Mental health of students in higher education

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Appendix 8AimsThe aims of the MWBHE group are to:promote collaboration between the different sectors, agencies andprofessional groups with responsibility for mental well-being in highereducationbe a reference point for government bodies, managers in the NHS andeducational institutions and practitioners in respect of mental wellbeingin higher educationinfluence policy on issues related to mental well-being in highereducation.PrinciplesSome of the key principles the group follows are:mental well-being calls for collaborative work and ‘a whole-institutionapproach’higher education can promote personal and social developmentmental health is important for all members of a universitymental well-being depends on a complex interplay of internal andexternal factorsattention to the range of student experience is vitalstaff and student concerns are interrelated and interdependent.Achievements to dateResearchOne of the first tasks undertaken by the working group was a surveyof current practice in Universities UK/SCOP member institutions. Aquestionnaire on mental health policy and practice was sent out in autumn2003 to all higher education institutions in the UK. The purpose wasthreefold: to provide a benchmark of current provision; to evaluate theimpact and effectiveness of recent guidance documents, funding initiatives,legislation and government policies; and to guide the future work of theworking group. A report on this project (Grant, 2006) has been publishedand sent to all UK higher education institutions.The survey was repeated in 2008. Its findings have been reported at anumber of conferences. A full report will be circulated to all higher educationinstitutions and put on the MWBHE website.Conferences and seminarsFebruary 2004Mental Well-Being in Higher Education: Policyand Practice, Universities UK, LondonRoyal College of Psychiatrists93
College Report CR166May 2005November 2006February 2007February 2008April 2009Joined-up Practice: Towards NHS/HigherEducation Collaboration in Promoting MentalWell-Being, Universities UK, LondonMental Well-Being and Learning: Exploringthe Connections, Universities UK jointconference with the Higher EducationAcademy, LondonResponses and Prevention in Student Suicide(RaPSS, www.rapss.org.uk), disseminationevent for the RaPSS project, Universities UK,LondonFitness to Practise Seminar, Universities UK,LondonMental Well-Being in Higher Education:Current Challenges, Universities UK, LondonGuidelinesGuidelines on preparing institutional mental health policies as well asguidelines on good practice in mental health promotion have been preparedand circulated to higher education institutions.WebsiteThe group has established its own website: www.mwbhe.comConsultationAn email consultation group has been established to improvecommunication and consultation with other organisations in the field.The group has consulted to Young Minds on the preparation of adocument offering guidance to higher education institutions: HigherEducation Institutions and International Students’ Mental Health.The group was represented on the steering group for the RaPSSresearch.Members of the group served on the Royal College of Psychiatrists’working groups on the mental health of students, both the 2003 groupand the one that prepared the current report.LinksLinks have been established with Universities Scotland, the Social ExclusionTask Force, the Equality Challenge Unit, Young Minds and the NationalInstitute for Adult Continuing Education.94 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
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College Report CR166of postgraduate
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College Report CR166alcohol use. Fo
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College Report CR166driving, unsafe
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College Report CR166the first, the
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College Report CR166ConclusionsWhen
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College Report CR166undergraduates
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College Report CR166and the Institu
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College Report CR166body. The EHRC
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College Report CR166and provision o
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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 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 96 and 97: Appendix 8Current projectsThe group
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