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Study Support for Students with Mental Health Issues Karisa Krcmar Tina Horsman ADSHE ANNUAL CONFERENCE 2013: Putting Principles into Practice - 1:1 Tuition.

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Presentation on theme: "Study Support for Students with Mental Health Issues Karisa Krcmar Tina Horsman ADSHE ANNUAL CONFERENCE 2013: Putting Principles into Practice - 1:1 Tuition."— Presentation transcript:

1 Study Support for Students with Mental Health Issues Karisa Krcmar Tina Horsman ADSHE ANNUAL CONFERENCE 2013: Putting Principles into Practice - 1:1 Tuition and Support

2 Aims for today  Understand key elements of major, DSA recognised, mental health conditions.  Explore strategies suitable for students with mental health issues through case studies.

3 Packs  PowerPoint slides  Mental Health Recovery Star (Mental Health Providers Forum)  Mental Health Recover Ladder of Change (Mental Health Providers Forum)  Study Star (adapted from Mental Health Providers Forum)  Example of crisis response pathway  Some helpful websites  Post-it Notes for questions

4 What is good mental health?  make the most of the opportunities  play a full part amongst our family  workplace, community and friends  linked with our physical health  key to living a fulfilling life

5 Physical and mental health …  Underpins learning (motivation, interest, concentration, enthusiasm)  Can help/hinder how someone goes about their learning (anxiety, depression, stress)  Daily emotions help someone decide whether they are having a good overall ‘student experience’

6 Social exclusion – the big issues  Disrupts life  Pushed out of society  Ceases to participate  Social exclusion  Lose hope for the future  Lose sight of potential  Discrimination and stigma  Risky business

7 Mental Health  Is the most common type of disability amongst young people aged 18-30 years.  (e.g. Loughborough University) 500-600 students. Comes under Equality Act 2010.

8 Terminology  Neurosis: mental disorder with an organic basis  Psychosis: more severe internal basis

9 We have access to:  Mental health support team - anybody else have this?  Information will be in Needs Assessment - student will have copy and you can ask them - but it’s not always available.  http://www.ntw.nhs.uk/pic/selfhelp/ http://www.ntw.nhs.uk/pic/selfhelp/

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12 Mental Health concerns considered today  OCD  Eating disorder  Anxiety & stress  Post traumatic stress disorder (PTSD)  Depression  Bi-polar disorder  Schizophrenia

13 Recovery Star & Ladder of Change Models from Mental Health Providers Forum (cc)

14 Study Ladder of Change Stuck Accepting Help Believing Learning Self-Reliance

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16 Case Studies Adam - OCD, anxiety, stress, eating disorder Faith - Asylum Seeker, PTSD, Depression Sophie - Bi-polar disorder Imran - Schizophrenic

17 Adam OCD, anxiety, stress, eating disorder  Undergraduate in geography.  1 st year at different university, came into 2 nd year at new university.  No EP available.  No Needs Assessment available.

18 Adam OCD On edge; pessimistic; negative Fear of failure (constant; unable to make decisions; difficulty concentrating; avoids difficult situations; denies or overthinks a problem AnxietyStress Disordered Eating Feeling high; poor concentration; feeling tired and weak; focussed on food (essays)

19 How does Adam present? Attitude nervous anxious takes time to settle Behaviour rituals passive everything is a problem Learning has to follow routine memory concentration Knowledge knows small amount about lots of subjects cannot always make links between cause and effect Links to study support: - concentration – reading, writing, revision, exams

20 Strategies  Reading to locate information  Selecting if relevant

21 Writing

22 Success

23 Faith Post traumatic stress disorder & depression  Undergraduate in Social Psychology.  1 st year at different university.  Doctor’s letter (confidential, no access unless student wishes to share).  Needs Assessment recommends study support for research, anxiety, work management, organisation.

24 Faith An asylum seeker from Somalia PTSD Feeling detached; disturbed sleep; easily startled; avoids situations that reminds them of trauma; intrusive thoughts/images; OCD-type behaviour; feelings of guilt Depression Memory; procrastination; self- blame/guilt; negative; bleak future; tired; difficulty sleeping; moves slowly

25 How does Faith present? Attitude timid, disinterested, changeable, anxious Attitude timid, disinterested, changeable, anxious Behaviour disorganised, bad timekeeping, passive, inconsistent Behaviour disorganised, bad timekeeping, passive, inconsistent Learning styles vary, memory, Ideas, Inconsistent, concentration Knowledge vocabulary (2 nd language), conceptual, contextual (educational background) Links to study support: - procrastination, time management, self esteem, confidence, concentration, stress & anxiety

26 Study Support Activities Sorted - the daily organiser http://www.youtube.com/watch?v=HOuHRn_D_CM

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28 Sophie Bi-polar  Undergraduate in Textiles: Innovation and Design  2nd year  Came with assessment  Needs assessment shows 1:1 for memory issues and organisation

29 Sophie Bi-polar Talks fast Racing thoughts Lack of concentration Poor judgement Impulsive Self-centred Extreme irritability Chronic fatigue Sense of worthlessness Guilt Lack of concentration Poor memory Loss of interest Highs Lows

30 How does she present? Knowledge: good some contextual things missing Behaviour disorganised jumps in bad timekeeping Learning: poor memory rushes through surface learner Attitude keen for help changeable anxious Links to study support: - concentration, impulsivity, memory, self-esteem, motivation

31 Organisation  http://www.6wunderkinder.com/wunderlist http://www.6wunderkinder.com/wunderlist Simple to do list, can create several lists, can add sub-lists and extra notes  https://evernote.com/ https://evernote.com/  Saves your ideas, video, audio

32 I can finish a task

33 Imran Schizophrenia  Undergraduate in Mechanical Engineering.  2nd year.  Doctor’s letter (confidential, no access unless student is willing to share).  No Needs Assessment available.  1 st year was OK - didn’t come for support, now referred from Mental Health Support Team.

34 Imran Schizophrenia Delusions Concentration Expression Lack of interest Avoidance Thought disorder Over reliance on tutor

35 How does Imran present? Attitude: interested, outgoing, pleasant Attitude: interested, outgoing, pleasant Behaviour: reasonably organised, anxious, slow reading/working, can sometimes lose motivation Learning: poor memory, difficulty concentrating Knowledge: good, some contextual things missing Links to study support: - organisation, stress management, memory

36 IllnessRecoveryStressAnxietyRelapse This way with study support

37  Tiredness & lack of motivation  Depression  Panic  Excessive anxiety  Introverted and introspective (a world of your own)  Staring without blinking

38 http://www.youtube.com/watch?v=mQ9OWMsJBTk http://www.youtube.com/watch?v=d-_q-md80VQ http://www.youtube.com/watch?v=mQ9OWMsJBTk http://www.youtube.com/watch?v=d-_q-md80VQ

39 Strategies Keep stress and anxiety low - exams / revision /strategies to avoid impulsivity  revision schedule  small, manageable chunks  exam time  break down question  draw out  time keeping in exam  liaise with MHT on relaxation strategies.  awareness of own feelings - anxiety levels rising.

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41 MondayTuesdayWednesdayThursdayFridaySaturdaySunday Morning Afternoon Evening

42 Implications for Study Support Is this familiar? Perhaps we know more than we thought. We do have tools already.

43 How do we, as tutors, respond? Attitude … frustration Attitude … frustration Behaviour … irritation Learning … inadequate Knowledge … recognise the need to acquire it

44 Crisis response plan Ensure you know the procedure of the organisation for crisis response.  Emergency phone number?  Support staff?  Health centre?  What’s your responsibility?

45 SAMARITANS 08457 90 90 90

46 Tutors SpLDMental Health

47 Conclusion  Many areas cross over.  Where we talk of co-occurrence of SpLDs there is co-occurrence of characteristics with mental health issues.  They may not be SpLD students but we can use our toolbox. We have to recognise their learning characteristics.  We should have the confidence to support.


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