Support for international students with mental health needs Sue Murphy Student Counselling Service 5/05/10.

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Presentation transcript:

Support for international students with mental health needs Sue Murphy Student Counselling Service 5/05/10

International Students Transitions Cultural differences Pressures Self- reassessment Additional Stresses

Transitions Emotional Impact Cause vulnerability Precipitate ambivalence/anxieties Trigger habitual coping strategies

Concerns… homesickness safety belonging exams mone y relationships languag e Food social life study family career cultur e shock loneliness failure accommodatio n

Additional stresses Change in traditional support systems Difficulties in accessing help Shame Prohibitions Fears of being misunderstood/stereotyped

Challenges for Helpers Role Extent of involvement Confidentiality Time-management Mental health problems vs minor setback Crisis management Dealing with conflict/resistance to help Referrals

Sources of Help Departmental Support Health Centre International Student Advisor Counselling Service Disability Resource Centre GUILD/Welfare & Advice Chaplaincy Accommodation Office

Role of Counselling Service Phases of Student Lifecycle Recruitment, Admission, Induction Progress through studies Leaving Transferring Future

What we do... Initial assessment Risk management Offer appropriate intervention Therapeutic Developmental CBT Educational/supportive Signposting/referral

And… Drop-Ins Online counselling Workshops Creative Journalling Self-Help Relaxation Training

Continuum of Distress upset low worried homesick lost sad anxious withdrawn unhappy miserable grieving depressed disorientateddesperate hopeless despairing suicidal

Signs for Concern Changes in appearance/ behaviour Continuing difficulties with academic work Frequent absences Withdrawal from activities Mood changes Bizarre or challenging behaviour Reported risky behaviours Length of time of problem Others’ concern

What you can’t do Assess for mental health problems Solve the student’s problems Ignore the situation Know what is right for the student Ensure the student will accept or access support Offer help which conflicts with other roles/outside your area of expertise Jeopardise your own safety or that of others

What you can do Listen Give student time to talk Be empathic Help student feel supported Encourage student to access appropriate support Uphold requirements of confidentiality Show concern by following up Recognise boundaries of your role Get support/advice for yourself Check assumptions

Helpful Resources ‘ What if’ phone call Discussion with responsible party University policies and guidelines Cause for Concern Fitness to Study