Mental health of students in higher education

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Appendix 2Internal liaison within highereducation institutionsNottingham UniversityIn 2007, we appointed a mental health advisor. This was the culminationof our work in response to the Royal College of Psychiatrists’ report onstudent mental health (Royal College of Psychiatrists, 2003). We recognisedthat, although there were many areas of good practice in the university,there were also some gaps. A steering group was formed including thehead of student services, head of the university counselling service, GPfrom the university health service with responsibility for university liaison,and the disability coordinator. We aimed to shape a new role which wascomplementary to each of the services listed but which did not overlap withexisting provision. We agreed that an individual with a psychiatric social workbackground or mental health nursing background would best suit our needs,and that this person should be under the line management of the head ofstudent services.University of Sheffield: a collaborative studentmental health strategyTwo years ago a student mental health strategy was adopted at theUniversity of Sheffield, based on a framework drawn from the Royal Collegeof Psychiatrists’ 2003 report. We set out from the beginning to managethis on a collaborative basis, bringing in all the major internal contributorsto student mental health provision. Our aim in doing this was to create acoherent approach to student mental health in the institution and to avoidsplits between contributors. Our strategy leadership group includes: thehead of student health and well-being, the head of counselling, the headof our disability and dyslexia support service, the lead GP on mental healthfrom our in-house medical practice, the head of our student support andguidance service (which includes a critical support team) and the students’union welfare officer. The group meets every 6 weeks or so. The benefits ofthis approach have been:greater coherence in approach and a single, unified strategyincreased service integration and multidisciplinary workingRoyal College of Psychiatrists75
College Report CR166opportunities to discuss and take action on emerging mental healthissuesimproved relationships and better communication between services.As a result, the strategy has delivered:a publication for staff, Helping Students with Mental Health Difficultiesjointly delivered staff training events throughout the yearshared, multiservice training and continuing professional developmentcross-service supervision and case discussion arrangementsjoint care pathway between services for non-psychotic mental healthissuesjoint referral and communications protocol between our health,counselling and disability servicescreation of a new mental health advisor role (based in the disabilityteam but with a wide remit) as the result of cross-service discussionand agreementappointment of a disability outreach worker whose role is to helpbridge the transition between school and university for potentialstudents.76 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
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College Report CR166Students who ex
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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 74 and 75: Appendix 1understanding of, student
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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