a report from the Institute for Public Policy Research (IPPR) by Craig Thorley
Levels of mental illness, mental distress and low wellbeing among students in higher education in the UK are increasing, and are high relative to other sections of the population.
Around three-quarters of adults with a mental illness first experience symptoms before the age of 25. With widening access to higher education the student population is more closely reflecting the UK’s wider socioeconomic and demographic make-up, and a growing proportion of students would appear to be affected by mental illness. Over the past 10 years there has been a fivefold increase in the proportion of students who disclose a mental health condition to their institution.
The higher education sector and government both have an interest in helping to improve the mental health and wellbeing of students. Universities should make the issue a strategic priority and adopt a ‘whole-university’ approach based on prevention and promotion, early intervention and low-level support, responding to risk and crisis management, and referral into care and treatment. There is currently too much variation in the extent to which universities are equipped to meet this challenge. This sector-led approach should be complemented by strengthened NHS provision and new government initiatives to ensure that no student is held back by their mental health.
Summary (PDF 2pp)
Full text (PDF 77pp)
Showing posts with label student_support. Show all posts
Showing posts with label student_support. Show all posts
Tuesday, 19 September 2017
Thursday, 9 February 2017
University students’ unions: changing functions, a UK and comparative perspective
an article by Lu Guan Lingnan (Sun Yat-sen University, Guangzhou, People's Republic of China) and Michael Cole and Frank Worthington (University of Liverpool, UK) published in Studies in Higher Education
Volume 41, 2016 - Issue 12
Abstract
In this article, we consider the functions of students’ unions (SUs) through a UK case study.
First, a functional classification of educational representation; wider representation; delivery of commercial services and faciliating a student community is outlined.
Second, we specify a theoretical framework in terms of neo-liberalism and therapeutic ideas of education.
Third, we discuss recent SU functional changes.
Fourth, we interpret those changes through the theories outlined above.
Our contribution to scholarship is threefold; first we study the evolution of UK SUs. Second, we apply theory to interpret these changes. Third, we generate findings that could be applied to develop a comparative international literature.
Abstract
In this article, we consider the functions of students’ unions (SUs) through a UK case study.
First, a functional classification of educational representation; wider representation; delivery of commercial services and faciliating a student community is outlined.
Second, we specify a theoretical framework in terms of neo-liberalism and therapeutic ideas of education.
Third, we discuss recent SU functional changes.
Fourth, we interpret those changes through the theories outlined above.
Our contribution to scholarship is threefold; first we study the evolution of UK SUs. Second, we apply theory to interpret these changes. Third, we generate findings that could be applied to develop a comparative international literature.
Wednesday, 17 April 2013
The role of a student support system and the clinical consultant
an article by Gil G. Noam (McLean Hospital and Harvard Medical School) and Beth Bernstein-Yamashiro (Directs a program to introduce urban Los Angeles high school students to local and national parks) published in New Directions for Youth Development Volume 2013 Issue 137 (Spring 2013)
Abstract
This article addresses the fact that student–teacher relationships uncover many clinical issues, such as trauma.
It looks at statistics of how prevalent mental health disorders and problems are and then shows that no teacher can handle all of the kinds of problems that will emerge in open relationships with the students. They need to do this work in the context of a productive student support team and system.
The article provides a framework using the public health pyramid that can help organize schools. It ends by discussing the role of a consultant to teachers and the school to help with relationship binds, boundary transgressions, and dilemmas.
Hazel’s comment:
The abstract for this is a bit sparse and I cannot confirm the value of the article itself since the British Library does not hold this journal. However, I still thought it might be useful to know what is being done in the USA on the clinical side of student support.
Abstract
This article addresses the fact that student–teacher relationships uncover many clinical issues, such as trauma.
It looks at statistics of how prevalent mental health disorders and problems are and then shows that no teacher can handle all of the kinds of problems that will emerge in open relationships with the students. They need to do this work in the context of a productive student support team and system.
The article provides a framework using the public health pyramid that can help organize schools. It ends by discussing the role of a consultant to teachers and the school to help with relationship binds, boundary transgressions, and dilemmas.
Hazel’s comment:
The abstract for this is a bit sparse and I cannot confirm the value of the article itself since the British Library does not hold this journal. However, I still thought it might be useful to know what is being done in the USA on the clinical side of student support.
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