Theory

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 mature approach to health in a community using Social Network Health.

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.

Actions:

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.  

Dive in: Prioritizing Prevention

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.  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.

Dive in: Ecological Validity

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.

Dive in: Evidence-Based Methodology

Consistency: 

Social Network Approaches require long-term commitment to intentional cultural integration, relationship and skill building, and re-evaluation and modification of programming over time. It is, unfortunately, rare to find training and mentors that regularly interact deeply with communities over years to build a consistent program and genuinely change culture.

Dive in: Consistency

Discovery:

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.

Dive in: Discovery

Whole Community: 

Everyone is invited and contributes to the overall health of the social network.  

Dive in: Whole Community

Peer Influence:

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’. 

Dive in: Peer Influence

Mentoring: 

Note - inconsistent documentation:

Ok. I did write a summary in the "dive in" page below, but I am afraid that this key finding was never disambiguated throughout the documents that we have in drive. So we need to make sure we are addressing this correctly and we have a clear differentiation between what we have been calling "mentoring", which I associate with "peer mentors", and what we have been calling "Connection to Guides", which is probably a misnomer in the school context and we usually refer to as the connection between ADULT mentors and students.

I think what happened here is that between 2020 and 2024 we added two points to the research key findings, split out Mentoring from Peer Influence, and then somehow dropped Connection to Guides as a less important finding of research and relegated it to an implementation strategy only.

Dive in: Mentoring

Personally Meaningful Sharing:

Participants are invited to share personally relevant goals, values, and experiences as the program evolves, drawing upon real life strengths and conversations as a way to teach, discover, understand one another. 

Dive in: Deep Conversations

Active Learning:

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.

Dive in: Active Learning

Outcomes:

Group Cohesion:

Through collaborative activities, participants develop skills for managing personal challenges and create shared healthy norms.

Social Science & Medicine                     Social Science & Medicine 296 (2022) 114737

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.

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.

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.

JAMA Open Network, October, 2020

Research Outcomes – Evidence Based Key Findings include:

• Increased class cohesion, morale, positive bonds, and acceptability of help seeking

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.

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.

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.

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.

NIMH

Novel Intervention Targeting Peer Social Networks of Military Members

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).

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.

Connection to Guidance:

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.

Journal of Child Psychology and Psychiatry *: * (2019), Peter A. Wyman, Trevor A. Pickering, Anthony R. Pisani, et al.

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.

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.

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.

NIMH

Wyman has led research (NIH, CDC funded) testing this approach, which disseminates skills for social health through youth peer networks.  The high-energy, interactive training improves student connectedness and coping norms, and protective effects spread school-wide including adult help for suicidal youth.  A study aggregating three RCTs (N=78 schools; 39,900 students) showed fewer suicide deaths in schools implementing this approach.  

Social Science & Medicine                     Social Science & Medicine 296 (2022) 114737

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.

Belonging:

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.  

JAMA Open Network, October, 2020

Group training that builds cohesive, healthy military units is promising for upstream suicide prevention.

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.

Help Seeking:

The norms most strongly enhanced are students' perceptions that adults in their school can provide help and the acceptability of seeking help from adults.

JAMA Open Network, October, 2020

Research Outcomes – Evidence Based Key Findings include:

• Increased class cohesion, morale, positive bonds, and acceptability of help seeking.

NIMH

Wyman has led research (NIH, CDC funded) testing this approach, which disseminates skills for social health through youth peer networks.  The high-energy, interactive training improves student connectedness and coping norms, and protective effects spread school-wide including adult help for suicidal youth.  A study aggregating three RCTs (N=78 schools; 39,900 students) showed fewer suicide deaths in schools implementing this approach.  

Social Science & Medicine                     Social Science & Medicine 296 (2022) 114737

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.

Am J Public Health. 2010

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.

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.

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.

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]

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.

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.

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.

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.

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.

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.

Defining the Social Network Health Approach within an integrated system of care:

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 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.