow strength to affect change. When everyone’s competencies are recognized, the group is aware of it's collective strengths and the value of all members. |
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| Program’s novel group intervention strengthens ''social bonds'' as well as ''peer network norms'' that incentivize healthy coping. This interactive training progresses from individual engagement (e.g., each participant shares career goals and values) to building group level skills and norms (e.g., mapping group strengths).
| | Dive in: [[Discovery]] |
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| '''JAMA Open Network, October, 2020''' | | ==== '''Whole Community''': ==== |
| | A Social Network Health approach is when everyone in the community is invited to contribute to the overall health of the social network. Involving as much of the community as possible contributes to efficiency (using the community instead of outsiders), co-creation (ecological validity), and discovery of strengths. |
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| Airmen learn skills to grow and sustain protective factors essential to job success, mental health and reduced suicide risk (Kinship, Purpose, Guidance, Balance). Class exercises create more cohesive units with skills extended into group culture.''' ''' Wingman Connect training is delivered to organizational units using interactive exercises to build key group and individual protective factors (Four Cores):
| | Dive in: [[Whole Community]] |
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| The study’s findings validate the underlying network health model: stronger bonds within a more cohesive healthy class reduced suicidal ideation and depression symptoms. These findings suggest that training classes became increasingly unified around healthy norms and encouraged classmates who were vulnerable to mental health or occupational problems at a key juncture of military training, in addition to meeting their needs for belonging. Work with recent social network modeling show that cohesive groups serve a protective regulatory function through norms and pressures to conform.
| | ==== Peer Influence: ==== |
| | Peer influenced or peer-peer activities promote relationships between peers and engage people in their existing communities, leveraging existing relationships and common interests, while enhancing their knowledge of one another and their potential within their community. |
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| '''Social Science & Medicine''' Social Science & Medicine 296 (2022) 114737
| | Dive in: [[Peer-influenced|Peer Influence]] |
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| Wingman-Connect counteracted the typical '''drift''' towards disconnection for Airmen at elevated suicide risk. Six-month findings again showed that W-CP offset the typical trajectory of decreasing connections for Airmen at elevated suicide risk.
| | ==== '''Mentoring: ''' ==== |
| | Mentoring is a practice and a skill set that supports others through listening, sharing and connecting. |
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| These findings are, to our knowledge, the first to show that a suicide prevention program for small personnel units improved significantly the group relationship network and socially integrated members over time. This study extends knowledge of the social and relationship impact of the Wingman-Connect Program as it decreased suicide risk.
| | Dive in: [[Mentoring]] |
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| Wingman-Connect Program counteracted the expected drift towards disconnection for Airmen at elevated suicide risk by targeting the unit’s relationship network itself. These groups built enhanced suicide protection into their relationship networks, with the most consistent benefits for Airmen at elevated risk of suicide and for those starting with fewest connections.
| | ==== Active/Experiential Learning: ==== |
| | High-energy activities maintain interest, motivation, and create shared positive emotional experiences to create norms and provide incentive to acquire adaptive coping skills through experience. Space is created to practice skills that grow healthy bonds and draw upon resources in the community. |
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| Program built enhanced suicide protection into unit relationship networks and counteracted standard drift towards disconnection for at-risk Airmen, despite no explicit content targeting connections specifically to at-risk Airmen. Findings support a growing case for the unique contribution of group-level interventions to improve social health of broader populations.
| | Dive in: [[Active Learning]] |
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| ==== '''''Mentoring: ''''' ====
| | Notes: We are preferring Active Learning to experiential learning because it's a more modern and recognizable term and it is more common to find the term in supporting evidence. |
| ''By focusing on patterns of relationships, network methods can clarify the contexts in which relationships form and exert influence on others. Maximizing these protective bonds across school populations, increasing opportunities for group cohesion including integrated youth– adult networks, and promoting influence of youth with healthy coping skills is critical. '' | |
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| '''JAMA Open Network, October, 2020'''
| | ==== Personally Meaningful Sharing: ==== |
| | Participants are invited to share personally relevant goals, values, and experiences. Using meaningful sharing draws upon real life strengths and conversations as a way to teach, discover, and understand one another. |
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| Airmen learn skills to grow and sustain protective factors essential to job success, mental health and reduced suicide risk (Kinship, Purpose, Guidance, Balance). Class exercises create more cohesive units with skills extended into group culture.''' ''' Wingman Connect training is delivered to organizational units using interactive exercises to build key group and individual protective factors (Four Cores):
| | Dive in: [[Deep conversations|Deep Conversations]] |
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| * Group cohesion and belonging (Kinship)
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| * Informal and formal support and help-seeking (Guidance)
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| '''Social Science & Medicine''' Social Science & Medicine 296 (2022) 114737
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| Specific modules and activities build healthy relationships and accountability (Kinship) informal and formal help-seeking (Guidance).
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| '''An Outcome Evaluation of Suicide Prevention Program Delivered by Adolescent Peer Leaders in High Schools ''' Am J Public Health. 2010 September; 100(9): 1653–1661
| | {{Colored box|icon=Tiny_logo_x1.png|background-title-color=#36c|title=Key Outcome Findings|title-color=#fff|background-content-color=#eaf3ff|content= |
| | === Key Outcome Findings: === |
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| The norms most strongly enhanced through the intervention were students' perceptions that adults in their school can provide help to suicidal students and the acceptability of seeking help from adults.
| | ==== '''Group Cohesion:''' ==== |
| | Group Cohesion is an outcome resulting from feeling connected to others. An environment where youth-adult networks share in experiential learning maximizes protective bonds. |
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| ==== '''''Active Learning''':'' ====
| | Dive in: [[Group cohesion|Group Cohesion]] |
| ''High-energy activities maintain interest, motivation, and create shared positive emotional experiences and create norms that incentivize adaptive coping skills. Space is created to practice skills that grow healthy bonds and draw upon resources in social environments to meet goals, manage career and personal challenges, and prevent behavioral health problems.''
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| '''JAMA Open Network, October, 2020''' | | ==== '''Connection to Guidance:''' ==== |
| | Connection to guidance is the protective factor that encourages the identification of trusted adults who can be used as a resource, free of judgment, during times of relational disconnection or crisis. |
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| '''Active Learning and Transfer of Training to Life''' | | Dive in: [[Connection to Guidance]] |
| | ==== '''Belonging:''' ==== |
| | A sense of Belonging is the feeling of being accepted, valued, and connected within a community or group. |
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| * Drawing out ‘real-world’ strengths from participants as a primary method to teach Kinship, Purpose, Guidance, & Balance.
| | Dive in: [[Belonging]] |
| * High energy activities maintain interest, motivation, and a shared positive emotion.
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| * ‘Real-world’ exercises inside and outside of training reinforce the application of skills in groups and in individual activities of daily life.
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| ==== '''''Deep Sharing:''''' ==== | | ==== '''Help Seeking:''' ==== |
| ''Personally meaningful - participants are invited to share personally relevant goals and values referenced throughout. Drawing upon ‘real life’ strengths and conversations as the primary way to teach. Provides space for culturally relevant customs, celebrations, and traditions. ''
| | Help seeking behaviors are actions taken by individuals to seek assistance or resources to address potential or existing mental health concerns before they become more severe. |
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| '''JAMA Open Network, October, 2020'''
| | Dive in: [[Help-Seeking Behaviors|Help Seeking]] |
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| Wingman-Connect impact promoting more cohesive, healthy training classes was a mechanism that reduced risk for suicidal thoughts and behaviors. More cohesive, healthy classes ‘lifted up’ individuals who were vulnerable to fitness and mental health problems. '''Study findings suggest that group training for organizational units may be critical for ‘transfer’ of training concepts and skills into the organization’s culture.'''
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| === Outcomes: ===
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| ==== '''''Group Cohesion:''''' ====
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| ''Through collaborative activities, participants develop skills for managing personal challenges and create shared healthy norms.''
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| '''Social Science & Medicine''' Social Science & Medicine 296 (2022) 114737
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| In more connected, healthier units, vulnerable members can borrow strength from adaptive members. Stronger units also promote job fitness, as shown by W-CP’s impact reducing occupational problems, an effect that may reduce future problems that precipitate new instances of suicidal thoughts and behaviors. In that sense, W-CP may specifically assist vulnerable Airmen in overcoming barriers to forming meaningful social connections.
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| Wingman-Connect Program’s interactive training created more dynamic relationship networks. Airmen in W-CP groups made more changes in who they named as valued connections, even as the overall average number of valued connections increased. The largest dynamic changes were for Airmen with elevated suicide risk in W-CP groups, who made on average three times more new valued connection nominations.
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| Group skill-building activities identify strengths of all group members, and members learn how a strong network supports all members’ health and fitness. W-CP uses high energy activities and peer-to-peer teaching; exercises inside and outside of training promote adoption of skills into unit culture.
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| '''JAMA Open Network, October, 2020'''
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| '''Research Outcomes – Evidence Based Key Findings include:'''
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| * Increased class cohesion, morale, positive bonds, and acceptability of help seeking
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| Wingman Connect strengthens skills to grow and sustain healthy social bonds. Natural organization (tech school classes) units train together to incorporate skills into culture, build cohesion and shared purpose. '''The objective is preventing occupational and behavioral health problems.'''
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| Positive Impact on Training Classes Together & Developing Positive Connections. Wingman-Connect training increased class cohesion, morale, & positive bonds. Participants gain an understanding of group norms and how everyone influences the social network.
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| ''Wingman-Connect'' trained natural organization units (technical school classes) and combined individual and group skills. Participants learned skills to grow healthy bonds and draw resources in their social environment to manage career and personal challenges and meet goals. Group skills focused on building cohesion and a unit culture organized around healthy norms including shared mission and mutual support.
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| The study’s findings validate the underlying network health model: stronger bonds within a more cohesive healthy class reduced suicidal ideation and depression symptoms. These findings suggest that Wingman-Connect classes became increasingly unified around healthy norms and encouraged classmates who were vulnerable to mental health or occupational problems at a key juncture of military training, in addition to meeting their needs for belonging. Work with recent social network modeling show that cohesive groups serve a protective regulatory function through norms and pressures to conform.
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| '''NIMH'''
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| '''Novel Intervention Targeting Peer Social Networks of Military Members'''
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| The Wingman-Connect Program’s novel group intervention strengthens ''social bonds'' as well as ''peer network norms'' that incentivize healthy coping. This interactive training progresses from individual engagement (e.g., each participant shares career goals and values) to building group level skills and norms (e.g., mapping group strengths).
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| Program structure and key elements together strengthen relationship networks, cohesion, adaptive coping and group norms using group-based, interactive training based on research-informed strategies.
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| ==== '''''Connection to Guidance:''''' ====
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| ''Informal and formal help-seeking. Cohesive youth–adult networks may promote more help-seeking for students and for their friends with whom they share a common bond to a supportive adult.''
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| '''Journal of Child Psychology and Psychiatry *: * (2019), Peter A. Wyman, Trevor A. Pickering, Anthony R. Pisani, et al.'''
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| Social networks provide the mechanisms for the diffusion of norms and practices and the context for peer group monitoring and support. Network characteristics influence the spread of many health behaviors. By focusing on patterns of relationships, network methods can clarify the contexts in which relationships form and exert influence on others.
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| Cohesive youth–adult networks may promote more help-seeking for students and for their friends with whom they share a common bond to a supportive adult.
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| Maximizing protective bonds across school populations, increasing opportunities for group cohesion including integrated youth– adult networks, and promoting influence of youth with healthy coping. Our findings suggest effective interventions will involve youth and adults.
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| '''NIMH'''
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| Wyman has led research (NIH, CDC funded) testing this approach, which disseminates skills for social health through youth peer networks.<sup> </sup> The high-energy, interactive training improves student connectedness and coping norms, and protective effects spread school-wide including adult help for suicidal youth.<sup> </sup> A study aggregating three RCTs (N=78 schools; 39,900 students) showed fewer suicide deaths in schools implementing this approach. <sup> </sup>
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| '''Social Science & Medicine''' Social Science & Medicine 296 (2022) 114737
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| Wingman-Connect Program’s interactive training created more dynamic relationship networks. Airmen in W-CP groups made more changes in who they named as valued connections, even as the overall average number of valued connections increased.
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| ==== '''''Belonging:''''' ====
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| ''Positive social bonds augment the protective effects of inclusion and support and build trust. All participants experience the positive and appropriate engagement of others. Everyone is invited to participate. ''
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| '''JAMA Open Network, October, 2020'''
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| Group training that builds cohesive, healthy military units is promising for upstream suicide prevention.
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| The study’s findings validate the underlying network health model: stronger bonds within a more cohesive healthy class reduced suicidal ideation and depression symptoms.<sup> </sup> These findings suggest that Wingman-Connect classes became increasingly unified around healthy norms and encouraged classmates who were vulnerable to mental health or occupational problems at a key juncture of military training, in addition to meeting their needs for belonging.
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| ==== '''''Help Seeking:''''' ====
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| ''The norms most strongly enhanced are students' perceptions that adults in their school can provide help and the acceptability of seeking help from adults.''
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| '''JAMA Open Network, October, 2020'''
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| '''Research Outcomes – Evidence Based Key Findings include:'''
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| * Increased class cohesion, morale, positive bonds, and acceptability of help seeking.
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| '''NIMH'''
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| Wyman has led research (NIH, CDC funded) testing this approach, which disseminates skills for social health through youth peer networks.<sup> </sup> The high-energy, interactive training improves student connectedness and coping norms, and protective effects spread school-wide including adult help for suicidal youth.<sup> </sup> A study aggregating three RCTs (N=78 schools; 39,900 students) showed fewer suicide deaths in schools implementing this approach. <sup> </sup>
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| '''Social Science & Medicine''' Social Science & Medicine 296 (2022) 114737
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| Wingman-Connect Program’s interactive training created more dynamic relationship networks. Airmen in W-CP groups made more changes in who they named as valued connections, even as the overall average number of valued connections increased.
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| '''Am J Public Health. 2010'''
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| Training improved the peer leaders' adaptive norms regarding suicide, their connectedness to adults, and their school engagement, with the largest gains for those entering with the least adaptive norms. Trained peer leaders in larger schools were 4 times as likely as were untrained peer leaders to refer a suicidal friend to an adult. Among students, the intervention increased perceptions of adult support for suicidal youths and the acceptability of seeking help.
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| The norms most strongly enhanced through the intervention were students' perceptions that adults in their school can provide help to suicidal students and the acceptability of seeking help from adults.
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| Adolescents are far more likely than are adults to be aware of suicidal behavior in their friends; increasing students' partnering with adults to help suicidal peers may be a key process for reducing adolescent suicidal behavior.
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| == Commentary on Key Findings: == | | == Commentary on Key Findings: == |
| A key result from meta analysis is that although many factors are believed to increase the risk of developing a mental health condition, but focusing on treatment those factors is not the most efficient way to reduce the prevalence of mental health conditions. [citation required]
| | To summarize the key findings in brief: |
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| Instead, building protective factors across a community, resulting in a widespread sense of belonging seems to be extremely effective in reducing the risk of mental health conditions.
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| Individuals who feel a sense of belonging in their community have the sklls and environment they need to become more involved and to actively seek the help they need.
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| To make that happen in a community (a school environment, for example), the school community must develop group cohesion. Group cohesion is created from strong, healthy connections between student peers and between students and trusted adult guides throughout the community. | |
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| To engage with one another optimally, a community must discover the strengths of individuals and groups. Discovery must be practiced and developed as a skill. Active learning and heavily [[peer-influenced]] activities and initiatives have been show to be effective as part of a methodology to kick-start discovery and ultimately lead to deep conversations, which are the most powerful method of learning and bonding in social networks.
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| When a whole school community is cohesive, and has strong, healthy connections throughout, it’s members become more activated, more engaged, and more energized. The time spent building healthy connections is repaid manyfold by a reduction in suicide, pruning and disciplinary incidents, by an increase in attendance and performance, and by an emotionally recharged community that spends the bulk of their time working preventatively, instead of performing interventions after disruptive and damaging incidents.
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| The makeup of a healthy school environment is unique to every school. A healthy school environment cannot be duplicated by simply following a written manual or video series and/or taking a one-time training - rather, such an environment is built by developing ecologically valid skills and practices that are unique to each community. These skills and practices become cultural norms that are developed across years of consistency of practice.
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| Defining the Social Network Health Approach within an integrated system of care:
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| This toolkit describes the Social Network Health Approach to preventative mental health care, drawing on published research from the University of Rochester Center for the Study and Prevention of Suicide and from the implementations by preventative mental health care professionals in close cooperation with them.
| | Preventative care is one category within a holistic integrated system of care. Simplistically and fundamentally, it is critically important to address both Preventative and Emergency care within an integrated system. Many social factors increase the risk of developing a mental health condition. However, focusing on reactive treatment of those factors is not the most efficient way to reduce the onset of mental health conditions. Instead, building protective factors across a community, which results in a widespread sense of belonging, appears to be extremely effective in reducing risk factors. |
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| Preventative care is only one category of care within a holistic integrated system of mental health care. Simplistically and fundamentally, it is critically important to address both Preventative and Emergency care within an integrated system. Preventative care is clearly preferable, when effective, to emergency care when the risk of suicide is in play.
| | The makeup of a healthy school environment is unique to every school. A healthy school environment cannot be duplicated by simply following a written manual or video series and/or taking a one-time training. Building a healthy culture needs to be intentionally approached by developing ecologically valid skills and practices that are unique to each community. Research has shown that the time spent building healthy connections and protective factors tends to provide a reduction in suicide ideation, social pruning, documented disciplinary incidents, and health and wellbeing of the entire community. |
