Supporting Students to Build up Positive Mental Health and Resilience Liz Diamond and Hazel Devereux from Student Services in conjunction with John Bostock SOLSTICE & CLT Conference th & 6 th June 2013

“If within an organisation, people are falling into the stream up-river and the counselling service finds they are pulling them out down-river, then there is a duty to go up river, find out what is happening and stop them falling in the first place” Egan and Cowan 1979

Identifying transition points Can you relate to this metaphor? What are some of the key ‘falling in’ points in your area? How do you help students to get out quickly and can you help to stop them falling in?

Your experience of the student journey As we go through the presentation draw upon the experiences of students you have worked with …. What did their journey look like? Can we learn from it? Think about key stages in your work with students How might this be enhanced? What opportunities might this raise for collaboration with teams like student services and others? Or for wider collaboration?

Why so vital now? Group/sector changing Can’t rely on research as it may not be applicable to the new landscape or changing profile of your HEI More complexity Learning may be changing and expectations changing Squeezed NHS services and loss of some support Need to think creatively to use resources and harness peer support etc. Changing climate – pre and post university International students – wider knowledge needed

Stronger net through collaboration Why needed ? Many of the key trigger points that impact upon student success are the same triggers for another student for a crisis/ suicide attempt Similarly there is a cumulative effect – a mixture of personal and academic issues that spirals to either leaving university early or to crisis

Psychological factors relevant to the student population high risk period for schizophrenia and bipolar disorder Age group link re anorexia, substance abuse, sexual assault/ trauma ( need to consider those carrying out assaults as well as victims?) First onset for lifetime mental disorder – most by age 24 but will usually be unknown to the student Higher levels of disturbance/ distress - 29% describing clinical levels of distress. Ordinary unhappiness - relationships

Social factors relevant to the student population Decrease in employment opportunities Peer influence - positive and negative Moves back in with parents – gap between expectation and reality Loss of peers when transitioning out of university Perceptions – finance, prospects, hopelessness

Who and when? Who are you as an individual, team, department, organisation most concerned about and why? What have you been able to do about it so far?

Who is at risk of harm and when? Young men in their early 20’s ¾ died in periods of transitions for example a literal transition- arrivals and departures Transitions associated with depression and perfectionism Disrupted academic histories Web of problems – relationship, financial, alcohol use Personality traits – perfectionism, setting unrealistic targets, poor impulse control, poor coping skills, feelings of worthlessness, inability to handle disappointment

The student Journey – mental well being Why is an understanding of this so vital from a mental wellbeing perspective? We know from research ( Papyrus) how important transition points are. Need to input in ways that maximise engagement so you know earlier if things going wrong Maximise support through targeted support – i.e. both type of support and timing of this support - one example may be peer support for example early on Understanding of perception of hopelessness and implications for vulnerable students – what to watch out for Increase ability to anticipate events

The student academic journey What we are doing individually and in our teams What we are doing together What could we strengthen through further collaboration?

How can you add to it? Students views and input – access to students who may not be known to other services so you may be a key link Signposting to range of services such as peer support – i.e. SSG Reflection in teams to identify transition points etc. Small scale evaluation/ research Cycle of review and enhancement - passing on learning from one group to another – sharing positive approaches to mental well-being Cycle of learning institutionally – collaborative provision without blurring roles You may vital in your primary role to help students to normalise and reconnect after a difficult time Your team may be vital to strengthen the ’net’ through working with others

Going forward - Collaboration