1. Student wellbeing at Cambridge Géraldine Dufour Head of Counselling University Counselling Service

2. Annual Report DRC (2014-2015): applicants with mental health issues and autistic disorder

3. Annual Report Applications Committee (2014-2015) 2014- 20152013- 2014 Mental Health/Anxiety/Depression 251192 Physical Health affecting any part of body 7146 Virus 2129 Long-Term Illness 00 Eating Disorder 916 Bereavement 13 Illness of family member/close friend 1012

4. Mental health crisis or decline in resilience? Iarovici (2014) “College deans have written about incoming freshman being “crispies” or “teacups”: the crispies so burned out by the pressures of high school that they get to college unable to engage in the work, and the teacups so fragile or overprotected in their formative years that they fall apart at the first stress they encounter.”

5. Why does wellbeing matter? Society Institution System Individual

6. Emotions and learning Emotions have an impact on learning Normalising negative emotions Help students cope with failure and build resilience

7. Feedback Rowe et al. (2014: 283) “The provision of effective and high quality feedback has been identified as a key element of quality teaching” Is YOUR feedback helpful?

8. Wellbeing strategy Across the institution Perfectionism versus Healthy Striving Training for staff

9. How else can you help promote wellbeing? Help to support wellbeing and resilience Signpost to appropriate services (UCS, colleges welfare staff, DRC) Working collaboratively, sharing best practice Coordinated approach and responses Reasonable adjustments & inclusive teaching Focus on prevention: workloads & exams, induction Use appropriate policies (fitness to study)

10. Student support at Cambridge

11. Self Help resources at UCS Extensive online resources Selected website Recommended books Online CBT modules Comprehensive series of leaflets

12. Mindfulness @ Cam

14. Summary Teaching: how does it impact on wellbeing? Feedback: is it as constructive as it can it be? Working collaboratively Reflective practice: what else can you do? Personally, or at department level Look after your own wellbeing

15. Questions and discussion

16. References Anna D. Rowe Julie Fitness Leigh N. Wood (2014) “The role and functionality of emotions in feedback at university: a qualitative study” Aust. Educ. Res. 41:283–309 Iarovici (2014) http://well.blogs.nytimes.com/2014/04/17/the-antidepressant-generation/?_r=0http://well.blogs.nytimes.com/2014/04/17/the-antidepressant-generation/?_r=0 http://www.cambridgestudents.cam.ac.uk/welfare-and-wellbeing/mindfulness-cam http://www.cambridgestudents.cam.ac.uk/welfare-and-wellbeing/mindfulness-cam/mindful-student-study www.counselling.cam.ac.uk/selfhelp For a range of self help resources including information on depression, anxiety, self harm and eating disorders http://www.neweconomics.org/projects/entry/five-ways-to-well-being?ctaId=/workplace/mental-health-at-work/taking- care-of-yourself/five-ways-to-wellbeing/slices/text/http://www.neweconomics.org/projects/entry/five-ways-to-well-being?ctaId=/workplace/mental-health-at-work/taking- care-of-yourself/five-ways-to-wellbeing/slices/text/