A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 1

Aims To understand the relationship we all have with mental health To raise awareness in order to help protect positive mental health To consider role related responsibilities in supporting student mental health A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 2 2

Responsibilities Duty of Care to support students’ mental health Equalities legislation Disability Discrimination Act –Disabled students not disadvantaged –Reasonable adjustments made –Promote equality Health and Safety –Responsibility to identify hazards and limit risk A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 3 3

‘the emotional and spiritual resilience which allows us to enjoy life and survive pain, disappointment and sadness. It is a positive sense of well-being and an underlying belief in our own, and others, dignity and worth’ Health Education Authority 1997 Mental health is… A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 4 4

‘...a state of well-being in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to his or her community.’ World Health Organisation, 2001 A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 5 5

A three dimensions model Promote Prevent Support Supporting Student Mental Health A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 6 6

Promote: Act to increase capability What helps people to stay well? Prevent: Act when problems likely Anticipate, early intervention, prevention, information Support: Act when problems occur Services, support, recovery, inclusion, avoidance of discrimination Acting to Support Mental Health A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 7 7

Poor Mental Well-being No Mental Illness Diagnosis of Mental Illness No diagnosable illness or disorder and positive mental health No diagnosable illness or disorder but poor mental health Has a diagnosis of a serious mental health problem and poor mental health Has a diagnosis of serious mental health problem but copes with life well and has positive mental health Flourishing Mental Well-being The Mental Health Continuum A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 8 8

‘Mental health problems range from the worries and grief we all experience as part of everyday life, to the most bleak, suicidal depression or complete loss of touch with everyday reality.’ Mental Health Foundation Mental Health Problems A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 9 9

Students who have disclosed a pre-existing mental health problem Students who may experience distress or develop a problem during their course Who Needs Support A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 10

Students Students with severe and enduring mental health problems Students with other mental health problems Students with no obvious problems but subject to risk factors A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 11

Contribution to society and purpose in life Social integration, growth and potential Social interest and coherence Self acceptance and acceptance of others Positive relations with others Environmental mastery Personal growth Autonomy Factors in Positive Mental Health Keyes

1 in 5 adults at any one time have a mental health problem 2 people per day die by suicide in Scotland High proportion of suicides are young men Young people are at higher risk of self harm Some problems first appear in young adults Higher education is stressful Key Facts A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 13

Demands and Role Control Support Relationships Change Lifestyle Previous mental health problems Risk Factors to Students’ Mental Health A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 14

Change in: Appearance Motivation Performance Mood Behaviour Withdrawal or Expressions of: Hopelessness Helplessness Despair Recognising Distress A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 15

Express your concern Listen - avoid problem solving / respond to immediate safety concerns Agree – what you can do / what the student can do Refer Review Record / report Responding to Distress A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 16

Know your professional duty Let student know limits of confidentiality Act with discretion Concerned parents Personal information must not be given out Get student’s consent if possible Refer to other services where appropriate Confidentiality A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 17

Be realistic about what you can do Is it appropriate to your role? Have you got the relevant expertise? Have you got the time? If not you then refer on Know what services are available Ask for help if unsure Be Aware of Your Role A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 18

You have serious concerns about a student You feel out of your depth There may be legal issues You are not sure what to do Inform a Senior Colleague when… A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 19

For advice on student referral To talk over the situation For information about other services Check with Student Support Services A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 20