Students' Mental Health Needs: Problems and Responses by Jill Manthorpe, Nicky Stanley, Jim Wade

By Jill Manthorpe, Nicky Stanley, Jim Wade

Pupil existence is a time of switch and adjustment, and scholars' households in addition to employees want assets to assist them offer aid for college students experiencing psychological healthiness problems. in response to contemporary examine findings and drawing at the reports of pros, lecturers and repair clients, this booklet explores how the desires of scholars can top be met via pupil and neighborhood psychological future health services.

The individuals learn, in functional aspect, how campus-based firms can paintings with the voluntary region, group practitioners and scholars' households to supply potent help for college students with psychological illnesses. They position their dialogue within the context of structural and financial alterations in extra and better schooling and society and talk about the influence on scholars' psychological wellbeing and fitness of things akin to family members relationships, debt and monetary problems, drug and alcohol abuse and educational challenges.

Including chapters on responding to pupil suicide and on religion and spirituality relating to psychological future health, this can be a important source for these helping scholars experiencing psychological illnesses and all these operating within the box of pupil welfare.

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Extra resources for Students' Mental Health Needs: Problems and Responses

Sample text

Department of Health (2000) Reforming the Mental Health Act. London: Department of Health. Cm. 5016–1. Higher Education Funding Council for England (1999) Guidance on base-level provision for disabled students in higher education institutions. London: HEFCE. Manthorpe, J. and Stanley, N. ’ Journal of Interprofessional Care 13, 355–365. Phippen, M. ’ Newsletter, Association for Student Counselling, November, 25–36. Quality Assurance Agency (1999) Code of Practice for Assurance of Academic Quality and Standards in Higher Education: Students with Disabilities.

Nobody brought up in western society can BREAKDOWN / 47 avoid the negativity surrounding mental breakdown. We were both brought up with inherent fears and believed that in some sense it was our fault. When we broke down, we felt in some sense to blame. We also felt that some judged us adversely and we were no longer listened to. We had become spoiled goods. Few people, who are not themselves survivors, can fully understand the wholly shattering nature of that experience. Our friends and immediate family were hugely important in helping us to regain our health, although the battle for each of us is not yet over.

I would feel stressed and overwhelmed in the evenings, but I carried on and learned. I did holistic care planning at a Cambridge day centre. This is a care plan which looks at a person in an all-embracing way and identifies the needs and visions he or she has for their life. I was supported throughout. I passed the placement components and later went on to qualify as a social worker. I was offered nothing by the university except counselling. My fellow social work students supported me and saw more value in me than the university ever did.

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