Mental health of students in higher education

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Higher education contextImproving health and well-being for all will lead to enhanced retention ofstudents and higher academic performance. Some universities started onthis systemic route more than 10 years ago, others are only just preparingfor such an initiative and will need help and support drawn from acrossinstitutions, including counselling and health professionals, human resourcesstaff and staff development units as well as the academics and learningsupport staff.Royal College of Psychiatrists51
Pathways to psychiatric careNHS pathwayThe standard route into NHS psychiatric care is by referral by a GP. In somecases general practices within the UK employ counsellors or psychologists.Only a minority of practices have any formal arrangements for the deliveryof more intensive psychological therapies such as CBT, although this shouldchange with the IAPT initiative in England and Wales and comparable effortsin Scotland such as Doing Well by People with Depression (2003–2006).If the GP feels that a student’s mental disorder cannot be effectivelymanaged within primary care, the student will sometimes be directed tothe counselling service within their academic institution. Arrangementsfor referral and communication between medical practices and counsellingservices vary from institution to institution. Where higher educationinstitutions have a university medical service (see pp. 53–55) this isfar more effective and straightforward than in those institutions that donot have this close relationship with a single primary care provider. Insuch cases there may be no facility for GPs to make formal referrals tocounselling services and no reporting back to GPs in the course of, or atthe end of, counselling. It is helpful if clear channels of communicationare established and relevant information is shared. Students are generallyhappy to consent to this.The GP may also make a referral to the local secondary care CMHT.These teams are multidisciplinary and can provide a range of interventionssuch as psychiatric assessment, expert pharmacological management,occupational therapy and more formal treatments, for example CBT. In thecase of a student who has acute psychosis or is acutely disturbed there mayother options such as referral to early intervention for psychosis teams orintensive home treatment teams.Where appropriate, individuals can be referred by CMHTs to specialisedtertiary services such as psychotherapy, drug and alcohol services andeating disorder services. The provision of these services varies widely fromone area to another.In general, there is limited access to NHS secondary care directlyto potential patients or to non-NHS referrers such as counsellors andother university staff, and there are good reasons why this should not beoverridden. The first is that the GP can coordinate and provide continuityof care for patients as they proceed through the system. The GP remainsresponsible for prescribing rather than this responsibility being dispersedacross a range of specialist services. This means that there is less risk ofdrugs being prescribed that have adverse interactions. Finally, GP referral isa major factor in promoting efficient use of secondary and tertiary services.52 http://www.rcpsych.ac.uk
Page 1 and 2: Mental healthof studentsin higher e
Page 3 and 4: DisclaimerThis guidance (as updated
Page 5 and 6: Working groupPrincipal contributors
Page 7 and 8: AcronymsAMOSSHE, Association of Man
Page 9 and 10: College Report CR166Epidemiological
Page 11 and 12: College Report CR166Care pathwayThe
Page 13 and 14: College Report CR166Psychiatrists w
Page 15 and 16: College Report CR166Promotion of Me
Page 17 and 18: IntroductionThe purpose of this doc
Page 19 and 20: College Report CR166managing mental
Page 21 and 22: College Report CR166Students who ex
Page 23 and 24: College Report CR166Students must a
Page 25 and 26: College Report CR166of postgraduate
Page 27 and 28: College Report CR166alcohol use. Fo
Page 29 and 30: College Report CR166driving, unsafe
Page 31 and 32: College Report CR166the first, the
Page 33 and 34: College Report CR166ConclusionsWhen
Page 35 and 36: College Report CR166undergraduates
Page 37 and 38: College Report CR166and the Institu
Page 39 and 40: College Report CR166body. The EHRC
Page 41 and 42: College Report CR166and provision o
Page 43: College Report CR166consultation to
Page 46 and 47: Higher education contextConclusions
Page 48 and 49: Higher education contextMental heal
Page 50 and 51: Higher education contextHealthy Uni
Page 54 and 55: Pathways to psychiatric careIn coun
Page 56 and 57: Pathways to psychiatric careand is
Page 58 and 59: What to do if a psychiatric patient
Page 60 and 61: What to do if a psychiatric patient
Page 62 and 63: Mental health issues facedby intern
Page 64 and 65: Mental health issues faced by inter
Page 66 and 67: Medical and other healthcare studen
Page 68 and 69: ReferencesAdams, T. & Moore, M. (20
Page 70 and 71: ReferencesJumaian, A. (2001) Preval
Page 72 and 73: ReferencesSocial Exclusion Unit (20
Page 74 and 75: Appendix 1understanding of, student
Page 76 and 77: Appendix 2Internal liaison within h
Page 78 and 79: Appendix 3Different models of psych
Page 80 and 81: Appendix 3see this as a step forwar
Page 82 and 83: Appendix 4I have also been involved
Page 84 and 85: Appendix 5University general practi
Page 86 and 87: Appendix 6Initiatives from counsell
Page 88 and 89: Appendix 6The Westminster mentoring
Page 90 and 91: Appendix 6to the volunteer and then
Page 92 and 93: Northampton Assessment CentreUniver
Page 94 and 95: Appendix 8AimsThe aims of the MWBHE
Page 96 and 97: Appendix 8Current projectsThe group

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