Presence/incidence of students with mental health concerns within University
Education at University
Triggers for students with Mental Health concerns in general & within the university environment
Other issues around mental wellbeing that may impact upon their success at university
PhD research into success for postgraduate students at UniSA
Strategies to facilitate success
Around 1 in 5 adults in the general community (Aust Bureau of Stats)
Around 1 in 5 adults in the general community (Aust Bureau of Stats)
Individuals with mental illnesses have educational potential (Collins & Mowbray 2005) and are supported with their studies through various legislation worldwide (McLean & Andrews 1999)
In Australia students are supported through legislation, standards and policies on disability, education and mental health (Martin 2010). This includes the UN convention on the Rights of Persons with Disabilities – ratified 17 July 2008. http://www.ag.gov.au/www/agd/agd.nsf/Page/Humanrightsandanti-discrimination_UnitedNationsConventionontheRightsofPersonswithDisabilities
Students entering further education rather than university do not have fewer incidence than those at university (Warwick et al 2008)
Estimated between 10 & 20% of university students have mental illnesses – research in USA (Collins & Mowbray 2005), despite earlier research indicating that young people are unlikely to enrol in higher education (Megivern et al. 2003)
Out of those, some students have pre-existing mental health concerns, where as others may have their first episodes during their time at university (Martin 2010) – especially if they are school leavers as...
Out of those, some students have pre-existing mental health concerns, where as others may have their first episodes during their time at university (Martin 2010) – especially if they are school leavers as...
¾ of initial onset of mental illnesses is between 16 & 25 years old (Mcgivern et al 2003 & McLean & Andrews 1999)
UniSA: Number who made contact with me through my online survey – 120 students – therefore there are students at this university studying with mental health concerns – it is around you!
Major change in delivery and focus of your learning (Lu 1994; Biggs 2003)
Major change in delivery and focus of your learning (Lu 1994; Biggs 2003)
Adult learning
Responsibility for learning shifts to the individual student
This becomes even more prevalent with post-graduate studies and research only studies
Other areas that can also change in conjunction with change to university studies (particularly if you are a school leaver entering university)
Other areas that can also change in conjunction with change to university studies (particularly if you are a school leaver entering university)
Housing
Employment
Also, international students have to contend with a different culture and for some a new/different language as well as being away from familial & other supports (Biggs 2003)
In general, transition to university is a major life change & fits within stressful life events research (Lu 1994; Thoits 1982)
CHANGE & UNI EDUCATION OFTEN LEADS TO.....
CHANGE & UNI EDUCATION OFTEN LEADS TO.....
STRESS
impacts on any individual, both home and international, with a strong link to psychological distress and also links to risk & resiliency theory (Lu 1994; Collins 2001; Halamandaris & Power 1999)
for students with a predisposition to mental health concerns or those who already have mental health concerns, this can lead to attrition (Martin 2010; Tennant 2002; Surtees et al 2002; McLaren & Andrews 1999)
Appropriate supports are required to reduce that attrition
Thinking, behaviour, perception of reality, affects and judgement & insight
Thinking, behaviour, perception of reality, affects and judgement & insight
Effects of medication impact learning and increased around change/withdrawal of medication
This impaired functioning includes the areas of cognition, emotions, psychological and social.
Grief & Loss of their mental illness experience – future oriented loss (Baker, Procter & Gibbons 2009) UniSA research
Benefits of university education
Benefits of university education
increasing self-esteem (Coleman & Hagell 2007)
community engagement (Martin 2010, Humphrey 2004 & Kohn 1994)
In the wider community: through employment and other engagement to achieve life goals
Decreased hospitalisations, increased self-confidence & empowerment - if appropriate support is utilised
My research explored ways to maximise student potential within higher education and its flow on into the wider community despite the hurdles that present
Definition:
Definition:
a multi-theoretical approach to understanding how people maintain well-being despite adversity, which is learnt (nurture) rather than something you are born with (nature) (Greene 2009; Fergus & Zimmerman 2005)
Ability to bounce back from or overcome adversity & stressors
See table 12.2 in reading from Greene (2009)
How it relates to students with mental health concerns
How it relates to students with mental health concerns
As mentioned changes to learning at university and assessments can be significant stressors, particularly for students with mental health concerns
Dealing with the stress is necessary to provide an environment where success is possible
How it can facilitate student success and engagement within the university and wider community.
How it can facilitate student success and engagement within the university and wider community.
It promotes the development of protective factors to reduce the risk of stressors
Protective factors can be either internal (personal) or viable support networks that modify the risk from life events stress including uni education(Greene p, 321; Thoits 1982; Warwick et al 2008).
Assistance through LTU and other means, both inside and outside the university, are important in the provision of support services/networks
Positive psychology is focused on the wellbeing of individuals and mental wellness rather than just the absence of mental illness.
Positive psychology is focused on the wellbeing of individuals and mental wellness rather than just the absence of mental illness.
It links to resilience and strengths based approaches in working to achieve goals.
Often referred to as the wellness model
Originated as an opposing viewpoint to learned helplessness as put forward by Martin Seligman. (Seligman 2011a; Seligman 2011b; ; Seligman 1992; Seligman & Csikszentmihalyi 2000)
Reasons those with mental health concerns may avoid seeking help and the impact of this on their university educational success and university experience (Martin 2010)
Stigma ( & link to empowerment)
Hidden nature of the disability
Nature of the disability being a fluctuating condition
Nature of the illness – characterised by withdrawal
Need people they can connect with when they are in need
However, to aid students in the pursuit of their studies, universities need to ensure that their support provision is responsive and effective (Surtees et al 2002; Thoits 1982)
Success for University Students with Mental Illness: Building Resilience and Positive Emotion, Engagement, Relationships, Meaning and Accomplishment
[Conferred August 2014]
(Blake 2014)
Self-initiated strategies, but the focus is on University initiated strategies here
Self-initiated strategies, but the focus is on University initiated strategies here
Resilience focused strategies will be first discussed and then those around Positive Psychology’s PERMA
Workshops on self-esteem and positive outlooks for students
Student participation in campus programs such as mentoring
Provision of flexibility and assistance
LTU staff being available
More encouragement given
More assignment feedback
LTU staff having more time to provide services
Provision of information to students about services such as information packs pointing out that mental illness is part of disability services
Support Group
Support Group
Consolidated Student Information Packs or staff guiding them through options
Case Management (Higher Degree supervisors could help manage this or provide some brochures to help direct to appropriate services)
Staff trained in MHFA (Mental Health First Aid)
Allowing resubmissions within reason
Allowing resubmissions within reason
Understanding that Academics have a lot of pressures and providing more administrative support to free them up to respond more speedily to emails and help-seeking
Being willing to explain information a number or times, possibly in a number of different ways
Understanding, approaching and treating mental illnesses as physical illnesses
Understanding, approaching and treating mental illnesses as physical illnesses
Promoting, confidence to even out the self-doubt, particularly in the first 6 months around the research proposal as this grounds the student in an experience and understanding that they can and are achieving
Engaging in the provided postgraduate gatherings either for academic or social reasons
Access to information and provision of information about services to access outside of university, including alternative approaches
Access to information and provision of information about services to access outside of university, including alternative approaches
Holistic approaches
Enshrining bio-psycho-social approaches – not just reliant on referrals to doctors for medication
Only around ½ students disclose to staff and then only ½ of those seek help through DAPs
Only around ½ students disclose to staff and then only ½ of those seek help through DAPs
Students are often confused around the terminology and could be assisted further by staff, particularly those undertaking higher degrees
Not all students have a positive experience of disclosure and perceptions of students with mental illnesses going into professions can be negative
Australian Bureau of Statistics (2007) National Survey of Mental Health and Wellbeing: Summary of Results. Vol. 4326.0 Canberra: Australian Bureau of Statistics.
Australian Bureau of Statistics (2007) National Survey of Mental Health and Wellbeing: Summary of Results. Vol. 4326.0 Canberra: Australian Bureau of Statistics.
Aneshensel, C. (1992) “Social Stress: Theory and Research” Annual Review of Sociology 18: 15-38
Baker, A., Procter, N. & Gibbons, T. (2009) “Dimensions of Loss from Mental Illness” Journal of Sociology & Social Welfare 36, pp. 25-52
Bentley, K. (2002) Social Work Practice in Mental Health: Dontemporary Roles, Tasks, and Techniques Brooks/Cole Thomson Learning: Canada
Biggs, J. (2003) “Teaching for Quality Learning at University: what the student does” in Teaching International students, (2nd Ed) Society for Research in Higher Education: Buckingham, Philadelphia, Chapter 7
Coleman, J. & Hagell, A. (2007) Adolescence Risk and Resilience: Against the Odds John Wiley & Sons Ltd: Sussex, England
Biggs, John B. and Society for Research into Higher Education (2003) Teaching for Quality Learning at University: What the Student does. Buckingham; Philadelphia: Society for Research into Higher Education.
Biggs, John B. and Society for Research into Higher Education (2003) Teaching for Quality Learning at University: What the Student does. Buckingham; Philadelphia: Society for Research into Higher Education.
Blake, Naomi (2014) Success for University Students with Mental Illness: Building Resilience and Positive Emotion, Engagement, Relationships, Meaning and Accomplishment PhD Thesis, University of SA, Adelaide
Coleman, John and Ann Hagell (2007) Adolescence Risk and Resilience: Against the Odds. West Sussex, England: John Wiley & Sons Ltd.
Collins, M (2001) “Transition to Adulthood for Vulnerable Youth: a review of research and implications of Policy” The Social Service Review 75(2): 271-291
Collins, M. & Mowbray, C. (2005) “Higher Education and Psychiatric Disabilities: National Survey of Campus Disability Services” American Journal of Orthopsychiatry 75 (2): 304-315
Fergus, S. & Zimmerman, M. (2005) “Adolescent Resilience: A Framework for Understanding Healthy Development in the Face of Risk” Annual Review of Public Health Vol. 26, pp. 399-419
Fergus, S. & Zimmerman, M. (2005) “Adolescent Resilience: A Framework for Understanding Healthy Development in the Face of Risk” Annual Review of Public Health Vol. 26, pp. 399-419
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Greene, R. (2009) “Risk and Resilience Theory: A Social Work Perspective” in R. Greene (ed) Human Behavior Theory & Social Work Practice (3rd Ed.) Transaction Publishers: New Jersey, Chapter 12
Halamandaris, K. & Power, K. (1999) “Individual Differences, Social Support and Coping with the Examination Stress: A study of the psychosocial and academic adjustment of first year home students” Personality and Individual Differences 26: 665-685
Halamandaris, K. & Power, K. (1999) “Individual Differences, Social Support and Coping with the Examination Stress: A study of the psychosocial and academic adjustment of first year home students” Personality and Individual Differences 26: 665-685
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