Strategic Plan

“A large part of the success of ‘Networks of Support’ is the consistent onsite support you provide to the schools over multiple years.”

Dr. Peter Wyman, August 2023.

The Social Network Health Approach is a developmental approach that implements a sequenced and scheduled on-site support system to develop the skill set of the staff and advisors.

This scaffolded method guides the advisors through the nuances of implementing the Social Network Health approach. These ‘touchpoints’ by the Networks of Support team has proven critical to school/communities to implement and sustain their programs.

Networks of Support does not endorse one-time workshops or limited support for schools/communities. Consistent support over multiple years provides the accountability and foundation needed to sustain strong programs.

The Network Health Approach: A Two-Year Prevention Program

Stage One: Pre-meeting - Exploring Possibilities

Before diving into the program, our consultant initiates a crucial meeting with the school's leadership team involving the superintendent, administration, school representatives, and support staff. This time creates a community united in exploring the possibilities and examines the commitment required to achieve the best outcomes. Together, we discuss the current educational landscape and assess the feasibility of our approach. The conversation delves into the theory of change, mentor availability, professional learning time, and funding considerations. The team will leave with a "to-do" list, primed to pave the way for the transformative journey.

Stage Two: Decision Time - Committing to Change

In this stage, the school community reflects on the proposed journey. All foreseeable challenges are addressed, funding is allocated, and a collective decision is made to engage in the process. Financial discussions are streamlined through Tim or his delegate, ensuring clarity and commitment.

Stage Three (a): Professional Learning and Development - Unpacking Contribution

Kicking off with a whole-school approach, Day One focuses on three pivotal questions:
What are the benefits to each individual and to the collective group?
What is expected from me individually and how do I get there?
What is expected from the collective group and how do we get there?

A tailored 2-hour session can be offered for non-teaching support staff, emphasizing inclusivity.

Stage Three (b): Professional Learning and Development - Shifting Perspectives

Day Two marks a cognitive shift that transitions away from the traditional instructor-led model. The focus shifts to problem-solving and mutual teaching to foster a culture of collaboration and solution-driven thinking.

Stage Four: Mentor Training - Building Leaders

During a two-day training, one of our consultants will help your school select and train your student mentors. Day One will introduce the model to teacher leaders and delve into group dynamics. In the afternoon session, students volunteer to become mentors after they have had the opportunity to engage in the activities. This process will give students the exposure to mentoring and create the possibility for self-selection into your peer mentoring group.

Day Two is dedicated to practical workshops, where teachers and mentors practice a sequence of activities with guidance.

Stage Five: Theory + Practice + Implementation - Taking the Lead

Mentors are given the responsibility to run groups independently, applying theory and practice in real-world scenarios. This hands-on experience fosters confidence and leadership skills.

Stage Six (a): Development - Deepening Conversations

The focus shifts to further developing students' skills. New activities are introduced, and students learn the art of debriefing as well as navigating conversations that may delve into deeper topics. Students experience cognitive shifts as they take the lead in these meaningful discussions.

Stage Seven (a): Strategic Planning for Next Year - Sustaining Progress

As the program matures, attention turns to strategic planning for the future. Advisors continue their development of debriefing skills, new activities, and guiding the mentors towards sustaining their program by training future mentors.

Stage Seven (b): Transition

A critical discussion on continuous learning ensues, with a focus on ensuring the current seniors leave with dignity. Their stories are captured for reflection, and preparations are made to select and equip next year's mentors for success. The journey of empowerment and prevention continues, as a resilient and supportive educational community is created and sustained.
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Outcomes:

Groups became increasingly unified, exhibiting a shared commitment to healthy norms, and actively encouraged peers in help-seeking behaviors, fostering a supportive environment where every member feels valued and understood.
Social Network Health's interactive training fostered an even more dynamic relationship network. Within these groups, vulnerable members can draw strength from adaptive members, leading to more changes in who they identify as valued connections.
Schools have reported significant improvements in various metrics, including increased daily attendance, higher graduation rates, enhanced identification of Trusted Adults, greater willingness to seek help, and improved connectedness among students and staff. Additionally, school disciplinary issues have notably declined, reflecting the program's positive impact on the school climate and student well-being.

Network Enhancing Facilitation Strategies

Creating an environment for collaborative learning to develop protective strengths and networks through:
  • Peer to Peer Learning
  • Personal Meaningfulness
  • Active and distributed Format
  • Authentic Connection

From Individual To Group Focus

  • Moving from a focus of individual skills to recognizing and developing group strengths.
  • Reflecting on how group strengths benefit individuals and the group.
  • Extending these benefits to the larger group.
  • Supports formation of key relationship and culture Intentional scaffolding.