1. Mental Well-being in the Curriculum Dr Margaret Sills 29 th April 2008 Wolverhampton With acknowledgment to Hilary Burgess and Jill Anderson

2. mhhe (mental health in higher education) http://www.mhhe.heacademy.ac.uk/ http://www.mhhe.heacademy.ac.uk/ Collaboration between 4 Higher Education Academy Subject Centres Health Sciences and Practice Medicine, Dentistry and Veterinary Medicine (MEDEV) Psychology Social Policy and Social Work (SWAP)

3. Terminology Mental Health Mental Well-being Mental Health distress / difficulties / problems Mental Illness

4. Relationship between mental well-being and mental ill-health WELL BEING High A person who experiences a high level A person who has a high level of of mental well-being despite being mental well-being and health who has diagnosed as mentally ill e.g. having no mental illness manic depressive episodes ILL-HEALTH High Low A person with a mental disorder, A person who has no diagnosable probably enduring and/or with psychotic mental illness or disorder and who episodes and a low level of mental has a low level of mental well-being well-being e.g. self-esteem represented by a low level of self care. Low

5. 10 Elements of Mental Health Glenn MacDonald and Kate O’Hara http://www.hcc.uce.ac.uk/Schools/healthdev/docs/ten%20element%20map.doc http://www.hcc.uce.ac.uk/Schools/healthdev/docs/ten%20element%20map.doc

6. Vulnerability in student population 18 – 25 yr old age group Mature students General risk in terms of mental distress and ill health May bring previous experience of mental distress Major life transitions bring stresses

7. Vulnerability in student population Anxiety levels may rise as academic, social and or financial hurdles are encountered Social anxiety Fear of situations requiring public speaking Stress of the transition

8. Widening Participation Whist enabling access to Higher Education for all those who will benefit from it is welcomed More entrants may have greater struggles in terms of their personal histories

9. Higher Education entails being challenged Intellectual Challenges: Learning new concepts new knowledge new skills And may be new values Social challenges Moving to a new town or City Away from home Making new friendships Financial Challenges

10. Better or worse? Constructive stress Destructive stress Individual differences Organisational and Individual responsibilities to create conditions conducive to learning

11. Implications for Curricula Students will not perform at their best if they are unduly stressed or anxious. So to promote mental well-being, protect those who may be vulnerable to mental illness or distress and of course to enhance learning curricula have to take account of mental well-being

12. Curriculum planning Content Management Rooms Staff availability Finance The student centred perspective is often last!

13. Student experience? Factors relate to Retention Decision to withdraw A good learning experience Manz Yorke and Bernard Longden http://www.heacademy.ac.uk/ourwork/research/surveys/fye

14. Enhancing the student experience 1.Avoid undue destructive stress in the design of the curriculum 2.Provide plenty of information in different formats 3.Provide opportunities to rehearse assessed work before it is formally assessed 4.Build small group work in from the beginning 5.Ensure that the programme has a human face 6.Arrange staff training in mental health awareness and mental health promotion

15. Avoid undue destructive stress in the design of the curriculum Are the learning opportunities balanced through the day and across the week? Are the assignments spaced or are they bunched at the end of semesters? Is timely feedback given about progress, especially in the first term?

16. Provide plenty of information in different formats Information available before the course/programme starts: Handbook, On-line Face 2 face so an opportunity to ask questions Induction week overload so don’t assume read and understood How the curriculum works What the expectations are – particularly re the assessment methods, criteria, feedback Information about ‘out-of-routine learning opportunities (e.g. Practical work, field visits, practice / clinical learning)

17. Provide opportunities to rehearse assessed work Assessment is likely to cause the greatest destructive stress Helpful to practice different ways of demonstrating knowledge and skills before formal assessment (particularly public forms of assessment such as presentations and role-play) Build confidence and skills Internalise the criteria for assessment

18. Build small group work in from the beginning Need skilled facilitators to enable students to develop confidence in speaking and learning together Learn and build social networks Maximise opportunities in large groups too

19. Ensure programme has a human face Tutorials are central Build expertise so students have early link with someone who knows them, who can help build confidence and provide appropriate support A trusting relationship needed for disclosure of previous or current mental health problems Access to appropriate help / support services

20. Arrange staff training Mental health awareness and mental health promotion Mental Health Adviser or Disability adviser with specific brief for mental health or student health or counselling services

21. A reminder Learning and Teaching that respects the mental health and well-being of students is good practice for everyone Don’t forget the staff!

22. UUK / Guild HE Committee for the promotion of mental well-being Members from: Higher Education Academy (Margaret Sills, previously Hilary Burgess) Ass. For University and College Counselling (AUCC) Ass of Managers of student services in HE (AMOSSHE) British Association for Health Services in HE (BASHE) UUK and Guild HE Heads of University Counselling Services (HUCS) Royal College of Psychiatrists (RCP) National Union of Students (NUS) University Mental Health Advisers Network (UMHAN)

23. Contact details: mhhe (mental health in higher education) http://www.mhhe.heacademy.ac.uk Health Sciences and Practice Subject Centre http://www.health.heacademy.ac.uk Email: margaret.sills@kcl.ac.ukmargaret.sills@kcl.ac.uk Higher Education Academy http://www.heacademy.ac.uk

24. Thank you