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Origins
Current work
Future plans
Gatehouse Project
26 Australian metro and rural high schools
A collaborative intervention to improve social environment at school
Randomised controlled trial
Centre for Adolescent Health , University of Melbourne
Gatehouse Project – Organisational Development over 2 years
EntrySurveyFeedbackPriority settingActionsImplementationEvaluation
Action team (staff, students, parents)Part time facilitatorCurriculumProfessional development
Towards a more positive social environment(Patton G, Bond L, Butler S, Glover S)
Classroom Security• clear and agreed class rules• no put-downs• maintaining privacyCommunication • promoting listening to others• promote opportunities for one-
on-one interaction with teachers • physical layout of classroom• small group workPositive regard through participation• part of the group and have
something to contribute• promote acknowledgment of
others contribution and work
Whole school Security• anti bullying policyCommunication• moving towards organisational change• peer support program – coordination
and training• student-teacher engagement outside
of class eg mentoring Promote participation• organisational change to allow student
representation• promotion of extra-curric. activities• create opportunities for feedback to
students (and teachers)
The Gatehouse Project: changes in health risk behaviour in year 8 students after 2 years
0
20
40
60
80
100
120
Smoking Regularsmoking
Binge drinking Cannabis WeeklyCannabis
% o
f gr
oup
Comparison schoolsIntervention
All analyses adjusted for previous level of substance use in the school
Key milestones
2001 Whole school mental health promotion symposium, Calgary
2002 - 2004
CORE high schoolpilot
Social network analysis is the study of social structure.
It maps relations among people (or organisations)
A person’s position in a structure determines the opportunities or constraints that the person will encounter
-information, - help -viewpoints -approval/disapproval - affirmation of worth
Staff. Advice seeking a year ago
Staff. Advice seeking now
Staff. Socialising with each other a year ago
Staff. Socialising with each other now
Effect of CORE on school as a workplace
Increases in-knowing each other by name- knowing more personally-having regular conversations-advice seeking for a school matter- socialising (but only a bit!)
Key milestones
2001 Whole school mental health promotion symposium, Calgary
2002 - 2004
CORE high schoolpilot 2004-2008 SAYCHN
WSMHP (4 elementary one junior high)
Students. The friendship network at Time 1, one elementary classroom
Students. The friendship network at Time 2, same class
Students. The talk-to-when-upset network at Time 1One elementary classroom
Students. The talk-to-when-upset network at Time 2,same class
How do we think CORE works?
• Greater personal connection/security• A little information in the right part of the
network gets communicated fast (infectious!)• Greater diversity in the network – links to
unlike others from whom kids learn things
Play at school together, grade 6, baseline assessment coded by typical peer rated behaviour
Impacts and benefits
Self esteem “(kids) are so proud of what they are learning, proud of what they’re
doing”“ (they are) a lot more self aware
and trying to problem solve”
Language “the whole language has changed, the whole atmosphere, its incredible
what has happened in this school”
Teachers “ you feel more connected and you are making a difference”
Challenges
• Staff turnover in schools• Getting the idea of the intervention across as a
process rather than a packaged product• Overworked/busy context• Teachers’ initial gut reaction to any “negative”
results
Key milestones
2001 Whole school mental health promotion symposium, Calgary
2002 - 2004
CORE high schoolpilot 2004-2008 SAYCHN
WSMHP (4 elementary one junior high)
2009/2010 CORE final pilot(elementary)
Key milestones in the transfer2001 Whole school mental health promotion
symposium, Calgary
2002 - 2004
CORE high school
pilot 2004-2008 4 elementary and
one junior high
2009/2010 CORE final pilot
(elementary)
Stronger teacher/workplace focus
Extended social network analysis into the students
Added a cortisol assessment
Launched an RCT in 2010/2011
Origins
Current work
Future plans
Recently completed ( PHAC grant)
• How-to guides for facilitators and FAQs for schools
• Website/resource guide
• Key set of PD events
• Advice for adaptation to multicultural contexts
• Costing
• Set up advisory committee
• In-built evidence appraisal for likely effectiveness of existing or potential new programs for the schools
Current work and future plans
• Roll out and assess effectiveness on health and learning outcomes in a randomised, stepped wedge design, over next 3-5 years, starting Sept/Oct 2010 (30 - 40 schools)
- Calgary Catholic (now, 6 schools)- CBE (next)- beyond
Points to consider
• Coordination and fit other initiatives – CORE is an umbrella, it is not a competitor with other programs
• Stewardship/championship - the evidence backing up prevention programs in schools should be as good as our treatment programs. Parents and kids deserve that.
• Provincial level stakeholder support and investment is vital
Laureen Lailley CBE and Population Health Intervention Research Centre, University of Calgary on behalf of the CORE Connections team
www.coreconnects.ca