1. Glasgow Clyde Mentally Healthy College Community Project Keir McKechnie: Project Co-Ordinator
20th June 2019

2. Contents Core Aims of the whole college approach?
Key Elements of the whole College Approach
Who was involved
How was it implemented?
What did we learn about student and staff mental health
What difference are we making?
Things to look out for
What happens next

3. Core Aims of the whole college approach?
Reduce stigma and discrimination by promoting culture change
To increase staff capacity and confidence around mental health
Increase student awareness of positive mental well being
Increase student confidence to seek and know where to turn to for help
Better outcomes for student health and positive destinations

4. Key Elements to the Approach
Theory of Change – Dependency, Interdependency, Independence
Non – clinical approach – Bespoke and Responsive
‘Coaching Conversations’ with staff
Tiered Approach to staff Training
Integrating Student Support Services
Developing Effective Triage Support
Strategic and Professional Leadership
Evaluation of Impact

5. Who was involved? Leadership Buy In – Critical from the outset
Steering Group
Lecturers
Student Counselling Service
Student Advice
Learning Inclusion Teams
Students Association GCCSA
Mental Health First Aiders
Student Class Reps – Our Minds Matter sessions
Student Peer Support Groups (Yoga, Dance Movement, Buddy Beat Drumming)
External Partners – College Development Network, NUS, GCRB

6. How was it implemented? Capacity Building Approach- Non Clinical
Staff Training - A tiered Approach
Introduction to Mental Health sessions with ALL staff - 300
Suicide Prevention - ASIST 60 staff,
Safe TALK – 100 staff and students in mixed groups
Suicide Talk T4T – 20 staff
S.M.H.F.A. – 40 staff
Living Life To The Full – 20 staff
Roles, Responsibilities and Boundaries Training
Service Directory
Embedding in Curriculum
Health and Well being Fayres

7. Coaching Conversations with Staff / Info Hubs on campus libraries
Strategic Leadership – Steering Group and links to College Development Network and Safeguarding Forum
Co- Production Approach – SAMH, Students Association, NUS, Equality and Inclusion Teams, Heads of Curriculum….
Integration of SAMH national resources into new College Model : See Me, Respect Me, Five Ways, On-Line resources
Coaching Conversations with Staff / Info Hubs on campus libraries
How was it implemented?
1.Work to Date – Nature of student population demographics at Glasgow Clyde, staff numbers etc. Incidence of mental health issues.
2.Explain how you have introduced the project, who you’ve met, what academic and non academic staff have raised to date, what current data tells us ( anxiety and depression are the two key issues)
3.Key Themes for Keir
Building staff knowledge and confidence around mental health issues and relevant services – Tiered approach / one size does not fit all
Combatting Stigma -Normalising conversations around mental health with ALL staff and students – Promoting positive messages and encouraging open conversations that it is okay to talk about mental health
Embedding knowledge and awareness into the entire fabric of college infrastructure e.g. Mental health awareness into college curriculum/online courses for lecturers, build courses into staff induction programme .
Recognising strengths that already exist on the campuses i.e. Counselling Services and Advisor teams and Students Association
Co-designing and co-production of creative and interactive learning materials e.g. SAMH materials on Student App, Student Magazine, VLE materials and courses for teaching/non teaching staff
Flexible and dynamic WHOLE COLLEGE approach is necessary to understand the common and different issues on the three campus sites
4. What Does This Mean in Practice?
See Me Campaign – Develop a positive culture in college of understanding of key mental health issues effecting staff, embed good policies and strategies to support staff well-being in HR and OD college approaches – Develop links with NUS MH SAgreements
Respect Me – Promote equality and dignity at work practices; building confidence in creating culture against bullying and harassment in the work place. Develop partnerships with the college and NUS Mental Health Student Agreements and Healthy Body Healthy Minds Awards – Initial meeting has happened with NUS, Students Association and Asst Principal Student Services
SAMH Employabilty Services Link up with Clyde Connects Career Project.
Developing SAMH resources and disseminating existing resources at the college
Comms Team – Use of social media, blogs, Case Studies about impact of project, promoting project events (e.g. Launch event in Sept/Oct)
Evidencing that the project is making a difference – Evaluation Framework and approach to gathering quantitative and qualitative data, (e.g. Case Studies

8. What did we learn about student and staff mental health?
First lesson about student and staff mental health: you can’t have one without the other
Caring for the carers
Kneading Support – Kitchen Conversations with Staff
“This session was a digital detox. Getting away from the computer and s for an hour and de-stressing with colleagues was a tonic that everyone should experience”

9. Factors underpinning student mental health?
Social and economic factors including:
Poverty
Social exclusion
Housing and employment
Stresses for particular communities such as:
Identity including gender
Migration
Young Carers
Particular events
Transitions into and out of college
Exam stress and performance anxiety
Bereavement
Impact of Social Media

10. What difference are we making?
Suicide Prevention “The ASIST training not only improved my skill set but has increased my confidence when dealing with students at a particularly difficult time. As a college Safe guarder I feel I am more effective in my response” College Safe Guarder
Mental Health First Aid “Following my training I am more confident about approaching students about mental health. I am much clearer about the signs of distress than previously. In the past I would have missed them but now…I am so much more confident about offering effective advice to students and lecturers that I come into contact with.” Vice President GCCSA

11. Early Evidence of Impact
Students declaring a mental health concern to Learning Inclusion Teams has increased by 700% between 2015 – 2018
Breakdown of students declaring a Mental Health Condition at Enrolment
2016/17 – 589 Students
2017/18 – 636 Students
Successful Student completion Rates
– Successful 55.3%
2017 – 2018 – Successful – 63%
An 8% Increase in one year

12. Pitfalls to look out for
Building capacity without creating dependency
Inflexibility and Rigidity
Poor communication and fragmented working
Lack of strategic Leadership and partnership working
One size Does NOT fit All
Over complex systems - Need Effective Triage
Lack of Support and Supervision for staff
Debriefing following significant incidents
Poor Self Care

13. What happens next…..
Sustainability and Embedding the Model
Glasgow Clyde College Partnership with Five Areas Limited (Living Life To The Full Life Skills Course)
20 Staff Trained to use Living Life To The Full with students
Pilot into Health and Well-being Curriculum
SQA Mental Health Award Pilot with students
T4T in Suicide Talk – 6 Staff Trained
Mental Health First Aiders – Staff
College Connect Pilot – Focus on Transitions
Embed approach in Policy – Mental Health Student Agreement
Sharing best practice, tools and resources
Towards a whole approach
Collaboration and Partnership Working is the Way Forward