Abstract
The prevalence and consequences of mental health challenges amongst university students is now widely acknowledged and university staff provide an important but often hidden service to these students. While completing a university degree is important to the student’s long-term outcomes there remains a paucity of literature on the support role provided to these students by staff. To contribute to knowledge in this area, a qualitative exploratory study was completed with academic and professional staff at two Australian universities in 2013. Data were collected using semi-structured interviews with 26 participants to document their experiences and to identify the barriers and enablers to their support role to students. Data were analysed using thematic analysis and four themes emerged: (1) Factors that facilitate initiation of staff support; (2) barriers to providing support; (3) challenges facing staff; and (4) how universities support students with mental health challenges. Staff acknowledged the personal and organisational challenges they experienced but also highlighted the rewards they received associated with the role. The provision of training and the acknowledgement of the hidden role and workload by universities were important to ensuring positive outcomes for this group of students.
| Original language | English |
|---|---|
| Pages (from-to) | 192-201 |
| Number of pages | 10 |
| Journal | Advances in Mental Health |
| Volume | 12 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2014 |
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Staff experiences of providing support to students who are managing mental health challenges : A qualitative study from two australian universities. / MCALLISTER, MARGARET; WYNADEN, DIANNE; HAPPELL, Brenda; FLYNN, TRUDI; WALTERS, VICKI; DUGGAN, RAVINI; BYRNE, LOUISE; HESLOP, LIZA; GASKIN, CADEYRN.
In: Advances in Mental Health, Vol. 12, No. 3, 2014, p. 192-201.Research output: Contribution to journal › Article
TY - JOUR
T1 - Staff experiences of providing support to students who are managing mental health challenges
T2 - A qualitative study from two australian universities
AU - MCALLISTER, MARGARET
AU - WYNADEN, DIANNE
AU - HAPPELL, Brenda
AU - FLYNN, TRUDI
AU - WALTERS, VICKI
AU - DUGGAN, RAVINI
AU - BYRNE, LOUISE
AU - HESLOP, LIZA
AU - GASKIN, CADEYRN
PY - 2014
Y1 - 2014
N2 - The prevalence and consequences of mental health challenges amongst university students is now widely acknowledged and university staff provide an important but often hidden service to these students. While completing a university degree is important to the student’s long-term outcomes there remains a paucity of literature on the support role provided to these students by staff. To contribute to knowledge in this area, a qualitative exploratory study was completed with academic and professional staff at two Australian universities in 2013. Data were collected using semi-structured interviews with 26 participants to document their experiences and to identify the barriers and enablers to their support role to students. Data were analysed using thematic analysis and four themes emerged: (1) Factors that facilitate initiation of staff support; (2) barriers to providing support; (3) challenges facing staff; and (4) how universities support students with mental health challenges. Staff acknowledged the personal and organisational challenges they experienced but also highlighted the rewards they received associated with the role. The provision of training and the acknowledgement of the hidden role and workload by universities were important to ensuring positive outcomes for this group of students.
AB - The prevalence and consequences of mental health challenges amongst university students is now widely acknowledged and university staff provide an important but often hidden service to these students. While completing a university degree is important to the student’s long-term outcomes there remains a paucity of literature on the support role provided to these students by staff. To contribute to knowledge in this area, a qualitative exploratory study was completed with academic and professional staff at two Australian universities in 2013. Data were collected using semi-structured interviews with 26 participants to document their experiences and to identify the barriers and enablers to their support role to students. Data were analysed using thematic analysis and four themes emerged: (1) Factors that facilitate initiation of staff support; (2) barriers to providing support; (3) challenges facing staff; and (4) how universities support students with mental health challenges. Staff acknowledged the personal and organisational challenges they experienced but also highlighted the rewards they received associated with the role. The provision of training and the acknowledgement of the hidden role and workload by universities were important to ensuring positive outcomes for this group of students.
KW - mental health challenge
KW - university
KW - pastoral care
KW - education and training
UR - http://www.scopus.com/inward/record.url?scp=84923644213&partnerID=8YFLogxK
U2 - 10.1080/18374905.2014.11081897
DO - 10.1080/18374905.2014.11081897
M3 - Article
VL - 12
SP - 192
EP - 201
JO - Australian e-Journal for the Advancement of Mental Health
JF - Australian e-Journal for the Advancement of Mental Health
SN - 1446-7984
IS - 3
ER -