Mental health of students in higher education

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Appendix 1understanding of, students’ mental health needs within the local educationand healthcare sectors. This is achieved through:steering group meetings each term attended by representatives of thenetwork partnersactive linking with key working groups, committees and teams in localmental health services with individual steering group members takingresponsibility for particular teams and sectors.publication of a regular Network Newslettermaintaining and developing the Oxford Student Mental Health Networkwebsite which provides up-to-date information on mental healthmatters, resources and current researchdelivering cross-institution regular training on student mental healthmatters – recent trainings that have had attendees from all of therepresented institutions have included ‘Managing out of hours crises’and ‘Mental health problems in male students’.For further information, go to www.osmhn.org.ukCambridge and Anglia Ruskin universities: networkto promote liaison between universities and the NHSCambridge and Anglia Ruskin universities have established a network ofrelevant and interested university and NHS personnel to promote liaison andcommunication between the NHS and the universities. The process of settingup the network involved gathering university support by including an item onthe university senior management committees’ agenda and using contacts toinvolve key NHS personnel. A conference was organised to raise awarenessamong the universities and the NHS; high-profile speakers were invited andthe aim was to discuss the implications of the Royal College of Psychiatrists’2003 report on student mental health. Invitations were sent out to GPs,psychiatrists, community mental health workers, counsellors and therapistsworking with GPs, the NHS and universities, university senior administrators,tutors, nurses, chaplains and bursars. Following on from this, a network wasformed of relevant and interested NHS and university personnel to considerthe local provision of mental health services for students in the light of theCollege report and to investigate ways of improving the coordination ofmental healthcare for students by strengthening liaison between services.The initial priorities of the network were: health promotion, continuity ofcare, identification of mental health advisors in universities, identification ofstudent mental health advisors in local mental health services, collaborationin students’ treatment and issues of confidentiality. Several usefulmeetings were held but it proved difficult for NHS partners to sustain theircommitment given the pressures of other work.The main components of the service are:24-hour confidential service for students, Linkline (www.linkline.org.uk)clear emphasis on holistic student health (encompassing mentalhealth) in primary care through a very well-used web resource,www.camstudenthealth.co.ukRoyal College of Psychiatrists73
College Report CR166Association of Student Practices in Cambridge (www.camstudenthealth.co.uk/pages/single/practices)thriving university counselling service, with excellent annual reports(www.counselling.cam.ac.uk)student union approach (www.cam.ac.uk/staffstudents/studenthandbook/welfare/healthcare.html)multiagency committee on student health, a committee of CambridgeUniversity college nurses, and otherssecondary mental health services (www.cpft.nhs.uk).University of East LondonThe University of East London has developed a framework to providestudents with emotional or mental health difficulties with a pathway to carevia a multidisciplinary and professional care team. The core of the serviceprovision includes a triage approach to assessing students’ health difficultiesand referring them appropriately according to an evidence-based approach.The team also operates a critical incident duty system to respond to acutestudent mental health episodes that may involve risk to self and/or others.The team has developed formal external partnerships with local communityand statutory services. As an example, one important partnership is with theNewham Improving Access to Psychological Therapies service which providescognitive–behavioural therapy directly to University of East London students.These local partnerships are now crucial to the model and have dramaticallyincreased the service provision to students while offering them more choicein their pathway to care.University of BathThe university has a well-developed mental health policy with a focus onstudent welfare. This includes an intranet site (‘mindmatters’) that hasadvice about common mental health problems. As well as counsellors, theuniversity has employed a mental health worker and commissions sessionalinput from a consultant psychiatrist who runs clinics in the universityalongside the mental health worker. The psychiatrist is able to take referralsfor undergraduate and postgraduate students who may not meet eligibilitycriteria for secondary care mental health services. The psychiatrist alsoworks in the local CMHT so that there is close liaison with those services.The mental health worker has also developed close links with the specialisteating disorder service and local early intervention team.74 http://www.rcpsych.ac.uk
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Mental healthof studentsin higher e
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DisclaimerThis guidance (as updated
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Working groupPrincipal contributors
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AcronymsAMOSSHE, Association of Man
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College Report CR166Epidemiological
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College Report CR166Care pathwayThe
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College Report CR166Psychiatrists w
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College Report CR166Promotion of Me
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IntroductionThe purpose of this doc
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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 52 and 53: Higher education contextImproving h
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 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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