The wellbeing of NHS staff and learners – the Mental Wellbeing Commission report and relevance in Higher Education

In February 2019, the Mental Wellbeing Commission published a set of recommendations for the NHS concerning the wellbeing of NHS staff and learners (The Executive Summary can be viewed here and the Full Report here). The recommendations for the report recognise the importance of supporting the wellbeing of learners within an NHS setting, and staff members generally.

What were the key themes outlined in the report?

Twelve themes emerged from panel discussions with staff working within the NHS, bereaved families (of those who had ended their life during their employment with the NHS), with organisations demonstrating best practice, and via site visits. Themes that emerged covered preparing for transitions (through school, to further/higher education and beyond), the need for self-care/caring for the carers, taking a break, and the role of technology amongst others.

What did the report recommend?

The commission published 33 recommendations for local NHS trusts to adopt. The primary recommendation focused on the creation of a workforce “Wellbeing Guardian”, who would be responsible for the wellbeing and mental health of their staff at a board-level, in every NHS organisation, from a national to local level.

Other recommendations within the report included the creation of a Workplace Wellbeing Leader, supporting transitions, as well as quick access referral pathways for staff (e.g., for psychological therapy). The commission recognised that more could be done to support wellbeing for staff, and this could include further provision of peer support, as well as safe psychologically safe and confidential spaces.

What is the relevance within Higher Education?

At present, the mental health and wellbeing of students is of focus within Higher Education and a variety of initiatives have been developed (e.g., UKRI Mental Health Research Networks; UUK StepChange Framework), or are in development (e.g., University Mental Health Charter), which are designed to improve this.

However, little attention is being paid to the staff members in Higher Education who may be supporting students, despite public calls for staff members to be more informed and to support the early identification and prevention of mental health conditions in students (e.g., Vitae recommendations for Postgraduate Researcher Supervisors).  The Commissions statement of “who cares for the people who care for the nation’s health” (p.17, Executive Summary), becomes one of “who cares for staff members who support the mental health and wellbeing needs of students?” and the general query of “how can staff be best supported” when applied within a Higher Education context.

The wellbeing and mental health needs of staff members in Higher Education should not be ignored (e.g., “More academics and students have mental health problems than ever before”). Levels of burnout are higher than the general working population and comparable to healthcare workers. In addition, staff members in Higher Education settings are reported to have poorer levels of wellbeing compared to types of employment such as health and social work, in areas of work demands and change management amongst others (RAND, 2018). Indeed, a recent Government review (Thriving at Work (2017)) tasked employers with adopting mental health core standards. National and local initiatives are needed to support the mental health and wellbeing of staff members, alongside improving offers of student support.

Blog post written by Dr Rachel Moss (Twitter: @DrRMoss), Research Associated on the PGR Wellbeing project at the University of Portsmouth (School of Education and Sociology).

 

Mental Health and the NHS Long Term Plan

In January 2019, the NHS published their Long Term Plan – a plan which outlines how the service will develop over the next 10 years. The plan is a published response to changing needs – with a population that is increasing in size, as well as in age, and some significant challenges that will also need to be addressed (e.g., funding, staffing, inequalities). The plan outlines seven chapters which aim to address such challenges, and includes the development of a new service model, further funding (e.g., to upgrade technology), and tackling workforce pressures, amongst others. Chapter 3 outlines how care quality and outcomes can improve, and includes further support for child and young people’s mental health services, and adult mental health services – of relevance to the Mental Health in Childhood and Education Hub.

 

 

 

 

 

Mental health services for children and young people

Funding

  • Over the next five years, access to mental health services in the community will expand, so that an additional 345,000 children and young people between the ages of 0-25 will be supported (e.g., via Mental Health Support Teams based in schools or colleges)
  • Eating disorder services will receive additional investment – this will enable services to maintain the treatment standard (e.g., urgent cases receive treatment within one week, and four weeks for non-urgent cases).

Access

  • Age-appropriate crisis services will be expanded, and a single point of access through NHS 111 will be explored.
  • Support for mental health will be available within schools and colleges – providing additional capacity for early intervention.
  • The transition to adulthood for young people aged between 18 and 25 will be supported – this may involve extending service models to offer support for those aged 0 – 25 years, and integrating a number of sectors (e.g., social care, education).

 

 

 

 

Mental Health services for adults

Common disorders

  • Access to Improving Access to Psychological Therapies (IAPT) services will be expanded – focusing on adults and older adults with a long term condition.
  • Standards for patients requiring community mental health treatment will be delivered across in NHS in the next 10 years.

Emergency support

  • Mental health crisis services will be expanded – a 24/7 community-based response will be available in England by 2020/21 (for adults and older adults). Alternative forms of support will also be explored (e.g., safe havens).
  • A single point of access via NHS 111 will be developed.
  • Waiting time targets will take effect from 2020 for access to emergency mental health services.
  • Ambulance staff will be trained to support individuals in a mental health crisis.

Suicide prevention

  • Suicide prevention and reduction is a priority over the next 10 years – this includes the development of a Mental Health Safety Improvement Programme.

Further information about the Long Term Plan can be viewed here.

Blog post written by Dr Rachel Moss (Twitter: @DrRMoss), Research Associated on the PGR Wellbeing project at the University of Portsmouth (School of Education and Sociology).

 

 

 

 

 

 

Mental Health First Aid

Why mental health first aid?

We all have mental health, which varies to some degree, just as we have varying physical health. Mental health conditions are common. In any given year, up to 1 in 4 of individuals in the UK may experience a common mental health condition such as depression or anxiety. Moreover, the majority of mental health conditions develop before the age of 24 years. Attention in national policy for the NHS (England) is increasingly focused on early identification and prevention of mental health conditions (e.g., Five Year Forward View for Mental Health, the recent publication of the NHS Long Term Plan). One proposed component of early identification and prevention includes mental health literacy, defined by Jorm (1997, p .182) as the “Knowledge and beliefs about mental disorders which aid their recognition, management or prevention”.

Mental health first aid training

I recently completed the two-day Adult Mental Health First Aid training delivered by Mental Health First Aid England, which has enabled me to be described as a Mental Health First Aider (to learn more about the role, please click here). The training, first and foremost, focuses on improving individual knowledge (e.g., type of symptoms) of a range of common mental health conditions and is underpinned by the work of Kitchener and Jorm.

The common mental health conditions touched upon included depression, anxiety, bipolar disorder, schizophrenia, as well as personality disorders. Self-harm and substance abuse was  also explored, as were crisis situations whereby an individual expressed suicidal intent. In improving our knowledge and having open dialogue, the training seeks to reduce stigma.

The scope of the training

Our role as Mental Health First Aiders is to offer non-judgemental support (complimenting existing services provided), as well as signposting (in-house, local and national services). Importantly, those that are mental health first aid trained are not qualified mental health professionals (e.g., psychiatrist), and are not a substitute for professional support. During the training we were provided with practical tools for supporting individuals – this centred around the acronym A.L.G.E.E.

A – approach, assess, assist

L – listen non-judgmentally

G – give support

E – encourage to seek appropriate professional help

E – encourage to seek further support

Being a Mental Health First Aider is principally about hope – for support, for recovery, for the reduction of mental health stigma. In addition, the training emphasises that you should not neglect your own mental health and wellbeing in supporting others.

Next steps

Following the training, I am exploring ways in which my skillset can be incorporated into my place of work (a Higher Education Institution) and project (e.g., advertising – email signatures, posters etc.). It is important to be aware of what your workplace currently offers, and how you (and others) can complement that (utilise existing networks!). It is worth noting that many Higher Education Institutions hold ‘in-house’ training, and this is a useful option to improve your mental health awareness and knowledge of how you can support others (e.g., students, staff members). There are calls for Universities as a whole, and for supervisors in particular, to play a role in the early identification and prevention of mental health conditions in researchers, and having a degree of mental health literacy can facilitate this. Collectively, we can play our part.

Blog post written by Dr Rachel Moss (Twitter: @DrRMoss), Research Associate on the PGR Wellbeing project at the University of Portsmouth (School of Education and Sociology).