2. Thursday 30 th November 2006 Teaching & Learning Workshop Group A Course/Training Design

3. COURSE / TRAINING DESIGN “I just don’t have time for inclusive course design” Universal design practices not only assist learners who have a disability but ‘value add’ to the experience of all learners. This Workshop will consider how we design for inclusivity in our demanding, ‘time-poor’ world and address issues including: rigid curriculum specification and industry requirements rigid curriculum specification and industry requirements defining essential course requirements/core competencies defining essential course requirements/core competencies accommodating diverse cultural and social backgrounds accommodating diverse cultural and social backgrounds ‘authentic’ learning: framing learning in the real world context to make it personally meaningful for the learner ‘authentic’ learning: framing learning in the real world context to make it personally meaningful for the learner

4. Supporting staff to support students with mental health conditions Jacquie Robilliard & Lis Shugg

5. The University of Melbourne > Supporting Staff to Support Students with Mental Health Conditions

6. The University of Melbourne > Institutional Dilemmas Recognising the needs of students with mental health conditions Raising mental health awareness amongst a large, diverse group of staff Engaging senior management Encouraging staff to participate in the training Implementing a training program

7. The University of Melbourne > Genesis of the Training Program Mental Health Contact Officer (MHCO) Program was developed in response to increasing numbers of students with mental health conditions at university, and a need to find a better way to support them in their studies: –Disclosure –Staff inadequately trained

8. The University of Melbourne > Objectives Students have a single point of contact within the faculty office Faculty staff deal with students with mental health conditions with greater skill and sensitivity Staff have ongoing formalised support (PD)

9. The University of Melbourne > How did it work? MHCO undertook training and participated in ongoing professional development Students with mental health conditions referred to MHCO via Disability Liaison Unit MHCO assist students with: –faculty related administrative issues –implementation of reasonable adjustments –liaison with academic staff

10. The University of Melbourne > Outcomes for students Access to clearly identified person in the faculty who could sensitively facilitate students’ needs and interactions Increased confidence in the management of confidential information Disclosure limited to one contact person within the faculty

11. The University of Melbourne > Review 2004 review highlighted some anomalies: –Students who participated valued the program highly BUT declining numbers of students took up the referral to MHCO –Despite the lack of uptake by students, staff strongly valued the training program

12. The University of Melbourne > Rebirth - Mental Health Interest Group Staff focused professional development program A universal inclusive approach: –Student perspective –Staff perspective

13. The University of Melbourne > Training Open to all university staff Conducted by Disability Liaison Unit & Counselling Service Topics covered: understanding mental illness, DDA legislation, information management, confidentiality, duty of care, managing difficult situations, professional boundaries, referral

14. The University of Melbourne > Ongoing Professional Development 2 sessions per year Topics: student panels, depression and anxiety, international students and mental well being, drug and alcohol abuse, psychosis, living with mental illness

15. The University of Melbourne > Feedback from staff A greater awareness of possible underlying causes for student behaviour & the skill to cope effectively with difficult situations Value of listening, empathy, being non-judgemental and non- confrontational The importance of debriefing, supporting each other and learning through sharing of experiences Recognition of professional boundaries –we can’t answer everything –trust your own evaluation –seek advice and refer

16. The University of Melbourne > Strengths Covers a range of issues: mental health, DDA compliance eg. reasonable adjustments, confidentiality, duty of care Practical approach to training: experiential and peer learning Efficient and effective way to raise awareness and maintain momentum Endorsed by senior management Program can be adapted to the participants’ work environment

17. The University of Melbourne > Challenges for the future How to engage academic staff – time, interest? Should the training be mandatory for some staff i.e. progress committees, course advisers, tutors? How to resource and implement the program in a large institution across geographically disparate and culturally different campuses?

18. The University of Melbourne > Our journey continues… How are staff supported in your institution to support students with mental health conditions?

19. The University of Melbourne > Contact details For more information visit our web site at: http://www.services.unimelb.edu.au/disability/ Or contact: Jacquie Robilliard – Disability Liaison Officer T: 03 834 47068 or 834 46904 E: j.robilliard@unimelb.edu.auj.robilliard@unimelb.edu.au Lis Shugg - Counsellor T:03 8344 6927/8 E: ess@unimelb.edu.auess@unimelb.edu.au