In recent years, several significant reports have been produced by Universities UK concerning the importance of supporting student mental health. In addition there have been contributions published by the Heads of University Counselling Services and by the Association of Managers of Student Services in HE. All these documents have appeared to agree on one common theme - that it is important that those charged with responsibility for student mental health move beyond the confines of work with individual students to involving themselves more with institutions as a whole.
“There is a growing awareness that whereas once the provision of counsellors…working in a supportive capacity could be expected to address any MH difficulties encountered within the institution, this is no longer sufficient. A more structural approach is required.” (CVCP 2000: p.7)
“Student Service professionals see themselves in a process of transition from a welfare oriented service for the minority of students to a proactive developmental service…fundamental to the work of the HEI as a whole.” (UUK 2002a: p11)
“…Counselling should not be seen as an add-on, should not be seen outside the mainstream of university services, but should be well embedded and well integrated into all aspects of student support and student teaching” (Margaret Hodge, Minister for HE quoted in HUCS 2003: p.5)
In this paper, arising from doctoral research conducted by the author in collaboration with Pushpinder Chowdhry, we examine how many university counselling services have been able to broaden their role in the manner recommended, and consider where constraining factors have frustrated such efforts.
The researchers contacted all university counselling service with a questionnaire. We were able to secure a 60% return rate. Broadly we were able to conclude that the vast majority of the responding services were striving to fulfil the recommendations of the reports quoted. However, there was also evidence that a shortage of resources did, in a significant number of cases, hamper these efforts.
Those who offered staff counselling were very positive about this role.
‘Very helpful in raising profile, valuable to staff to have counsellors who understand the context.’
‘More variety for counsellors, wider perception of the specialised nature of counselling by staff, larger contribution to the university.’
Several services stated that they had a recognised staff counselling remit and some had staff counsellors attached to the Counselling Service.
However, the majority of services were not able to offer a specialised service to staff, but rather had to conduct the work as an add-on to student counselling, or had to see staff informally, frequently with a limit on the number of sessions, sometimes allowing only a one-off assessment and referral. Several services felt that there was insufficient funding and without the resources, promotion of the service was compromised.
Several services comment on the heavy staff usage, and some describe a large rise in the number of staff seeking counselling.
‘The impact is increasingly onerous.’
Many universities clearly have no formal provision for staff counselling. In some universities, counselling is offered internally by an Occupational Health Department, Personnel or in one case, a separate staff counselling service. In others it is offered externally by EAPs, by Occupational Health Departments in the local council or hospital, or by an NHS clinic. Several Counselling Services would like to offer staff counselling but are unable to do so, due to a lack of resources.
“Given the wide range of contexts in which staff may come into contact with students with mental health difficulties, a whole-institution approach to staff development is required… The mental health support need of staff should not be overlooked” (AMOSSHE 2001: p 15)
Staff Development is offered by 94% of Respondents.
Staff Development incorporates workshops and seminars on working with students, self-development and issue-based expertise. Topics covered included:
o Dealing with student distress
o Student mentoring
o Emotional Aspects of Learning
o Student Support Skills for Staff
o The Role of the Personal tutor
o Stress Management
o Personal development
o Induction for new staff
o Holding your Boundaries
o Mental Health
o Dealing with Suicidal Feelings
o Team building
o Cultural Diversity
o Counselling Skills
o Listening Skills
o Communication Skills
o Managing Crises
o Confidentiality
Dedicated workshops are offered by many services to individual departments, and to different groups and services, including nightline workers, medical centre staff, secretarial staff, ‘front-liners’, PhD supervisors, administrative staff, library staff, managers, wardens, residence staff, and anti-harassment advisors.
Many services felt very positive about this role.
‘Integrates the Counselling Service into the life of the university and places us in a position to comment on issues of policy.’
‘Beneficial to the Service as the tutors know who I am and understand the service better.’
Other services felt that staff development was most valuable, but noted initiatives were time consuming and a drain on resources.
‘I see staff development and training/teaching as core elements of our role (educational / preventive) and at the same time struggle with making time for them!’
Some universities have specialist training offices, or use the personnel department. This can limit the quality of the input.
“[The arrangement is] to my regret, as I would like to have more input into what is getting across.’
“Training programmes might be developed using internal and external expertise, for example, staff of institutional services such as counselling” (CVCP 2000: p.25)
Training / Teaching is offered by 71% of Respondents.
Training / Teaching offered by Counselling Services includes:
o Dedicated department or faculty training
o Lecturing on MSc and Diploma courses in Counselling
o Teaching on the Counselling Psychology programme
o Key skills modules
o Tutor training course
o Teaching on courses in other universities or colleges
o Trainee placement teaching
o Teaching on the Postgraduate Certificate in Learning and Teaching in HE
o Access course teaching
However, 8% of services only offered occasional teaching sessions, and some services that have had requests for training or teaching on programmes offered in their universities were not offered the resources that would enable them to fulfil this request.
University and college counselling services play a key role in the management of students at risk. (UUK 2002b: p14)
Consultation is offered by 97% of Respondents.
Consultations are offered to all members of staff, parents, prospective students, friends, flatmates, BACP, the media (including TV, papers, radio). For some services, consultation results in mediation for personnel and heads of departments, and the offering of formal case conferences.
‘Absolutely loads, by phone, e-mail and in person, or through staff asking to meet me for a coffee for an informal chat about concerns.’
‘ This is a crucial and growing support that the counselling service offers to staff.’
‘A key part of our role’
‘Improves our visibility and reduces inappropriate referrals.’
However, some services are wary to advertise for fear of being overwhelmed.
‘I note my reluctance to publicise it [i.e. the consultation service] more for fear it might create a demand we couldn’t meet.’
Recognising and maximising the contribution of Student Services … requires their integration into institutional strategic planning across a wide range of activities. (UKU 2002a: p13)
Committee attendance is offered by 97% of Respondents.
The committees attended include:
o Senate
o Student Affairs / Welfare Committee
o Senior Tutors / Tutors Committee
o Equal Opportunities Committee
o Policy Committees
o Campus Management Committee
o Medical and Counselling Committee
o Fitness to Practice Committee
o Academic Council
o Millennium Volunteers Consultative Committee
o Induction Committee
Most Services find this an important way of making a mark within the decision-making structure of their institution.
‘Very important for getting known about the place and being seen to have a wider remit.’
‘We can influence some decisions and get our concerns aired occasionally’.
‘I welcome the opportunities to raise the profile of counselling and to contribute a counselling perspective to the work of committees’
However some services felt that committee attendance was an activity that they could not afford to prioritise, and in a few cases, personal disinclination meant it was avoided.
‘Not my favourite pastime at best so I am a bit slow in pushing for more exposure.’
“Mental health - rather than finance - is the key issue above all else [for universities]” (Peter Wilson, Director Young Minds, quoted in HUCS 2003: p6)
Other roles embraced by University Counselling Services include:
o Disability Learning Support Group
o Task groups
o Forums
o Anti-harassment group
o Focus groups
o Working parties (including critical incidents, mental health guidelines, student death)
o Pastoral Support Group
External committees and groups are also attended which increase the profile of the university and develop links in the community.
These include:
o HUCS, AUCC and BACP meetings and committees
o External agency and organisation meetings including Samaritans, Cruse and MIND
All university counselling services offer some of the roles outlined in this paper. Where services have been able to broaden their role, they report positively on the value of the resulting contribution. However full participation in staff-development, training, teaching and other initiatives depends on adequate resources for services to enable them to participate fully. It also depends on the attitude and acknowledgement that the counselling service has skills and expertise of value to the university, beyond the counselling of individuals. It is evident from many of our respondents that, despite having the will to broaden their roles, they lack resources or encouragement.
If seems regrettable that while the importance of the potential contribution of counselling services to universities has been consistently recognised at the highest level - as evinced by the senior sources in university management quoted in this report - and is clearly being enacted in many institutions, some universities restrict or reduce the resources for their internal counselling services and so fail to enable its potential wider role.
It is to be hoped that, having willed the desired end - that of a fully embedded counselling service that contributes to mental health throughout the institution - universities will not shirk the logical imperative that they must also will the means to make this happen.
CVCP 2000 Guidelines on Student Mental Health, published by Committee of Vice-Chancellors and Principals (now known as Universities UK), London.
AMOSSHE 2001 Responding to student mental health issues, published by the Association for Managers of Student Service in Higher Education, Winchester.
UUK 2002a Student Service: Effective approaches to retaining students in HE, published by Universities UK, London
UUK 2002b Reducing the risk of student suicide, published by Universities UK, London
HUCS 2003 Beautiful Minds? Students, Mental Health and the University, published by Heads of University Counselling Services, a sub-group of the British Association for Counselling and Psychotherapy, Rugby
ã 2003 - Ruth Caleb