Self-Care for Kids

Too Much Pressure

With increasing environmental challenges and pressures on children and young people today including digital devices, exam pressure, and an increasingly challenging economic climate; perhaps a move towards empowering today’s young people by helping them to help themselves, in other words, self-care, is the way forward?

Sources of Support

Several charities specialising in mental health for young people have already held campaigns this year aimed at supporting self-care approaches, including Time to Change’s Time to Talk Day campaign held on Thursday 1st February 2018 with the slogan, ‘Change Your Mind’. The charity states,

Since Time to Talk Day first launched in 2014, it has sparked millions of conversations in schools, homes, workplaces, in the media and online.

Another example is ‘University Mental Health Day’ which took place on Thursday 1st March 2018, and was run jointly by Student Minds and UMHAN, and sponsored by Unite Students who run under the slogans, “Community Starts Here,” and “We Empower You.” Unite students recently launched the Common Room, a community Hub that provides resources to support students.

Young Minds provides a wide range of resources specifically designed for children and young people, and their parents, carers, teachers and others who work with them. Their #HelloYellow campaign is run on World Mental Health Day, which this year takes place on Wednesday 10th October.


The State of Children’s Mental Health

Despite these efforts, recent evidence shows that children’s mental health continues to decline and that stigma (another word for discrimination) is still a predominant issue when it comes to encouraging children to talk about how they are feeling. The Children’s Society’s Good Childhood Report highlights some increasing concerns regarding children’s overall wellbeing and Young Minds present statistics on various aspects of young people’s mental health. Time to Change have taken a look at how widespread discrimination surrounding mental health is still prevalent, which was presented publicly in their ‘Heads Together’ campaign in conjunction with the Royal Family.

Empowering Kids to Overcome these Challenges

It is clear that the challenges of our environment are unlikely to change in our children’s lifetimes and with technology only becoming more advanced, these challenges are only likely to increase. But what if we can empower our children to take charge of how they manage these challenges and improve their mental health and wellbeing. Self-help tools including Mobile Apps, CBT, Mindfulness are a few examples. CAMHS stress the important of nutrition and exercise on their ‘Taking care of myself’ page and the Anna Freud National Centre for Children and Families has put together a Toolkit for Schools.

For the Future

Perhaps there is still scope for further improvement to what’s already available? Discussions surrounding disjointed and inadequate mental health services for children have lasted for decades. Governments and policy makers are still striving for improvements and charities continue to redouble their efforts to make the message clear. Perhaps working on awareness needs to take another step forward and include our children directly, what if we asked children and young people to be more involved. Maybe a focus on increasing accessibility and improving what’s already out there so our children can find these tools and use them effectively with or without adult support is the next step.

Emotional and Mental Wellbeing in UK Higher Education

Dr Laura Hyman, Senior Lecturer in Sociology, University of Portsmouth

Student wellbeing and happiness have become increasingly visible and significant in UK higher education in recent years. Not only has it become something that universities increasingly attend to and seek to facilitate, but it is also something that now appears to be diminished for many students. The reasons for this are manifold; however, one key explanation may lie in the marketization that has taken place in higher education in recent years. Ever since tuition fees were introduced in the 1990s, the position of the student has been paralleled with that of the consumer, and tertiary education with that of a service. Students, then, develop expectations of the ‘service’ that they should receive from their institutions in exchange for their fees; and, since these rose to upwards of £9,000 per year in 2012, such expectations are arguably higher than ever before. It could be said that students are now paying for an ‘experience’ (Williams, 2013) – and their feelings about this experience are of prime importance as universities seek to satisfy as well as educate them.

Whilst for many students, university is one of the happiest times of their lives, others have been found to experience poor emotional and mental wellbeing. This could be because their expectations of higher education do not match the reality; but it is also likely to be because most students are in high levels of debt, many are forced to take on paid work alongside their studies in order to survive financially and pressure to be seen to be ‘having a good time’ is stronger due to the presence of social media and other communications technologies. Furthermore, their job prospects for post-graduation are also less certain due to the condition of the economy and the higher numbers of other graduates with whom they must compete. As a result, mental illness diagnoses amongst the UK student body have increased steadily in the last ten years (Burns 2017).

Some sociologists, such as Furedi (2017) and Ecclestone and Hayes (2009) have responded to this critically, suggesting that one reason for such an increase is the rise of “therapeutic education”, in which students (and individuals more broadly) are more commonly regarded as vulnerable. Such as “turn” has promoted a “narrative that continually raises doubts about people’s emotional capacity to deal with physical and emotional harms.” (Furedi, 2017, p.21). However, others have praised such therapeutic practices, highlighting its importance in allowing increased recognition and acceptance of human emotional suffering (Wright, 2008).

Regardless of how one responds to this, it is fairly evident that the working lives of university staff have changed as a result. The numbers of support staff have steadily increased in recent years (although student counselling and wellbeing services are now oversubscribed, with many students on lengthy waiting lists – see Buchan 2018 for discussion of this). Academic staff with pastoral responsibilities are also finding themselves discussing emotional wellbeing and mental health issues with their tutees on a more frequent basis than ever before, despite the fact that the vast majority are not trained in this area. So, how have this latter group responded to this so-called wellbeing “crisis” that students are witnessing? And, more importantly, how do universities attend to staff wellbeing when an increasing amount of their jobs involve attending to that of their students? Evidence shows that, at many institutions in the UK, staff wellbeing has been largely overlooked. Whilst several offer access to an external employee assistance programme that offers support over the telephone (Inge and Bhardwa, 2018), few provide anything in-house. This is despite the fact that a report by RAND Europe has highlighted that 37% of academic staff suffer from mental health problems (RAND Corporation, 2017), which may be exacerbated by increased pressures to obtain research funding and to provide teaching “excellence”, job insecurity for those on fixed-term and hourly-paid contracts, and a more general expectation on the part of academics themselves to maintain excessively high standards that are often required by the profession. Perhaps it is this very culture of high standards that also renders academics reluctant to seek help for their health problems (Inge and Bhardwa, 2018); as any admission of weakness would immediately prevent them from achieving the perfectionism and “excellence” needed to do their jobs well.

So, what must be done for student and staff wellbeing? Ultimately, this post has raised more questions than answers. However, it is evident that more investment is needed in both student and staff support. Furthermore, more research must also be done in order to understand how poor wellbeing is perceived and managed both by individuals and institutions.


Mental Health Awareness Day – Launch of the IPA Forum!

The School of Education and Childhood Studies is delighted to be launching an Interpretative Phenomenological Analysis (IPA) Forum for the South at our forthcoming Mental Health Awareness Day on Thursday 17th May. The IPA approach is a qualitative psychology methodology, devised by Prof Jonathan Smith and we are particularly thrilled that Prof Smith will be joining us to give a keynote on the day. IPA supports a deep level analysis of individual lived experiences. While IPA originated in Health Psychology, it is now being embraced in related fields and any interested academic or practitioner will be warmly welcomed to join. Click here to sign up for this event