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Mental health of students in higher education

Mental health of students in higher education - Royal College of ...

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Appendix 2Internal liaison with<strong>in</strong> <strong>higher</strong><strong>education</strong> <strong>in</strong>stitutionsNott<strong>in</strong>gham UniversityIn 2007, we appo<strong>in</strong>ted a mental <strong>health</strong> advisor. This was the culm<strong>in</strong>ation<strong>of</strong> our work <strong>in</strong> response to the Royal College <strong>of</strong> Psychiatrists’ report onstudent mental <strong>health</strong> (Royal College <strong>of</strong> Psychiatrists, 2003). We recognisedthat, although there were many areas <strong>of</strong> good practice <strong>in</strong> the university,there were also some gaps. A steer<strong>in</strong>g group was formed <strong>in</strong>clud<strong>in</strong>g thehead <strong>of</strong> student services, head <strong>of</strong> the university counsell<strong>in</strong>g service, GPfrom the university <strong>health</strong> service with responsibility for university liaison,and the disability coord<strong>in</strong>ator. We aimed to shape a new role which wascomplementary to each <strong>of</strong> the services listed but which did not overlap withexist<strong>in</strong>g provision. We agreed that an <strong>in</strong>dividual with a psychiatric social workbackground or mental <strong>health</strong> nurs<strong>in</strong>g background would best suit our needs,and that this person should be under the l<strong>in</strong>e management <strong>of</strong> the head <strong>of</strong>student services.University <strong>of</strong> Sheffield: a collaborative studentmental <strong>health</strong> strategyTwo years ago a student mental <strong>health</strong> strategy was adopted at theUniversity <strong>of</strong> Sheffield, based on a framework drawn from the Royal College<strong>of</strong> Psychiatrists’ 2003 report. We set out from the beg<strong>in</strong>n<strong>in</strong>g to managethis on a collaborative basis, br<strong>in</strong>g<strong>in</strong>g <strong>in</strong> all the major <strong>in</strong>ternal contributorsto student mental <strong>health</strong> provision. Our aim <strong>in</strong> do<strong>in</strong>g this was to create acoherent approach to student mental <strong>health</strong> <strong>in</strong> the <strong>in</strong>stitution and to avoidsplits between contributors. Our strategy leadership group <strong>in</strong>cludes: thehead <strong>of</strong> student <strong>health</strong> and well-be<strong>in</strong>g, the head <strong>of</strong> counsell<strong>in</strong>g, the head<strong>of</strong> our disability and dyslexia support service, the lead GP on mental <strong>health</strong>from our <strong>in</strong>-house medical practice, the head <strong>of</strong> our student support andguidance service (which <strong>in</strong>cludes a critical support team) and the <strong>students</strong>’union welfare <strong>of</strong>ficer. The group meets every 6 weeks or so. The benefits <strong>of</strong>this approach have been:greater coherence <strong>in</strong> approach and a s<strong>in</strong>gle, unified strategy<strong>in</strong>creased service <strong>in</strong>tegration and multidiscipl<strong>in</strong>ary work<strong>in</strong>gRoyal College <strong>of</strong> Psychiatrists75

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