Wellbeing Resources for staff June 2020
1 thesu.org.uk
Contents
1
The Students’ Union
2
Resources for Staff and Students
3
First Thing’s First
5
What is a Disability?
6
Mental Health
7
Initial Disclosures
8
Self-Harming and Suicidal Thoughts
9
Disabled Students Allowance
10
Individual Learning Plans
11
Reasonable Adjustments
12
Extenuating Circumstances
13
Employability
14
Hardship And Retention Funds
15
Supporting Students As Remote Workers LGBTQAI+ Terminology
2
This guide was created by the President Welfare & Inclusivity for The Students’ Union, with the help of staff from The SU, FX Plus, the University of Exeter and Falmouth University. The purpose of this guide is to assist in situations that may occur for staff regarding student wellbeing. It is meant to act as a way of enabling staff to understand and recognise wellbeing concerns, and equip them with the knowledge to best help students maintain good mental wellbeing.
3
Getting Involved: The Students’ Union The importance of getting involved Loneliness can be one of the biggest causes of mental distress whilst at university. You can help students by encouraging them to get involved with The Students’ Union, either through representation positions or joining societies and sports clubs.
Student representatives Subject Chair - Exeter Subject Chairs oversee their subject’s Student Staff Liaison Committee (SSLC), as well as act as the key liaison point between the student body, The SU, and College staff on academic-related matters. Department Chairs – Falmouth Department Chairs represent student views on academic-related matters at their Department Board Meetings, as well as share best practice with other Dept Chairs at The SU Department Chair Working Group. Course Reps – have an important communication role to play within their course, collecting feedback from students and informing them of decisions made at Student Staff Liaison Groups/Committees (SSLG/C)
Societies and sports clubs There are over 150 sports clubs and societies available for students of both universities across all three campuses. Research has proven that students who join societies and sports clubs are less lonely, have an overall better university experience, and are more employable once they graduate.
Key contacts in the SU Presidents: presidents@thesu.org.uk Societies and sports clubs: studentsopps@thesu.org.uk Students Reps: studentvoice@thesu.org.uk General information: info@thesu.org.uk Independent Advice: advice@thesu.org.uk
1
Resources for Students and Staff WELLBEING APPS
Calm HeadSpace UniWellbeing SilverCloud Fika
WEBSITES FOR STUDENTS
Student Recipes Money Saving Expert Save the Student The Student Room Student Minds NUS
UNIVERSITY WELLBEING SERVICES
Medical Accessibility
UNIVERSITY ACADEMIC SERVICES
ASK Specific Learning Difference SU Advice Service
EXTERNAL WELLBEING SERVICES
Outlook SW NHS Kernow Samaritans
RESOURCES FOR STAFF
The Role of an Academic Flexible Learning WonkHE Creating an inclusive environment Disabled Students Commission When To Refer
2
First Thing’s First How far do my responsibilities go? The question most often posed by staff regarding student wellbeing; how far do my responsibilities go? With a whole university approach to wellbeing, all staff who have regular contact with students have a level of responsibility to ensure their safety and wellbeing. This booklet is designed to help when situations arise which require staff to provide a level of pastoral care, however it should be noted that there most definitely is a cut-off point - the sooner you can get students to the relevant staff when there is a concern, the better. There are a number of solutions that can help support a student, not just counselling. This guide can be used to help determine what that solution might be in accordance with the situation. Counselling may be helpful, but it might not be the right time, or other action might more urgently need to be taken. Student anxiety and depression is often caused by the pressures they face from their academic work, which cannot be solved through counselling. Counselling is only necessary for long-term, acute mental health conditions and trauma. Other types of therapy may also be helpful depending on the issue. To many, this would seem obvious, but it is becoming more and more apparent that people do not understand what counselling is and what they need to better their mental state. Instead, the answer may be time management training, organisational skills, talking therapies, or simply a discussion with someone can help students flourish and perform at their best. A useful resource to look at is also the ‘When to Refer’ guide created by FX Plus.
3
Where do I send a student? FOR WELLBEING CONCERNS
The first point of contact should be the Compass desk on either campus. Staff will be able to direct the student from there. There is also the option of the Compass Online as an access point for students.
FOR ACADEMIC CONCERNS
Explain to the student about the ASK service. Many do not realise the extent to which the ASK team can assist with academic work. One-to-one tutorials can be booked online, or there are focused sessions dedicated to a particular academic area. If DSA is in place, and the student has been allocated study skills support, are they accessing their study skills tutor? It the student is unsure of how to do this, then they should contact the Accessibility team.
IN CRISIS
A student in crisis should be treated like any other member of the public. If there is a concern for their life, or the lives of others, an ambulance should be called immediately. It may also be considered appropriate to contact Living Support, who will send a trained member of staff to deal with the situation.
4
What is a Disability? Visible Disibilities A visible disability is one that you can see/is obvious to the observer. Visible disabilities can be anything that outwardly shows the person has a disability, be it whether a person is in a wheelchair, has mobility aids, has a guide dog, or uses a white stick. THESE ARE EXAMPLES OF SOME VISIBLE DISABILITIES
Blind/Visually impaired Deaf/Hearing impaired Cerebral Palsy Wheelchair user
Hidden Disabilities Invisible disabilities are disabilities that are not immediately apparent. For instance, some people with visual or auditory disabilities who do not wear glasses or hearing aids, or who use discreet hearing aids, may not be obviously disabled. Some people who have vision loss may wear contact lenses. This also includes mental illness and learning differences. THESE INCLUDE
Specific learning differences, such as dyslexia/dyspraxia Autistic Spectrum conditions Chronic Fatigue Anxiety/Depression ADHD
5
Mental Health How do you know there is a problem? • The student told you? • Other students or staff have voiced their concerns? • You’ve noticed changes in the mood of the student? • You’ve noticed recent changes in the student’s behaviour? • The student’s academic performance has changed dramatically?
6
Initial Disclosure As the frontline to student problems, personal tutors and other staff may find themselves in the position of initial disclosures. This is when a student first reveals a safeguarding concern. Examples of initial disclosure: - Sexual assault - Abuse - Harm to self and/or others Each department should have a member of staff trained in safeguarding, however, if this does not apply to your department, then The SU and FX Plus have trained safeguarding staff who can handle these situations. The most important thing to do here is to get the original information written down and contact Living Support. Steps 1. First, identify whether the student has reported the crime/incident or not. 2. If not, help them decide whether to do so. 3. Help the student access the support available. 4. Keep a record of all the details provided. 5. Contact Living Support and provide recorded details. Further information can be found in the ‘When to Refer’ guide.
7
7
Self-Harming and Suicidal Thoughts For many, the notion of suicide is an unfamiliar and even bizarre one. Self-harm is when somebody intentionally damages or injures their body. It is usually a way of coping with, or expressing, overwhelming emotional distress.
SAMARITANS
Call: 116 123 Email: jo@samaritans.org MIND
Call: 0300 123 3393 Text: 86463
Self-harm can be linked to suicidal thought but is often a cry for help, and many people who self-harm do not want to end their lives. Some people state that self-harming helps them cope with their emotional distress.
HARMLESS
Email: info@harmless.org.uk
Self-harm should always be taken seriously however, as it can develop into suicidal thoughts and acts.
YOUNGMINDS PARENTS HELPLINE
Call: 0808 802 5544
There are several reasons for self-harming, such as social problems, trauma, and psychological causes.
PAPYRUS
Call: 0800 068 4141 Text: 07786 209697 Email: pat@papyrus-uk.org
If you are concerned about a student who is self-harming, they should be flagged with Living Support.
FIRST LIGHT
If a student discloses that they are having suicidal thoughts, or you believe that they might be, it is okay to talk about it. Research shows that discussing suicide with someone who is feeling suicidal does not increase the risk of them committing suicide.
Call: 0300 777 4 777 Email: saferfutures@firstlight.org.uk SAFER CORNWALL
Call: 0300 1234 232 Web: safercornwall.co.uk
You do not need to have the answers to the questions that might come from starting a discussion like this; often a listening ear is more than enough.
8
Disabled Students Allowance What is DSA?
Disabled Students Allowance is a government-funded scheme which provides students with disabilities extra funding to cover the cost of any equipment or services that they might require. Unlike the Maintenance Loan, DSA isn’t affected by the student’s household income and they do not have to repay it.
Who is eligible? • • • •
UK resident Undergraduate or postgraduate on a course which lasts at least a year Qualifies for student finance Has a disability, medical condition, sensory impairment, mental health condition or specific learning difficulty which affects their ability to study.
What might they receive?
• Hardware • Software • 1-1 support (mentor and/or study skills)
When and how to apply?
A student can apply before they actually begin university (once their student finance is confirmed). It can take up to 14 weeks for the application to be processed, so students should sort it out as soon as possible, however it can be applied for at any time during a student’s time at university. The student may have to attend an appointment at a Study Needs Assessment Centre to talk to a specialist about what type of support would help them.
Further information
Student Finance England DSA guidance FXPlus Accessibility webpage Email: accessibility@fxplus.ac.uk
9
Individual Learning Plans What is an individual learning plan?
An Individual Learning Plan (ILP) is a document that informs staff within the University that a student has declared a disability, and for whom reasonable adjustments are recommended. For a student to have an ILP in place, the student will have a long-term disability or health condition, or Specific Learning Difference which meets the definition of disability under the Equality Act 2010. ILPs are produced following an assessment with a University Accessibility Adviser. This requires the student to provide independent evidence of their health condition or Specific Learning Disability. It is very important for staff to read the ILPs set for their students and may be fundamental to the success of the student whilst at university.
Why are ILPs important?
ILPs are important as they document the recommended reasonable adjustments that minimise or remove barriers that may prevent students from participating at University, and minimise the impact that a student’s health condition or disability may have on their ability to study. They also inform the University of the need to consider reasonable adjustments during exam periods (as well as for other course assessments/assignments).
When are ILPs created?
ILPs will be generated at any point throughout the academic year and staff will be notified of their existence as soon as practically possible.
Falmouth University
Via My Falmouth, you will be able to view a list of students who have an ILP.
University of Exeter
Via SRS, you will be able to search for students’ ILPs. Further instructions on ILPs for both universities can be found at: http://inclusive.fxplus.ac.uk/reasonable-adjustments
10
Reasonable Adjustments The university must take reasonable steps to ensure that disabled students can fully participate in the education and services provided. The reasonable adjustments duty helps universities to take steps to avoid as far as possible “by reasonable means” the disadvantage which a disabled student experiences as a result of their disability. Reasonable Adjustments are a legal obligation. The steps to be taken require three key areas of action: • Amending unjustified practices, rules, policies, requirements or conditions which have a harsh or adverse impact on access to the service by disabled students. • Providing auxiliary aids and services (e.g. induction loops/information on tapes etc) where this is reasonable and achievable. • Removing or altering physical barriers, or providing alternative means of access.
Examples of reasonable adjustments Examples of both anticipatory adjustments for all disabled students and specific individual adjustments can be reviewed in the Equality Challenge Unit (ECU) guidance on managing reasonable adjustments in higher education (pages 4 - 5). See also guidance from ADSHE on reasonable adjustments for students with Specific Learning Differences and University of Exeter’s Dyslexia Marking Guidelines. Disability Rights UK has an excellent leaflet on Adjustments for Disabled Students.
11
Extenuating Circumstances Extenuating Circumstances allow students to request an extension on their assessment deadline due to unforeseen and short-term personal circumstances. Staff from both universities can direct students towards The Students’ Union for independent advice on mitigtation/extenuating circumstances (advice@thesu.org.uk).
Falmouth University Information about the University’s Extenuating Circumstances Policy can be found here, as well as sample situations and FAQs. Adjusted deadlines must be applied for via Accessibility.
University of Exeter The University of Exeter call ECs mitigation. If a student feels illness or other adverse personal circumstances may affect their ability to undertake an assessment, they may be able to apply for an extension or a deferral through what the University calls the ‘Mitigation Process’. There is a guidance manual which layouts the process of mitigation in detail. Please note that for Term 3/Exam Replacement assessments, the University is unable to offer extensions and instead a deferral will be put in place. Further information can be found here.
12
Employability Falmouth University From day one of their studies, students can access support from Falmouth Employability, a key service for professional development through graduation and beyond. Where to find us: Penryn Campus – Career Zone (downstairs in The Exchange) Falmouth Campus – in The Hub T: 01326 253735 E: employability@falmouth.ac.uk
University of Exeter Exeter’s Career Zone can offer the following: CV and application advice 1:1 appointments Advice on finding work experience, graduate jobs, or postgraduate study Guidance for interviews and assessment centres Information on free workshops and events Find us in the Career Zone (downstairs in The Exchange on Penryn Campus) Penryn Campus email: cc-careers@exeter.ac.uk
13
Hardship and Retention Funds The Government gives every university funds each year to assist students who need extra financial support because they have higher than expected costs.
Falmouth University The Falmouth University Hardship Fund is designed to help students who encounter unforeseen financial problems during the academic year. Existing students (pre-2020 starters) will automatically be considered for the Materials Bursary and the Cornwall Award. For more on bursaries and awards, see here. New students (2020 starters), will be considered for the income-based Falmouth Bursary. For more information see here.
University of Exeter For the online form and guidance notes on the Hardship Fund see here. For further information see here.
General Government guideline can be found here: www.gov.uk/studentfinance If students have any concerns or require help completing the form, they can contact The Students’ Union Advice Service: website: www.thesu.org.uk/advice email: advice@thesu.org.uk
14
Supporting Students as Remote Workers GROUP AGREEMENT
Outline values, purposes, and procedures for conduct and communication that are collectively formulated and approached.
COMMUNICATION PLAN
Clearly set out boundaries around time and availability to students and other staff.
PEER LEARNING OPPORTUNITIES
Facilitate active and meaningful contact, co-operation and peer learning opportunities between face-to-face students and online students.
INEQUALITIES AND EXCLUSIONS
Be aware of the inequalities that might be faced by students (including those digital). Think about age, geographical location and accessibility etc.
MODEL KINDNESS AND COMPASSION
The recognition we are all kin within our learning community. Be mindful of tone in written feedback. Ask for feedback from students on your approach.
PHYSICAL MOVEMENT AND BRAIN BREAKS
For yourself, colleagues and students - remember to move! Attention and motivation are negatively impacted by a lack of physical movement and breaks.
LINK LEARNING AND OWN EXPERIENCES
Forge links between a student’s own experiences and what they are learning. Introduce deep engagement with learning material rather than fast-paced work.
CURRICULUM DESIGN
Consider the content of your curriculum and how it may negatively or positively impact a student’s ability to perform. For example, provided the option of presentation for a piece of work to alleviate anxiety.
EXTRA-CURRICULAR
Encourage students to join subject societies and discipline events. This will provide social opportunities for the students as well as benefit their learning.
DISPLAYING GRATITUDE
Develop an online, interactive platform where students and staff are encouraged to share things that they are grateful for within their university experience.
15
In this new way of teaching where we are seeing more and more content being made available online and there being less physical contact with students, it is important to change our working styles to match. In a way, you can see yourself as a manager and your students as remote workers. To achieve success in this environment there are a couple of factors that need to be considered. MOTIVATIONAL FACTORS*
By finding out what motivates a student you will be able to tailor your approach to encouraging them to succeed. The presence of these motivates: • Achievement • Recognition • Work itself • Responsibility • Advancement • Personal Growth The absence of these de-motivates • Policy • Relationship with supervisor • Work conditions • Benefits • Status • Security • Relationship with peers * Taken from Herzberg’s two-factor theory of motivation. The motivation to work, Frederick Herzberg, New York NY: Wiley, 1959 FEEDBACK
Constant, constructive feedback is fundamental to the success of remote workers. If a person doesn’t know how they are doing they will quickly slip into a downward trajectory to believing that no one cares about how they are progressing. This is reflected in Maslow’s Hierarchy of Needs.
16
LGBTQAI+ Terminology
Agender (adj.) – Describes a person who identifies as having no gender. Aromantic (adj.) – An orientation that describes a person who experiences little or no romantic attraction to others and/ or a lack of interest in forming romantic relationships. Asexual (adj.) – Describes a person who experiences little or no sexual attraction to others. Asexuality is not the same as celibacy. Bigender (adj.) – Describes a person whose gender identity is a combination of two genders. Binding (verb) – The process of tightly wrapping one’s chest in order to minimize the appearance of having breasts. This is achieved through use of constrictive materials such as cloth strips, elastic or non-elastic bandages, or specially designed undergarments. Biphobia (noun) – The fear of, discrimination against, or hatred of bisexual people, or those who are perceived as such. Bisexual (adj.) – A sexual orientation that describes a person who is emotionally and sexually attracted to people of their own gender and people of other genders.
17
Cisgender (adj.) – A person whose gender identity and assigned sex at birth correspond (i.e. a person who is not transgender). Gay (adj.) – A sexual orientation that describes a person who is emotionally and sexually attracted to people of their own gender. It can be used regardless of gender identity, but is more commonly used to describe men. Gender affirming surgery (GAS) (noun) – Surgeries used to modify one’s body to be more congruent with one’s gender identity. Also referred to as sex reassignment surgery (SRS) or gender confirming surgery (GCS). Gender dysphoria (noun) – Distress experienced by some individuals whose gender identity does not correspond with their assigned sex at birth. Gender expression (noun) – The way a person acts, dresses, speaks, and behaves (i.e. feminine, masculine, androgynous). Gender expression does not necessarily correspond to assigned sex at birth or gender identity.
Gender fluid (adj.) – Describes a person whose gender identity is not fixed. A person who is gender fluid may always feel like a mix of the two traditional genders, but may feel more one gender some days, and another gender other days.
Homophobia (noun) – The fear of, discrimination against, or hatred of, lesbian or gay people, or those who are perceived as such.
Gender identity (noun) – A person’s internal sense of being a man/male, woman/female, both, neither, or another gender. Gender non-conforming (adj.) – Describes a gender expression that differs from a given society’s norms for males and females. Gender role (noun) – A set of societal norms dictating what types of behaviors are generally considered acceptable, appropriate or desirable for a person based on their actual or perceived sex.
Lesbian (adj., noun) – A sexual orientation that describes a woman who is emotionally and sexually attracted to other women. Outing (verb) – Involuntary or unwanted disclosure of another person’s sexual orientation or gender identity. Pangender (adj.) – Describes a person whose gender identity is comprised of many genders. Pansexual (adj.) – A sexual orientation that describes a person who is emotionally and sexually attracted to people regardless of gender.
Gender queer (adj.) – Describes a person whose gender identity falls outside the traditional gender binary. Other terms include: gender variant, gender expansive, etc. Heterosexual (straight) (adj.) – A sexual orientation that describes women who are emotionally and sexually attracted to men, and men who are emotionally and sexually attracted to women.
18
Polyamorous (adj.) – Describes a person who has or is open to having more than one romantic or sexual relationship at a time, with the knowledge and consent of all their partners. Sometimes abbreviated as poly.
Queer (adj.) – An umbrella term used by some to describe people who think of their sexual orientation or gender identity as outside of societal norms. Trans man/transgender man/female-tomale (FTM) (noun) – A transgender person whose gender identity is male may use these terms to describe themselves. Some will just use the term man. Trans woman/transgender woman/maleto-female (MTF) (noun) – A transgender person whose gender identity is female may use these terms to describe themselves. Some will just use the term woman.
OUTDATED TERMS TO AVOID:
Hermaphrodite (should now be referred to as intersex disorders of sex development) Homosexual (should now be referred to as gay or lesbian) Sexual preference (should now be referred to as sexual orientation)
Transgender (adj.) – Describes a person whose gender identity and assigned sex at birth do not correspond. Also used as an umbrella term to include gender identities outside of male and female. Sometimes abbreviated as trans. Transition (noun) – For transgender people, this refers to the process of coming to recognise, accept, and express one’s gender identity. Most often, this refers to the period when a person makes social, legal, and/or medical changes, such as changing their clothing, name, sex designation, and using medical interventions. Sometimes referred to as gender affirmation process.
Transsexual (adj.) – Sometimes used in medical literature or by some transgender people to describe those who have transitioned through medical interventions.
19
Transgendered/A transgender/ Tranny (should now be referred to as transgender) Sex change (should now be referred to as gender affirmation surgery)
