Code of Practice on Supporting Students with Mental Health Difficulties

CODE OF PRACTICE ON SUPPORTING STUDENTS WITH MENTAL HEALTH DIFFICULTIES

Contents list:

1Context and Introduction

1.1Why is a Code needed?

1.2Relevance to the University’s Mission

1.3Purpose of the Code

2Duty of Care

2.1The University’s Responsibility

2.2The Student’s Role

3Definition of Mental Health Difficulties

3.1Terminology

3.2What is a mental health difficulty

3.3Students experiencing mental health difficulties

3.4Recognising when there may be a difficulty

4Admissions

4.1Pre-entry Information and Guidance

4.2General support Available to Students

4.3Professional Course Programmes

4.4Pre-entry Procedures

5What to do if you think there may be a difficulty

6Making a Referral

6.1The Need to make a Specialist Referral

6.2University Medical Centre and Campus Nurses

6.3Counselling Service

6.4Learning Support and Disability Resource Team

6.5Chaplaincy

6.6Careers Service

6.7Financial Aid and Advice

6.8Students' Union Advice Service

7What to do if a Student Refuses Help

8Procedures for Situations Where there is Urgent Concern for the Safety of the Individual or Others

8.1What is an emergency situation?

8.2Who to contact

8.3When dealing with an emergency try to remember

8.4Follow up

9Discharge from Acute Care

10Mitigating Circumstances and Special Examination Arrangements

11Interruption of Studies

12Exit and Withdrawal Systems and Guidance

13Confidentiality and Disclosure

14Fitness to Practice

15Disciplinary Procedures

16Staff Training and Development

Appendices

Appendix 1Definition of ‘Duty of Care’ in a Higher Education Environment December 2001

Appendix 2How to Recognise When there May be a Difficulty

Appendix 3The Legal Position: The Disability Discrimination Act 1995 (as amended by the Special Educational Needs and Disability Act 2001 (SENDA)

Appendix 4Further Resources

Appendix 5AngliaRuskinUniversity Equal Opportunities Policies

Appendix 6Fitness to Practice Committee

Appendix 7External Contacts:Where and How to Get Help in Cambridge

Where and How to Get Help in Chelmsford

Code of Practice on Supporting Students with Mental Health Difficulties

1Introduction and Context

1.1Why is a Code needed?

In April 2000 the CVCP published its Guidelines on Student Mental Health Policies and Procedures for Higher Education. These guidelines built on previous studies such as those undertaken by the Heads of University Counselling Services and published in Degrees of Disturbance: The New Agenda. The Impact of Increasing Levels of Psychological Disturbance amongst Students in Higher Education (March 1999), and by LeicesterUniversity: Supporting Students with Mental Health Difficulties (1999). There has also been increasing media attention on the pressures that university students now experience.

The CVCP guidelines encouraged universities to develop their own response in order to meet the institution’s particular needs, and, in consequence, at the November 2000 meetings of AngliaRuskinUniversity’s Campus Executive Groups it was agreed that two campus-based groups and a University-wide Student Well-being Group be established. These groups began to examine the response in other universities, and this Code of Practice looks to reflect best practice wherever possible and to draw on expertise within AngliaRuskinUniversity and from external sources. The Student Well-being Groups will also monitor and review the Code of Practice in order to maintain its relevance to the needs of AngliaRuskinUniversitystudents and staff.

1.2Relevance to the University’s Mission

This Code of Practice represents AngliaRuskinUniversity’s response to its commitment to promoting positive attitudes to mental health, and forms part of its strategic mission to widen access to higher education. In line with this mission, the University seeks to enable the participation of all those who have the intellectual capability, motivation and personal skills to benefit from a university course. The policies and procedures underpinning this strategy provide an inclusive and integrative approach to facilitating success in personal, educational and career progression for all students.

In focusing attention on the particular needs of students experiencing mental health difficulties, the Code provides a statement of the University’s determination to identify and deliver appropriate support to those who are more vulnerable to the stresses of studying in higher education. On a wider level, the document recognises that the University has potentially, as part of its duty of care and equal opportunities policies, a responsibility to promote mental well-being for its entire community, and acknowledges that the experience of students and staff in higher education has become progressively more stressful. In consequence, the Code also addresses the requirement to support students and staff working alongside those with mental health difficulties.

As a priority, the institution is committed to providing relevant training embedded in staff development programmes. Aimed at raising awareness and increasing understanding of mental health issues throughout the University, training will include the dissemination of information on sources of support for individuals experiencing difficulties and for those who might come into contact with them. Staff development is the most important factor in determining the Code’s effectiveness in practice, and the University is committed to providing the resources appropriate for on-going training.

1.3Purpose of the Code

The purpose of this Code of Practice is to provide a coherent institutional approach by ensuring:

That the University’s role and responsibilities are clarified in respect of supporting the needs of students experiencing mental health difficulties
That the University does not discriminate academically or socially against any student, or prospective student, because of their mental health difficulties
That the University’s systems, procedures and support networks are conducive to the promotion of mental well-being throughout its entire community
That all students with mental health difficulties are positively encouraged to declare them
That students experiencing mental health difficulties at any stage during their studies are given the best possible support to enable them to complete their courses successfully
That staff are made aware of the particular needs of students experiencing mental health difficulties
That the interest of individual students will always be considered within the context of the interests of the community as a whole and that support will also be provided for students and staff working alongside those with mental health difficulties
That the University demonstrates its commitment to recruiting and retaining students with mental health difficulties through the provision of a staff development programme that supports staff in their dealings with these students, that provides all staff with on-going training, beginning at staff induction, and that disseminates resource materials signposting internal and external referral networks
That positive mental well-being is promoted individually and socially through education and other means

2Duty of Care

2.1The University’s Responsibility

Within a legal context, the University acknowledges that it may potentially owe a duty of care to its students in a number of areas. In particular, it is committed to identifying and delivering appropriate support to those who are vulnerable to the stresses of studying in higher education, and this policy document forms part of a strategy to focus attention on the needs of students experiencing mental health difficulties. On a wider level, the University recognises a responsibility to promote mental wellbeing for its entire community and a requirement to support students and staff working alongside those with mental health difficulties.

See also Appendix 1 Definition of ‘Duty of Care’ in a Higher

Education Environment

2.2The Student’s Role

Students have a role to play in ensuring that the University, through its support services, provides them with appropriate support:

The University encourages prospective students at the pre-entry stage and continuing students at the earliest opportunity during their course to actively seek guidance on their support needs
It is the student’s responsibility to communicate their needs and to seek support for them from the University
If a student chooses not to disclose their needs, support may not be provided

See also 13 Confidentiality and Disclosure

Definition of Mental Health Difficulties

3.1Terminology

The terminology associated with mental health and ill health can be confusing, as the terms are used by the general population and professionals in many different ways. Mental health is often seen in terms of mental ‘illness’, a term which does not encompass a range of complex human predicaments, feelings and behaviour. There is a wide spectrum of mental health difficulties ranging from severe mental illness to general psychological or emotional difficulties. The University recognises that there are other models and languages for describing these human experiences apart from the medical/social-work model the University uses. In particular, students themselves may choose to think about their situation in various ways.

3.2What is a mental health difficulty?

A mental health difficulty is one in which a person is distracted from ordinary daily living by upsetting and disturbing thoughts and/or feelings. A mental health difficulty may disorientate a person’s view of the world and produce a variety of symptoms and behaviour likely to cause distress and concern.

3.3Students experiencing mental health difficulties tend to fall within

three main categories, the third category representing that most

commonly occurring amongst students:

Those who have a recognised illness when they come to

University and are under the care of a psychiatrist at the time of starting their course. These illnesses include schizophrenia, manic-depressive illness, and compulsive behaviours. Long term mental health problems are formally considered a disability.

Those whose mental illness emerges during their time at

university. A wide variety of pressures may contribute to the

emergence of mental illness during late adolescence and

beyond.

Those who are experiencing psychological or emotional difficulties which are impacting to some degree on their capacity to function. Difficulties are wide ranging and include: anxiety and depression, mood swings, inability to concentrate or produce written work, acute exam anxiety, severe panic attacks, suicidal thoughts, psychosomatic symptoms, alcohol and drug problems, addictive behaviours, eating difficulties, reactions to separation and loss.

3.4Recognising when there may be a difficulty

Students will have different needs and vary in their experience of mental health difficulties, including their views about disclosing their difficulties. Difficulties can also be transient or longer lasting. A student may tell a friend or member of staff that something is troubling him or her. There are also other indications that there may be a difficulty such as behaviour, appearance, mood changes, absenteeism.

See Appendix 2: “How to recognise when there may be a difficulty”

4Admissions

4.1Pre-entry Information and Guidance

Anglia Ruskin University welcomes applications from individuals who are experiencing mental health difficulties, and its collaborative approach to admissions’ procedures ensures that individuals with specific needs receive pre-entry guidance that is appropriately as well as sensitively delivered and enables the student to make informed decisions that suit their particular circumstances (see 2.2 The Student’s Role).

Publicity materials, giving details of and entry requirements for the University’s undergraduate, postgraduate and professional programmes, provide information and contacts for admission and advice services, including learning support, financial aid and careers. Those with a physical or mental impairment are encouraged to declare their disability on the UCAS/application form and to seek support for their needs. Details of support structures and systems can be found in the University’s ‘Information for Students with Disabilities and Learning Difficulties at AngliaRuskinUniversity’available at:

2002.pdf

4.2General Support Available to All Students

Counselling
Medical centre and referral to local GPs and sector mental health teams
Advice on DSA application
IT needs’ assessment for disability/learning difficulty and a

Student Support Scheme, providing learning support assistants, are available to eligible students (UK nationals on at least 50% of a degree level course who present evidence of a condition that has a major detrimental effect on their ability to access the curriculum)

Learning/study skills’ support for disability/learning difficulty
Disability needs’ assessment
Careers and employment advice
Chaplaincy

Additional information and contact details are available on the Student Support Services’ website:

4.3Professional Course Programmes

Mental health difficulties may have an impact on an individual’s being accepted onto a professional course, such as nursing, teaching and social work, because these courses involve satisfying specific professional body requirements and their associated statutory regulatory frameworks. Of particular relevance here are professional criteria relating to ‘fitness to practice’ and these are clearly explained in course publicity materials. Further clarification on these matters can be obtained from academic departments or from the appropriate professional body.

In the case of a prospective student appealing against a rejection for admission to a professional course on mental health grounds the University will:

Undertake a thorough investigation through its complaints and appeals procedure
Provide feedback in an appropriate format
Seek independent advice through referral to an external medical consultant

4.4Pre-entry Procedures

For prospective students who declare a mental health difficulty on application the procedures are as follows:

Admissions Department forwards the UCAS/application form to a student adviser, Learning Support and Disability Resource Team
The Team despatches to all eligible students information about the kind and level of support on offer, an invitation to seek pre-entry guidance from an adviser, and a self-assessment of needs form
The adviser indicates to an admissions’ officer whether or not the applicant’s needs can be met from within existing resources/without further investigation
Prospective students with highly specialised needs are invited to visit the campus for a detailed needs’ assessment carried out by an adviser, learning support. The adviser will assess the resource implications of the individual’s support needs. Candidates are given the opportunity to experience the campus environment and to discuss course structure and demands with an admissions’ tutor
The agreed level of support (if any) will be clearly documented and held on file in the Learning Support and Disability Resource Team. A copy of this agreement will be given to the student and, if appropriate, a copy will be given to all relevant staff
The student adviser will liaise with the academic department on the applicant’s learning support needs, for example format of handouts, lecture notes, examination arrangements
Confidentiality protocols will be observed throughout the process and sensitive information will only be disclosed on a need-to-know basis and will be communicated only with the consent of the prospective student (see 13 Confidentiality).
Admissions Department distributes to all applicants information on University and other accommodation, including that designed to meet the requirements of those with a disability, including those with a mental health difficulty.

What to do if you think there may be a difficulty

Staff who are worried about a particular student

5.1Talk with the student and let them know that you are concerned and why (e.g. you’ve noticed changes in their attendance/they look sad and you wonder if something is troubling them).

5.2Be prepared to listen. Listening is the main tool for getting a real picture of the situation – and asking the student what they would want. Careful listening can be helpful in not overreacting to a situation and may be all that is needed.

5.3If you feel you can support the student, do consider whether you have enough time and/or skills. Try not to offer help which is beyond your role, or might involve role conflict, but rather listen and encourage the student to seek appropriate help.

5.4Give information about what help is available. The Student Support Services’ leaflet Making Linksis informative as is Supporting Students: A–Z Referral Checklist.

5.5Arrange contact with the student again to check out how they are and whether they have arranged any support (NB counsellors, GPs, nurses adhere to professional codes of confidentiality which may prevent them from disclosing if a student has been seen).

5.6Discuss confidentiality with the student. It is important to be clear about and agree on the extent of confidentiality and gain the student’s consent to pass on any information if this is necessary.

5.7If you think you need more information consider checking with others who know the student in a way that is sensitive to the student.

5.8You can, at any point, talk with your line manager, counsellors, or disability advisers about your concerns without disclosing the identity of the student, if possible.