Student Minds – Mental Health Support for Students

Student Minds is the UK’s student mental health charity who empower students and members of the university community to develop the knowledge, confidence and skills to look after their own mental health, support others and create change. Student Minds train students and staff in universities across the UK to deliver student-led peer support interventions as well as research-driven campaigns and workshops. By working collaboratively across sectors, they share best practice and ensure that the student voice influences decisions about student mental health.

Starting university can be a wonderful and exciting experience, but it can also bring its own unique challenges. It’s natural to feel nervous or overwhelmed during the first few weeks at university, and it can be a while before you feel like you’ve found your feet. Student Minds works to transform the state of student mental health so that all in Higher Education can thrive, including you!

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It is common to worry about moving to university, and is important to remember that you won’t be the only one feeling this way. Read about other students’ experiences of starting university and what they wish they had known when they started. Find tips for students, written by students on the Student Minds Blog.

Hannah Morton is a University of Portsmouth alumni and is now employed as a Students’ Union Advice Administrator. She was previously featured on The MICE Hub. You can find out more about Hannah’s experience and how she has learned to manage her own mental health issues through our previous post.

Before moving to university, it is helpful to find out what support is available on your campus. At the University of Portsmouth, student support services includes; the Student Wellbeing Service, The Wellbeing Café and the Student Union Advice Centre to help support with adjusting to student life and general wellbeing. For specific support with studying, the University of Portsmouth has ASDAC – Additional Support and Disability Advice Centre.

Prior to your arrival at university make sure you do the following:

  • Disclose any pre-existing mental health difficulties to your university
  • Register for a doctor in your new city
  • Find out about your university counselling services
  • Read our Look After Your Mate guide to find out how you can support your peers
  • Check out our further support page
  • More tips are available here.

 

*With special thanks to Grace Anderson, Fundraising and Communications Manager, Student Minds  and Hannah Morton, Student Adviser Administrator, University of Portsmouth Students’ Union*

 

Please reference this article as follows: The MICE Hub and Anderson, G., 10th November 2017, Student Minds – Mental Health Support for Students. 

 

Research Seminar: The Value of multi-sited Ethnography for Researching and Informing Effective Adoption Education in the United States

The School of Education and Childhood Studies was pleased to host its October research seminar with The MICE Hub. The session was presented by Dr Rachael Stryker, Associate Professor, Department of Human Development and Women’s Studies, California State University. The research focus included the holistic well-being of the adoptive families who formed part of the study, as well as how to effectively inform adoption education programs. Ten years of ethnographic research was summarised, indicating cultural differences which influenced the expectations of US parents who adopted from Russia. This highlighted the impact of geo-political agendas and cross-cultural influences when considering attachment socialisation throughout the adoptive process.

The research was well received and a quote from one of the delegates summarised the talk by saying,

“I thought Rachael showed a strong level of knowledge and expertise which is clearly something you need from a speaker. I was also impressed by the way she took a subject that wasn’t of inherent interest to my work and made it totally compelling.”

 

Dr. Stryker introduced the qualitative studies that were carried out to uncover themes that informed the adoption experience of US parents and Russian children. Since Russian adoption began in 1991, choices are driven by religious beliefs as well as cultural influences such as babies not adopted before 6 months of age. Clear social differences emerged, such as the use of language – describing children as ‘idiots’ and ‘imbeciles’ and high instances of fetal alcohol syndrome.

It was explained that parents were having difficulty bonding with their adopted child and social expectations of attachment were not met. The biomedical model labelled these children as having an inability to attach and inadvertently blamed the child which led to the use of therapies that involved discipline in order to force the child to attach, including cathartic (holding) therapy. This raised questions about how children are socialised in Russia and implored the use of the ethnosemantic methods so that the story (narrative) could be heard.

It emerged that Soviet socialism and the nativism approach had a great impact on how children viewed themselves. These children believed that they belonged to the state. The Russian approach to parenting includes non-responsive care in order to ‘toughen-up’ up their children which changed the children’s expectations and trained them out of attachment. It was necessary to expand US adoptive parents’ perspectives on what they thought they know about wellbeing so that they could create the space that their adopted child needed and acknowledge that different issues originated from different places.

Prospective parents reported feeling nervous and anxious as they wanted to ensure that they were doing the right thing. Following adoption, parents were asked what they wish they had known beforehand. It is also important to acknowledge that different parents have different experiences and may not always seek support. An important aspect for any parent is the provision of education for the children and many parents expressed concern about this. The program sought to explore ideas about what education should look like for the adopted children.

The Institute for Internationally Adopting Families collected data over the course of the project to identify themes. This led to the ‘Whole Child’ Program which was centred on the whole family and focused on discussing specific issues they were experiencing with anthropologists and why these issues may have arisen. Parental satisfaction was reported through the filling of gaps in knowledge which reduced their anxiety.

Dr Stryker concludes that, there is value in cross-cultural, trans-national adoption but the overlaps need to be addressed. Future studies will look at institutional versus family culture and follow-up studies will be carried out. This was a fantastic insight for staff and students at the University of Portsmouth to consider cross-cultural aspects and influences of children’s wellbeing and how approaching issues from a different perspective may be the key to finding solutions in terms of supporting the holistic wellbeing of families and the education of children.

World Mental Health Day

Tuesday 10th October is world mental health day. This year’s theme is mental health in the workplace, so you may be wondering, how does this impact childhood and education? It is important to remember that educational organisations including schools, colleges and universities are also workplaces for many adults and that their mental health is just as important as our children’s as while children are under their care, they will have a huge influence on their development.

good-idea-blackboardIt is also important to remember that educational organisations are how we prepare our children and young people for the work place. We expect them to enter the world of employment fit and healthy, and well prepared to embark and be successful in their future careers, enabling them to contribute to society and achieve a good state of wellbeing. To enable them to meet these expectations, they must first receive the appropriate support and guidance, to ensure healthy development.

Teachers, pastoral workers and support staff are all a huge part of our children’s and young people’s lives and it is just as important that their mental health and wellbeing is in good shape so that they can provide the very best education and lifelong learning. With nearly half of teachers struggling with mental health, as noted in the Times Educational supplement, it is important to acknowledge that this group of people need help and support too!

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With evidence suggesting that mental health issues in both children, especially girls, and staff are on the rise, it is more important than ever to increase awareness, reduce stigma and provide appropriate support. Issues such as bullying have lasting impact on children’s mental health as does increasing pressure to do well and exam stress. This is also a factor for school staff, especially teachers who have to cope with the ever increasing demands of the profession, including pressures regarding workload, attainment and performance.

To address this, it is important to ensure that our children are aware of what mental health is and to promote good wellbeing. We must show them how to ensure they have the best possible physical and mental health and wellbeing, opening them up to as many opportunities in life as possible. Educational establishments are an ideal place to do this. They provide a good range of experts and a safe and secure setting in which to practice and develop these skills. Developing coping strategies for managing everyday life are important to teach our young people to develop resilience and increase their understanding, so they feel safe to reach out and seek support should they need it.

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It is also essential that educational settings receive the funding and training required by the government to enable them to provide the necessary support to both their staff and pupils. Staff should feel equally safe and supported to seek help for their mental health should they require it. Training should be readily provided to enable staff to provide the appropriate support to students and know when and where to signpost if necessary. Being able to recognise and identify the signs is just as important as being able to treat them.

Several charities are holding campaigns in schools this world mental health day in recognition of the importance of improving our young people’s lives. Young Minds are holding their national #helloyellow campaign. Schools are encouraged to participate to raise awareness of the increasing prevalence of depression in young people, with three children in every classroom being diagnosed with depression. Time to change continue their tireless campaign to address the stigma surrounding mental health, which is particularly prevalent amongst young people, especially boys and young men. Action mental health are promoting their ‘wear purple to school’ on World mental health day as well as their ‘five ways to well-being’ challenge which includes sponsored walks, encouraging donations, and promoting learning about mental health by providing information and resources.

*See our Twitter Feed @MICE_Hub for more links to information surrounding children’s and teacher’s mental health and wellbeing.*