Mental Health: Delivering Improved, Integrated and Accessible Services
- 27 February 2014
- 08:30 - 16:30
- Contact us for venue
The pandemic has intensified dislocation amongst campus communities, propelled some healthcare students onto the front line of the national response and upended traditional expectations of the university experience. This CPD-accredited conference will explore the diverse impact(s) and disruption of lockdowns and COVID-19 mitigation measures on university students - as well as breaking-down the cultures, economic factors, social and institutional pressures that contributed to dramatic rises in disclosures of mental health issues and student suicides at universities in the UK prior to COVID-19.
This face-to-face conference is the third in a series of national events bringing together HE leaders, strategic and wellbeing staff, students, academic/policy researchers, health, social care and counselling services to develop responses to the student mental health crisis. Conference delegates will take away the following benefits of attending:
As an Inspector at Hampshire Constabulary with 30 years of operational experience, including responding to critical incidents, youth offending and police custody management, Lee Fryatt has broad experience of responding to people suffering with mental health conditions who are at a point of crisis in their life. Lee’s family has been personally affected by the devastating impact of suicide, when in September 2018 his eldest son, Daniel, ended his own life just after starting University.
Lee has spoken at our previous Student Mental Health conferences in London and Manchester, where he has advocated for reform to the rules governing data protection and consent as they pertain to notifying a trusted contact ahead of a student reaching the point of crisis.
Disabled students are less likely to complete their course, are lower paid as graduates and were more likely to experience loneliness during the pandemic in comparison to non-disabled adults. In 2020 Policy Connect’s Higher Education Commission – an independent research commission made up of leaders from the education sector, parliamentary representatives from the major political parties and relevant stakeholders – published the report 'Arriving at Thriving: Learning from Disabled Students to Ensure Access for All'. The report followed a six-month inquiry into why gaps in attainment, access and continuation of study for disabled students persist in the HE sector. The inquiry was chaired by Lord David Blunkett, former Secretary of State for Education; Commission Chair Lord Norton of Louth; and Vice Chancellor of the University of Derby, Professor Kathryn Mitchell.
The report examined the experiences of disabled students across the whole higher education experience, organised into four key themes: teaching and learning; bureaucratic and financial burdens; living and social; and transitions and employment. Megan Hector, author of the report, will draw on its findings and recommendations in this presentation, focusing on the experiences of disabled students whose conditions or impairments include mental illness. This includes exploring the challenges for disabled students pre-pandemic; the unique challenges which arose during the pandemic; and how the report’s recommendations would lead to better access, inclusion and support for students with mental illness.
White university students in the UK are, on average, more likely to leave university with a First or upper Second-Class degree than those of other ethnicities. This is referred to as the BAME attainment gap. It is a sector-wide problem, though the contributory factors are not limited to the academic environment. They are complex and exist systemically in wider society.
Afua Acheampong conducted research into the experiences of BAME students at Nottingham Trent University and contrasted the results with the institutions existing data in order to develop an approach to addressing the gap. The research comprised of one-to-one interviews with BAME undergraduate students, submissions from academic representatives of all ethnicities, consultations with Nottingham Trent University staff and SU officers, as well as reviewing feedback from attendees of the NTSU's Black History Month event – informing a 23,000-word report, concluding with recommendations for the university and union to proactively tackle racial inequality and attainment. Since, this work has become embedded in institutional practice, been shared across the sector and supported universities across the world to develop diversity initiatives to improve the experience of diverse students.
This presentation will cover the findings from Afua's research project - exploring how the attainment gap impacts the mental health of BAME students and propose recommendations to expand knowledge, strengthen representation and raise awareness of issues restricting the success of diverse students and the student experience. In additional, she will explore the transformative impact of specific diversity initiatives that can have positive impacts on students.
The prevalence of mental health conditions amongst young adults are high in relation to older age groups and are increasing over time. Since the COVID-19 pandemic and the social distancing measures, many people have found themselves completely alone and struggling with their mental health. Unfortunately, due to lack of resources and limited engagement with services, a majority of people affected by mental ill-health do not access evidence-based support. There is a huge growth in demand for universities to re-design their health and wellbeing support services which are often clinically focused and sometimes disengaging. Students do not always know where to turn for support when limited services are offered and demand exceeds resource. More dynamic and creative methods need to be considered when offering mental health interventions to students in order to break the stigma, shape change and meet the demand of those needing support. Lee will give context to the currently mental health climate and shine light on Bazaar - A Marketplace for the Mind which has been created as one of the most innovative solutions available to meet this need. He will discuss where it has come from, what it has done so far and how it can benefit you and your world.
Combining his professional capabilities and lived experience, Lee has developed a considered approach to the role of confidentiality and data sharing between universities and families based on the principle of public interest to protect outweighing institutional fears of breaching data sharing policies. This presentation will cover:
The pandemic and restrictions introduced to mitigate the spread of Covid-19 have compounded existing problems and presented a series of new issues that will have a diverse impact across the current and next cohort(s) of students. The University Partnerships Programme are launching the UPP Foundation Student Futures Commission to understand where the most damage has been done to the academic progress of students as well as their mental health, extra-curricular activity and graduate prospects, in order to accumulate best practice around interventions - however small, designed to quickly help students get back on track towards successful outcomes; rebuilding expectations young people have of university and returning a sense of agency over their own experience.
Addressing a well-documented service gap in mental health support, Inner Purpose is the first app to deliver the key components proven to elevate user’s mental health needs. Working in partnership with leading authorities and experts, Inner Purpose provides a ‘one-stop-shop’ for mental health services and support.
Through cutting-edge technology and driven by professional guidance, Inner Purpose delivers mindfulness content through a variety of digital formats, provides a platform for healthy nutrition, service locator technology, links to helplines and self-help tools. The customisable space to track and monitor your own progress makes mental health support efficient, judgement free and accessible for all, allowing users to deal with their challenges and regain control over their lives.
Studying at university creates a unique set of challenges that can increase stress levels due to significant life changes. The coronavirus (COVID-19) pandemic has adversely affected high numbers of students many of whom are experiencing a decline in their overall mental health and wellbeing. Historically there has been a reluctance amongst students to seek formal help for mental health issues, with many students preferring to seek the support from informal sources such as peers, family, and websites. Pamela will discuss the concept of peer-to-peer support programmes in universities, the importance of a implementing a robust training programme, the integration of peer support into existing service provision and the multiple benefits across the institution. Delegates will also be introduced to Validium’s new peer support training programme.
We'll be working with venues to ensure lunch at our events is as delicious as ever and caters for a range of dietary preferences - whilst being served in a safe and seamless manner. Some of the new measures we will be introducing to this effect are:
We will request food is sourced locally to reduce food miles.
There are rising concerns about students’ increasing need and use of mental health services and counselling. Lack of clarity between wellbeing and mental health needs can lead to the commissioning of initiatives, some less suitable than others. Despite initiatives to enhance student support, such as the Student Mind Charter, there is an appetite for doing more with less in universities and a risk that provision of counselling becomes so limited as to become meaningless. There are fears that institutions will not be rational in their responses in meeting demand for mental health support, especially at a time of crisis with COVID-19, as institutions are in rapid response mode. To counteract this, some counselling services are engaging in research to demonstrate their value and effectiveness. In this session. Geraldine will talk to you about key issues, challenges and guidance related to student mental wellbeing and the importance of balancing innovation with rigorous use of evidence base.
Géraldine Dufour is the Vice-Chair of the Mental Wellbeing in Higher Education Expert Group (MWBHE) at Advance HE, a past Chair of the British Association for Counselling and Psychotherapy (BACP) Universities & Colleges Division as well as the national group for Heads of University Counselling Services (HUCS) and the Chair of the Academic Committee of China-UK University Counselling Association.
There is a lack of understanding about the experiences, motivations and needs of students in Higher Education who are also engaged in sex work. Jessica Hyer is a supporting researcher on the University of Leicester's Student Sex Work project - a programme undertaking new research and offering free training packages for universities and colleges interested in understanding the complexities in students engaging with sex work to meet the cost of living.
Jessica will detail the aims and key findings from the programme's activities to date that will provide delegates with an overview of the context in which increasing numbers of students are engaging with sex work, including:
This panel discussion will bring together people who have used their university experience(s) to develop resources, ideas and networks that support people from a diverse cross section of the student population.
The Young Gamers and Gamblers Education Trust (YGAM) is a national charity with a social purpose to inform, educate, safeguard and build digital resilience amongst young and vulnerable people, helping them to make informed decisions and understand the consequences around gambling and gaming.
The largest mental health survey ever conducted with UK university students found that of those reporting a serious problem they felt needed professional help, 81.6% reported their symptoms started at secondary school – not university. This suggests they arrived at university predisposed to mental health problems, meaning action is needed BEFORE students start university.
Our research suggests that:
Fortunately, our research suggests a number of ways of reversing these trends, drawing on both new and established approaches, from both the UK and other countries – to help ensure a smoother transition to university and reduce the risk of mental health problems.
Dr Denise Meyer is Head of Wellbeing at the University of Portsmouth and author of ‘The Student Lifecycle: Pressure points and transitions’ in Barden & Caleb (2019) Student Mental Health & Wellbeing in Higher Education: A practical guide, Sage. She will introduce a distinctive, education-focused framework for a whole-institution approach to student mental health, as recommended in the University Mental Health Charter. The framework emphasises the role of university culture and teaching practices in creating the kind of compassionate and inclusive learning environment which offers students the security and support to successfully face the emotional challenges integral to both learning and the student experience - increasingly so in the context of the pandemic. Denise will outline some of the interventions linked with this approach and research underway to evaluate them.
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