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

lllailley@cbe.ab.ca

www.coreconnects.ca