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The Student Psychological Health Project: Research Findings from the University of Leicester: 

The Student Psychological Health Project: Research Findings from the University of Leicester Annie Grant Director, Educational Development and Support Centre © Annie Grant/University of Leicester 2002 Educational Development and Support Centre

Supporting Students with Mental Health Difficulties: Project Aims: 

Supporting Students with Mental Health Difficulties: Project Aims To identify the extent of mental health difficulties in the student population and the major causes of stress. To develop and improve provision for students with psychological or mental health difficulties. To increase the awareness, knowledge and skills of the whole university community. To produce training programmes, and information and support materials.

Slide3: 

The context: the increasing concern being expressed about the possible increasing incidence of mental health difficulties amongst the student population The scope: the whole institution and not just those who were service users The focus: the learning/ HE environment, not the ‘condition’ The funding: HEFCE grant to improve provision for students with disabilities

Evidence base: student survey: 

Evidence base: student survey Extensive biodata Wide ranging questions on stress factors (cf Columbia University) Drug and alcohol use Eating disorders Brief Symptom Inventory (BSI) Questions on help-seeking behaviour

Research methods: 

Research methods Focus on second year undergraduates Survey administered in lectures with academic staff collaboration Spring of 1998 and 2001 2700 respondents, c. 80% response rate Focus groups Postal survey of full-time research students in 2001 (30% response rate, N = 118) Staff survey (all categories)

Student responses: issues having a significant impact on stress levels: 

Student responses: issues having a significant impact on stress levels Adjustment (40 – 60%) University life, housing, finance Academic and career concerns (51-66%) Study skills, concentration, preparing for a job Personal development (30 – 50 %) Self esteem, assertiveness, loneliness, friendship Psychological Health (23 – 40%) Anxiety, depression

Group differences: 

Group differences Higher levels of stress reported by: International students Students from ethnic minorities on almost every issue

Group differences: gender: 

Group differences: gender Higher levels of stress reported by women in respect of: Getting used to university Managing coursework Exams, speaking in groups Competition Meeting and clarifying goals Career preparation and finding a job Sexual health practices Weight control Self-esteem and being assertive when necessary Allowing themselves to have fun Coping with loneliness Managing anxiety and coping with sadness Trusting friends and relating to friends Needing parental approval

Group differences: gender: 

Group differences: gender Higher levels of stress reported by men in respect of: Drug and alcohol use, smoking Gambling Excessive computer use Sexually transmitted disease Illness Concerns about their religious belief Coping with racism Peer pressure Finding love Lack of sexual experience and sexual inadequacy Sexual orientation

Group differences: age: 

Group differences: age 22-25 year old students report higher levels of stress in respect of: study skills concentration managing coursework clarifying goals coping with loneliness trusting friends parental approval anxiety suicidal thoughts

Group differences: age: 

Group differences: age Students over 25 report higher levels of stress in respect of: finance anxieties about chronic illness managing coursework handling competition managing time

Preoccupation with suicidal thoughts: 

Preoccupation with suicidal thoughts  11.5% of all undergraduate students reported this as very or crucially concerning (cf 8% postgraduates) Highest levels of stress reported by: * those from families with no HE background (15% cf 9%; p = 0.015) * male students (15% cf 11%; p = 0.011) * 22-25 year olds (23% cf 13% (18-21) and 14% (25+) Students from ethnic minorities (25% cf 12%) *Differences remain when controlled for ethnicity but at slightly lower levels of significance

Preoccupation with suicidal thoughts / 2: 

Preoccupation with suicidal thoughts / 2 Amongst students from ethnic minorities, those with high levels of concern more likely to be working Significant correlation with high BSI scores for all students Much more likely to self-harm and binge eat More likely to have missed lectures through personal, financial or psychological problems (but not because they were physically ill or through alcohol or drug use)

BSI Global Severity Scores >2: 

BSI Global Severity Scores >2 2.4% of all students Higher percentages of female students: 2.9% cf 1.9% Higher percentages of students aged 22-25: 6.3% cf 1.9% (18-21) and 1.5% (26+) More likely to consult the Counselling Service (10.1% cf 2.1%) Less likely to be heavy drinkers

Alcohol Consumption: 

Alcohol Consumption 25% of male students drink over 30 units per week Female students drink less, but a higher proportion may be drinking at harmful levels Weekly ‘binge’ drinking common (50% males and 25% females) 52% of students from ethnic minorities don’t drink (cf 7% white students) Those who don’t drink report the highest levels of stress in respect of peer pressure

Help-seeking behaviour: 

Help-seeking behaviour Friends and family (65%) Personal tutors (54%) Other academic staff (35%) Careers Service (23%) Departmental secretaries (20%) Counselling Service (7%) Welfare Service (11%) Porters/cleaners etc. (3%)

Responses: development of study skills: 

Responses: development of study skills Wide range of leaflets on aspects of study freely available Workshops in departments and centrally Drop-in consultations, including Maths Help Revision workshops Students doing resits sent information on support available Specialised study support for students with disabilities and specific learning difficulties Stress on development and not remedial support

Responses: stress and psychological health difficulties: 

Responses: stress and psychological health difficulties Improved diagnosis, response and referral Helping students in Difficulties – guide for all staff Making Connections – sources of guidance given to all staff and students targeted staff training sessions guidance for Careers Advisers Student leaflets on ‘exam stress’, homesickness, depression and other concerns Information for peers and friends Mental health awareness campaigns

Responses: institutional: 

Responses: institutional Review of examination procedures Guidelines for invigilators Closer relationships between student services and admissions Strengthening of relationships with departments Mental health policy group

Future development: wish list: 

Future development: wish list Improvement of first year orientation programmes More contact hours in the first year Increased focus on formative assessment, especially in the first year Rethinking modular structure Radical approach to the development of the curriculum Further improvement of partnerships between departments and central services Strengthening and developing counselling and mental health provision Rewards for teaching and not just research A more diverse staff body

Conclusions: 

Conclusions Whole institutional approach essential Integrated student services Partnerships between departments and centre Training for all categories of staff Holistic approach to student support beneficial Resources developed across traditional boundaries Focus on context not conditions ‘one size does not fit all’ Need for a rethinking of the academic curriculum and the assessment load

Challenges and future development: 

Challenges and future development Expansion of research base required What is cause and what is effect? Better integration of widening participation, learning and teaching, and student support strategies

Project team: 

Project team Paula Brady, Project Officer Matthew Davies, Project Statistician Annie Grant, Project Director Carol Whitehouse, Project Administrator Consultants: Nisha Dogra, Senior Lecturer in Child and Adolescent Psychiatry David Stretch, Lecturer in Mathematical Psychology Catriona Walker, Head of Counselling Service

References: 

References Derogatis, L. (1993) BSI Brief Symptom Inventory. Administration, Scoring and Procedures Manual (3rd Edition). Mineapolis: National Computer Systems. Grant, A. (2000) Helping Students in Difficulties: a Guide for Personal Tutors and Other Staff. Leicester: University of Leicester. Grant, A. (2002): Identifying and responding to students’ concerns: a whole institutional approach. In N. Stanley and J. Manthorpe (eds) Students’ Mental Health Needs: Problems and Responses. London: Jessica King Publishers, 83-105. Hayes, J.A. (1997) ‘What does the Brief Symptom Inventory measure in college and university counselling centre clients?’ Journal of Counselling Psychology 44, 1, 360-367. Student Psychological Health Project website: http://www.le.ac.uk/edsc/sphp/