{"ask-the-expert":{"title":"Ask the expert","acc":{"entries":"Select a question to ask the expert."}},"assessment-introduction":{"title":"Introduction","text1":{"paragraph1":"This test will give you a chance to check your understanding of what we’ve covered in this course, so you can feel confident that you’re up to speed with everything.","paragraph2":"During the test, you’ll need to answer a series of questions, each of which will have a number of marks, based on its difficulty. You won’t receive any detailed feedback on what you got right and wrong as you answer the questions, but you will be given a running score, so you can see how well you’re doing.","paragraph3":"At the end of the test you’ll be given an overall score – here’s what you’ll need to score in order to pass. If you don’t manage to pass the test, don’t worry: simply re-study the areas of the course you had difficulty with and then re-take the test to try and improve your score. When you're ready, select Continue to make a start. Good luck!","paragraph4":"At the end of the test you’ll be given an overall score. If this indicates that there are gaps in your understanding, you’ll able to re-study the areas of the course you had difficulty with and then re-take the test to try and improve your score. When you're ready, select Continue to make a start. Good luck!"},"pass-mark-label":{"text":"REQUIRED PASS MARK"}},"assessment-questions":{"title":"Question ${core.course.assessment.questionNumber} of ${core.course.assessment.questionCount}","assessment-element":{"assessment-score-indicator":{"question":"Score this question: ${currentQuestionMarks} / ${availableQuestionMarks}","assessment":"Score so far: ${currentAssessmentMarks} / ${availableAssessmentMarks}"}}},"assessment-summary":{"title":"Your score","text1":{"paragraph1":"Congratulations, you scored a perfect 100%, so obviously have an excellent understanding of the contents of this course. Well done!","paragraph2":"Well done, you passed the test! Your score indicates that you have a good understanding of the contents of this course. However, you didn’t answer all the questions correctly, so you may want to re-visit the parts of the course we’ve highlighted on the course menu to address any gaps in your understanding.","paragraph3":"Not bad, but your score falls a little short of a pass mark. The areas you had difficulty with are highlighted on the course menu. We’d recommend that you re-visit these areas and then re-take the test to try and improve your score. Remember, you need to pass the test in order to complete this course.","paragraph4":"Your score falls quite a way short of a pass mark. The areas you had difficulty with are highlighted on the course menu. We’d strongly recommend that you re-visit these areas and then re-take the test to try and improve your score. Remember, you need to pass the test in order to complete this course.","paragraph5":"Well done, your score indicates that you have a good understanding of the contents of this course. However, you didn’t answer all the questions correctly, so you may want to re-visit the parts of the course we’ve highlighted on the course menu to address any gaps in your understanding.","paragraph6":"You’ve now completed the test. Your score indicates that there are some gaps in your understanding of what we covered in the course. We’ve highlighted the relevant areas on the course menu. We’d recommend that you re-visit these areas and then re-take the test to try and improve your score.","paragraph7":"You’ve now completed the test. Your score indicates that there are several gaps in your understanding of what we covered in the course. We’ve highlighted the relevant areas on the course menu. We’d strongly recommend that you re-visit these areas and then re-take the test to try and improve your score.","paragraph8":"Select Home to return to the course menu, from where you’ll be able to download a personalised course completion certificate.","paragraph9":"Select Home to return to the course menu."},"recommended-label":{"text":"Recommended for re-study"}},"course":{"ss-ref-list":["Student Support","Student Wellbeing Services","Student Services","Student Support Services","Student Mental Health Services"]},"course-configuration":{"title":"Course Configuration","text1":{"paragraph1":"Before getting started, why not take a moment to configure the course to best meet your needs. Don’t worry, you can always change your selections later."},"settings-footer":{"text":"Select Confirm when you’ve finished."},"setting-description":{"audio-enabled":"The course makes extensive use of audio voiceover. If you’d rather read through the content, or are running over a slow connection, switch the audio off here.","video-subtitles":"Switch this option on if you’d like any video scenes in the course to be subtitled.","focus-outline":"If you’ll be using a keyboard to navigate through the course, we’d recommend switching the button outline on, so that you can keep track of what’s selected.","high-contrast":"The standard colour scheme is dark text on a light background, but switch on the inverse colour scheme for light text on a dark background."},"info-panel-text":{"text":"Course too small or too large on your display? To change its size:"},"info-panel-desktop-zoom-text":{"text":"On a desktop – adjust the size of the course window and the content will automatically scale up or down to fill the window. Maximising the window and entering full screen mode will make the content as large as possible."},"info-panel-mobile-zoom-text":{"text":"On a tablet – pinch in or out anywhere on the content area until the course is at your preferred size."}},"course-copyright":{"title":"Course copyright","course-logo":{"accName":"Course logo."},"client-logo":{"accName":"Company logo."},"cylix-logo":{"accName":"Cylix Limited logo."},"cpd-logo":{"accName":"CPD certified."},"copyright":{"text":"${core.licence.licenceText}"}},"course-introduction":{"title":"Course Introduction","text1":{"paragraph1":"Welcome to this course on student mental health and wellbeing.","paragraph2":"In this course, we’ll look at what mental health means, and we’ll explore how students – like all of us – can sometimes experience difficulties with their mental health or wellbeing.","paragraph3":"We’ll give you practical guidance on discussing mental health issues and helping students to access support services. By the time you’ve completed the course, you should have the confidence and knowledge you need to help us support students’ mental health and wellbeing."}},"course-menu":{"title":"Course Menu","recommended":"Recommended for re-study.","duration":{"accName":" will take ${duration} to complete.","label":"${duration} minutes"},"progress-indicator":{"accName":"Section is ${element.status}","not-started":"not started.","started":"${element.progress}% ${core.manifest.course-menu.progress-indicator.completed}.","completed":"completed."},"client-logo":{"accName":"Company logo."},"options":{"accName":"Course sections.","certificate":{"label":"Course completion certificate"}},"instruction":{"text":"Select the section you’d like to study. We’d recommend initially studying the sections in the order they’re listed."},"first-entry-dialog":{"title":"Welcome"},"course-completed-dialog":{"title":"Course completed"}},"custom-policies":{"title":"Our Policies & Guidelines","accepted-label":{"text":"ACCEPTED"},"client-logo":{"accName":"Company logo."},"text1":{"paragraph1":"In order to ensure we meet our legal obligations and achieve the highest possible standards of good practice, we’ve developed our own policies and guidelines.","paragraph2":"It’s important you understand and follow these at all times, so please take the time to read through them carefully.","paragraph3":"It’s important you understand and follow these at all times. Please confirm you will do this by accepting the following statement."},"text2":{"paragraph1":"“I hereby acknowledge that I have read, or shall read, understand and agree to follow the standards, processes and procedures set forth in the policies and guidelines that have been provided to me.”"},"text3":{"paragraph1":"In the next section, you’ll be able to test your knowledge of what we’ve covered in this course. Select Home to return to the course menu.","paragraph2":"Select Home to return to the course menu."}},"demo-end":{"title":"End of section","text1":{"paragraph1":"You have now reached the end of this demonstration section. To find out more about the course, or to arrange a free, no-obligation demonstration, please contact Cylix.","paragraph2":"Telephone: ${core.manifest.resources.entries.contact-1.phone}","paragraph3":"Email: ${core.manifest.resources.entries.contact-1.email}","paragraph4":"Select Home to return to the course menu."}},"glossary":{"default-definition":"Please select a glossary entry to view its definition.","entries":{"acute-stress-reaction":{"term":"Acute stress reaction","definition":"

A condition that arises in response to a terrifying or traumatic event. The affected person may experience flashbacks and become sensitive to certain triggers that remind them of the traumatic event. If this condition persists it becomes Post Traumatic Stress Disorder.

"},"anxiety":{"term":"anxiety","definition":"

A state of inner turmoil, such as the dread of an anticipated event. Excessive or prolonged anxiety is considered to be a mental health condition.

"},"binge-eating":{"term":"binge eating","definition":"

Rapidly consuming excessive quantities of food, e.g. as a result of an eating disorder.

"},"bipolar-disorder":{"term":"bipolar disorder","definition":"

A mental health condition, previously known as manic depression, that causes periods of depression and periods of abnormally elevated mood.

"},"coping-mechanism":{"term":"coping mechanism","definition":"

A behaviour designed to reduce stress, even simply taking the time to relax and listen to music. Some coping mechanisms are self-harming, e.g. drinking alcohol, smoking or cutting yourself.

"},"depression":{"term":"depression","definition":"

A low mood, often accompanied by a loss of interest in normally enjoyable activities and low self-esteem. If this mood persists and interferes with normal life, it is considered a mental health condition.

"},"disability-adjusted-life-years":{"term":"disability-adjusted life years","definition":"

A measure of overall ‘disease burden’ that’s widely used in public health studies. It expresses the number of years lost due to ill-health, disability or early death.

"},"eating-disorder":{"term":"eating disorder","definition":"

A condition in which a person develops abnormal eating habits that negatively affect their physical or mental health.

"},"flashback":{"term":"flashback","definition":"

A sudden powerful memory of an event, especially a traumatic event, that causes the affected person to re-live it.

"},"manic-depression":{"term":"manic depression","definition":"

An outdated name for bipolar disorder.

"},"mental-health":{"term":"mental health","definition":"

The ability to think, feel and react in the ways that you need to – and want to – in order to live your life.

"},"mental-wellbeing":{"term":"mental wellbeing","definition":"

The ability to feel reasonably confident, maintain good relationships, and feel engaged with the world around you.

"},"ocd":{"term":"Obsessive Compulsive Disorder (OCD)","definition":"

A mental health condition in which the affected person is driven to repeat certain behaviours to such an extent that it interferes with their daily life.

"},"personality-disorder":{"term":"personality disorder","definition":"

Any of a range of mental health conditions that affect a person’s ability to adhere to social norms and expectations, and to interact effectively with others.

"},"ptsd":{"term":"Post Traumatic Stress Disorder (PTSD)","definition":"

A mental health condition that can develop from an acute stress reaction following a traumatic event, or from a long term trauma. Symptoms include intrusive thoughts, feelings, and dreams relating to the events, as well as mental and physical distress.

"},"psychosis":{"term":"psychosis","definition":"

A mental health condition that results in difficulties determining what is real and what is not.

"},"resilience":{"term":"resilience","definition":"

The ability to identify and utilise personal strengths and resources, and to recover from setbacks.

"},"self-harm":{"term":"self harm","definition":"

A coping mechanism that causes personal harm. It usually refers to cutting yourself but there are other self-harming coping mechanisms such as smoking and drinking alcohol.

"},"suicide":{"term":"suicide","definition":"

The act of intentionally causing one's own death.

"},"whole-institution-approach":{"term":"whole institution approach","definition":"

An approach to wellbeing and mental health support that emphasises the shared responsibility of staff across the whole institution.

"}},"title":"Glossary"},"player":{"acc":{"recommended":"Recommended for re-study.","tabs":"Tab ${tabNum} of ${tabCount}.","titles":{"course":"${core.course.title} course content.","section":"Section: ${titles.section}. ${core.manifest.player.acc.titles.page}","page":"${titles.page} page content."},"toolkit-menu":"Toolkit.","message-box":{"error":"Error.","information":"Information.","question":"Question.","warning":"Warning."},"links":{"glossary":"Glossary term."},"time":{"seconds1":"${s} second.","seconds2":"${s} seconds.","minutes1":"${m} minute ${seconds}","minutes2":"${m} minutes ${seconds}","hours1":"${h} hour ${minutes}","hours2":"${h} hours ${minutes}"}},"button":{"label":{"accept":"Accept","ask-the-expert":"Ask the expert","audio-enabled":"Audio","bookmark-page":"Bookmark page","cancel":"Cancel","clear":"Clear","close":"Close","confirm":"Confirm","continue":"Continue","continue-next-page":"Continue","continue-next-section":"Continue","course-menu":"Menu","course-summary":"Course summary","dont-know":"Don't know","exit":"Exit","false":"False","focus-outline":"Button outline","glossary":"Glossary","help":"Help","high-contrast":"Inverse colour scheme","hint":"Hint","home-page":"Home","more":"More...","next-page":"Next page","next-section":"Next section","next-tab":"Next tab","no":"No","ok":"OK","pause":"Pause","play":"Play","previous-page":"Previous page","previous-tab":"Previous tab","print":"Print","replay-page":"Replay page","reset":"Reset","resources":"Resources","retry":"Retry","search":"Search","settings":"Settings","show-all-questions":"Show all questions","skip":"Skip","start-course":"Start course","stop":"Stop","submit":"Submit","subtitles-off":"Turn subtitles off","subtitles-on":"Turn subtitles on","toolkit":"Toolkit","true":"True","unsure":"Unsure","video-subtitles":"Subtitles","yes":"Yes"}},"licence":{"licence1":"${core.manifest.player.licence.copyright} ${core.manifest.player.licence.licensed-to}","licence2":"${core.manifest.player.licence.licence1} ${core.manifest.player.licence.until-date}","copyright":"© Cylix Limited","licensed-to":"
Licensed to ${core.licence.customerName}","until-date":"until ${core.licence.expiryDate}"},"marking-symbol":{"correct":"Correct.","incorrect":"Incorrect."},"message-box":{"certificate-error":{"text":"Unable to generate the course completion certificate. Please contact your administrator.","title":"Course completion certificate"},"completed":{"text-certificate":"${manifest.player.message-box.completed.not-available}

Select the Print button to print your course completion certificate, or Exit to leave the course.","text-no-certificate":"${manifest.player.message-box.completed.not-available}

Select Exit to leave the course.","not-available":"The course has now been completed and is not available for re-study.","title":"Course complete"},"customisation-error":{"text":"Unable to retrieve customised content. Please contact your administrator.","title":"Course customisation"},"error":{"text":"The course encountered a problem. Please contact your administrator.","title":"Oops!"},"exit":{"text":"Are you sure you want to exit?","title":"Exit?"},"licence-error":{"text":"The course licence failed to validate. Please contact your administrator.","title":"Licence validation"},"lms-communication-error":{"text":"There was a problem communicating with your learning management system. Please close the course and try again later.","title":"LMS communication"},"resume":{"text":"Would you like to resume from where you left off?","title":"Resume"},"session-ended":{"text":"Your course session has ended. You may now close this tab or window.","text-lms":"Your course session has ended. You may now leave using your Learning Management System.","title":"Session ended"}},"question":{"header":{"available-mark":"mark","available-marks":"marks"},"option":{"choice-label-selected":"Selected","choice-label-yes":"Yes","choice-label-no":"No","choice-label-true":"True","choice-label-false":"False","choice-label-agree":"Agree","choice-label-disagree":"Disagree"}},"radial-progress-indicator":{"accName":"${progressPercent}% completed."},"search-bar":{"clear-search":"Clear search.","placeholder-text":"Please enter a keyword..."},"video-player":{"accName":"Media player."}},"quick-start-guide":{"title":"Quick Start Guide","text1":{"paragraph1":"The course is very easy to use. To move through it, you simply select the Continue button in the bottom right of the page. Alternatively, you can press the c key as a shortcut. Select the Continue button, or press the c key now to move on.","paragraph2":"In the top toolbar, you’ll find a number of useful buttons that will help you use and get the most out of the course. Here’s a summary of what each of them do. Select Continue when you’re ready to move on.","paragraph3":"Home:
Return to the course menu.","paragraph4":"Previous page:
Jump back to previous page.","paragraph5":"Replay page:
Replay the current page from the start.","paragraph6":"Next page:
Jump forward to the next page.","paragraph7":"Toolkit:
Access further resources and settings.","paragraph8":"Exit:
Save progress data and exit the course.","paragraph9":"The Toolkit button allows you to access a range of course resources and settings, including:","paragraph10":"An Ask the Expert resource where you can find out more about key topics covered in the course.","paragraph11":"A glossary providing definitions of any specialist terms used.","paragraph12":"Other resources, such as links to useful websites.","paragraph13":"You don’t have to study the course in one sitting. Feel free to dip in and out when it suits you – your progress will be saved, so you’ll always be able to pick up where you last left off.","paragraph14":"Right, those are the basics, but if you want to find out more about using the course, select the Help button to access a full help guide."}},"resources":{"entries":{"custom1":{"group":true,"name":"Other resources","resources":["custom1-\\d+"]},"policies":{"group":true,"name":"Our policies, procedures & guidelines","resources":["policy-\\d+"]},"web-link-1-1":{"name":"Anxiety and panic attacks","url":"https://redirect.elumos.net/redirect_smh.php?id=smh001"},"web-link-1-10":{"name":"Post-traumatic stress disorder","url":"https://redirect.elumos.net/redirect_smh.php?id=smh010"},"web-link-1-11":{"name":"Student Academic Experience Survey","url":"https://redirect.elumos.net/redirect_smh.php?id=smh011"},"web-link-1-12":{"name":"Student mental health - NHS","url":"https://redirect.elumos.net/redirect_smh.php?id=smh012"},"web-link-1-13":{"name":"Student Minds","url":"https://redirect.elumos.net/redirect_smh.php?id=smh013"},"web-link-1-2":{"name":"Bipolar disorder","url":"https://redirect.elumos.net/redirect_smh.php?id=smh002"},"web-link-1-3":{"name":"Depression","url":"https://redirect.elumos.net/redirect_smh.php?id=smh003"},"web-link-1-4":{"name":"Eating problems","url":"https://redirect.elumos.net/redirect_smh.php?id=smh004"},"web-link-1-5":{"name":"Global Burden of Disease Report","url":"https://redirect.elumos.net/redirect_smh.php?id=smh005"},"web-link-1-7":{"name":"Obsessive-compulsive disorder","url":"https://redirect.elumos.net/redirect_smh.php?id=smh007"},"web-link-1-8":{"name":"Personality disorders","url":"https://redirect.elumos.net/redirect_smh.php?id=smh008"},"web-link-1-9":{"name":"Psychosis","url":"https://redirect.elumos.net/redirect_smh.php?id=smh009"},"web-links":{"root":true,"name":"Web links","resources":["policies","custom1","web-links-1"]},"web-links-1":{"group":true,"name":"External sources of further information and advice","resources":["custom2-\\d+","web-link1-\\d+","web-link-1-\\d+"]}},"title":"Resources"},"smh":{"title":"Supporting Student Mental Health and Wellbeing","title2":"Supporting Student Mental Health and Wellbeing"},"smh-01":{"description":"Explore the meaning and importance of mental health and wellbeing.","title":"Understanding mental health"},"smh-01-000-010":{"title":"Introduction","text1":{"p1":"In this section, we’ll examine what the terms ‘mental health’ and ‘mental wellbeing’ actually mean. And we’ll take a look at the big picture, to find out about student mental health across the UK.","p2":"We’ll explore some of the main stresses and strains that students can face, as well as some of the more common mental health conditions they may experience.","p3":"But first of all, let’s introduce the students we’ll be using to explore the key issues and themes we’ll cover during the course."}},"smh-01-010-010":{"title":"Meet the students","intro-text":{"p1":"Meet the students Ray, Priya, Skyla and Jon. Select each student to hear more about them and their experiences with mental health and wellbeing. When you’ve finished, select Continue to move on."},"option1-label":{"text":"Ray"},"option1-text":{"p1":"My name’s Ray. I was diagnosed with bipolar disorder when I was 17, but I’ve learned to manage it, mostly. I’ve been enjoying my course, but I started to get unwell in my second year, so I took a short break. The staff here were really supportive. My parents helped arrange everything and it’s worked out all right. I’m on new medication and I’ve pretty much caught up with my coursework."},"option2-label":{"text":"Priya"},"option2-text":{"p1":"My name’s Priya. I’ve always felt awkward, like I don’t fit in. I was bullied at school and ended up taking an overdose but my mum found me. That’s when I was diagnosed with depression. It’s a struggle, trying to make friends and keeping up with everything. I just feel useless. Sometimes I think it would be better for everyone if I weren’t here."},"option3-label":{"text":"Skyla"},"option3-text":{"p1":"Hi, I’m Skyla. I’d just started my course when my Dad died suddenly. One minute he’s fine, then he has a heart attack and dies on the way to hospital. It was dreadful. I fell apart, really, but everyone’s been so understanding. It’s been a few months now and I feel like I’m dealing with it. He’d have wanted me to get on with life."},"option4-label":{"text":"Jon"},"option4-text":{"p1":"I’m Jon. Where I come from, all the big employers closed down years ago. So, when I left school I did temporary work for a bit. Now I’ve nearly finished my course, and I’m applying for jobs and that, but no-one’s interested. It’s humiliating. I’ve started drinking and getting into arguments. Some days I wake up still dressed from the night before. I don’t change or nothing. I can’t be bothered."},"final-text":{"p1":"Four very different students, with four very personal experiences of their own mental health and wellbeing. Many of us find it difficult to talk about issues like this – perhaps because we feel we should put on a brave face, or because in the past mental health was something of a taboo subject. And yet, it’s essential that we do talk more openly about mental health, so let’s start by defining some key terms."}},"smh-01-010-020":{"title":"Mental health, wellbeing and resilience","question-header":{"text":"Here are some key terms relating to mental health, along with their definitions, but can you match them up?"},"question-footer":{"text":"Move each term to the correct definition, then select Confirm."},"drag-item1":{"label":"Mental wellbeing"},"drag-item2":{"label":"Mental health"},"drag-item3":{"label":"Resilience"},"drop-label1":{"text":"The ability to think, feel and react in the ways that you need to – and want to – in order to live your life."},"drop-label2":{"text":"The ability to identify and utilise personal strengths and resources, and to recover from setbacks."},"drop-label3":{"text":"The ability to feel reasonably confident, maintain good relationships, and feel engaged with the world around you."},"feedback-text":{"p1":"That’s right, well done!","p2":"Not quite. Let’s look at the correct answers.","p3":"Mental health refers to the general condition of your mind – in the same way as physical health refers to the condition of your body. One way to think about mental health is that it’s what enables you to use your mind in the way you need to – and want to – in order to live your life.","p4":"In the past it was common to think of mental health as merely the absence of mental illness. But using a positive definition encourages us to recognise that we all have mental health. It’s something we should all be conscious of, and be able to discuss with friends, family and colleagues.","p5":"Mental wellbeing is a broader idea about how you’re feeling. It means having a reasonable level of confidence and a readiness to engage with the world around you. In other words, it’s what puts a spring in your step.","p6":"If you think of mental health as being a bit like physical health, then mental wellbeing is more like physical fitness. You can still be physically fit even if you have an underlying health condition. In the same way, you can experience a good level of mental wellbeing despite having a mental health condition. We’ll unpick this a little more in a moment.","p7":"Finally, resilience is the ability to bounce back and recover from personal setbacks using your own strengths and resources. To continue our analogy with physical health, resilience is a bit like physical toughness: it’s what enables you to take a few knocks and still be able to carry on."}},"smh-01-010-030":{"title":"Mental health, wellbeing and resilience","intro-text":{"p1":"As we’ve just seen, mental health and wellbeing are closely related ideas, but they’re best thought of as separate dimensions rather than being on the same continuum. So, just to take one example, it’s possible to experience a period of minimal mental wellbeing while still having good mental health.","p2":"To help make this clear, let’s return to the students we met earlier. Select the Student Profiles button to remind yourself about them."},"student-profiles-button":{"label":"Student Profiles"},"student-profile1-text":{"p1":"Ray","p2":"Ray was diagnosed with bipolar disorder when he was 17, but learned to manage his condition. He became unwell in his second year, so he took a short break from his studies. He’s feeling much better now, on new medication, and has caught up with his work."},"student-profile2-text":{"p1":"Priya","p2":"Priya experienced periods of depression when she was younger, and once attempted suicide. She says she’s struggling and feels ‘useless’. She may well be having suicidal thoughts again."},"student-profile3-text":{"p1":"Skyla","p2":"Skyla had only just started her course when her father died suddenly. She was very upset and emotionally fragile for a few weeks, but the staff and students on her course were supportive, and Skyla’s managed to bounce back."},"student-profile4-text":{"p1":"Jon","p2":"Jon comes from a low income household and has never had much money himself. Now he is coming to the end of his studies, he is worrying about his employability. His anxiety has started to affect his behaviour. He has started drinking heavily, and regularly gets into conflicts with other students and staff."},"question-header":{"text":"Where do you think they would put themselves on this chart?"},"question-footer":{"text":"Move each student to the quadrant you think they would choose, then select Confirm."},"drag-item1":{"label":"Jon"},"drag-item2":{"label":"Priya"},"drag-item3":{"label":"Ray"},"drag-item4":{"label":"Skyla"},"drop-label1":{"text":"Good mental wellbeing, mental health difficulties"},"drop-label2":{"text":"Good mental wellbeing, good mental health"},"drop-label3":{"text":"Minimal mental wellbeing, mental health difficulties"},"drop-label4":{"text":"Minimal mental wellbeing, good mental health"},"feedback-text":{"p1":"Yes, we’d agree with that. Let’s go through them.","p2":"That’s close to what we thought. Let’s go through them.","p3":"Okay, that’s not quite what we thought. Let’s go through them."},"final-text":{"p1":"First of all, Ray has been diagnosed with a mental health condition, but he’s managing it well and appears to have a good level of mental wellbeing. When he became unwell in his second year, he took quick action with support from his parents.","p2":"Skyla has good mental health. Her mental wellbeing took a dip following the shock of her father’s death, but her resilience has enabled her to recover well with support from her friends and family.","p3":"Priya has gone through periods of depression, and she’s now feeling increasingly anxious. It sounds like she may have started to experience suicidal thoughts again, and really needs support to help improve both her mental health and her mental wellbeing.","p4":"Jon has had reasonably good mental health, but financial worries and concerns about his employability have started to undermine his mental wellbeing."}},"smh-01-020-010":{"title":"Age and mental health","text1":{"p1":"To help understand the mental health experiences of students, let’s take a step back and look at the relationship between mental health and age across the whole population.","p2":"As you may know, most mental health difficulties originate during childhood and adolescence. This chart, based on the Global Burden of Disease report, measures mental health conditions in terms of disability-adjusted life years – not the most intuitive of measures – but it does clearly highlight the surge in numbers during the teens and early twenties.","p3":"The UK Mental Health Foundation summarises it this way:","p4":"50% of mental health difficulties are established by age 14.","p5":"75% of mental health difficulties are established by age 24.","p6":"But what sort of conditions are we talking about? Let’s take a look…"}},"smh-01-020-020":{"title":"Mental health conditions","intro-text":{"p1":"Here are just some of the conditions that people with mental health difficulties might experience. Select each one for some quick facts, and follow the links if you’d like more detail. Select Continue when you’ve finished."},"option1-label":{"text":"Eating disorder"},"option1-text":{"p1":"An eating disorder is any conditions in which someone worries excessively about their weight or has eating habits that cause them distress. For example, they may continue to lose weight even when it’s unnecessarily, or engage in binge eating."},"option2-label":{"text":"Anxiety"},"option2-text":{"p1":"Anxiety is a feeling of inner turmoil and worry that people feel in anticipation of a negative event. If this feeling persists, or becomes so intense that it interferes with everyday life, then it’s considered a mental health condition."},"option3-label":{"text":"Depression"},"option3-text":{"p1":"Depression in general terms means feeling low, or having a negative mood. We all have feelings like this at one time or another, but if they don’t fade quickly, or they start to interfere with everyday life, then it’s considered to be a mental health condition."},"option4-label":{"text":"PTSD"},"option4-text":{"p1":"Being caught up in a shocking or violent event is likely to cause stress, and possibly even an Acute Stress Reaction. The person affected may feel shaky and become angry and emotional. If they still have these feelings after a few weeks, or experience flashbacks and other symptoms, then they may have Post Traumatic Stress Disorder. PTSD can also be caused by long term traumas, such as an abusive relationship."},"option5-label":{"text":"OCD"},"option5-text":{"p1":"People might describe themselves as ‘obsessed’ about something – or someone – if they have a keen interest. It’s only considered to be Obsessive Compulsive Disorder or ‘OCD’ if the thoughts or behaviours cause them distress or become so intrusive that they start to interfere with everyday life."},"option6-label":{"text":"Bipolar disorder"},"option6-text":{"p1":"Bipolar disorder, which used to be called manic depression, is a condition in which the affected person experiences mood swings between periods of unusual happiness, confidence and energy, and other periods of negativity and depression."},"option7-label":{"text":"Psychosis"},"option7-text":{"p1":"Psychosis is a condition which causes someone to have difficulty distinguishing between what’s real and what isn’t. Psychotic symptoms can result from a range of causes, including mental illness, drugs or sleep deprivation."},"option8-label":{"text":"Personality disorder"},"option8-text":{"p1":"A personality disorder describes any condition that affects a person’s personality, including their attitudes, thoughts and behaviour. The effects of the disorder may make it difficult for them to form or maintain relationships with others."}},"smh-01-030-010":{"title":"Trends in mental health and wellbeing","intro-text":{"p1":"When we compare the incidence of mental health conditions among students and non-students of a similar age, the numbers appear broadly similar. But what about mental wellbeing?"},"question":{"question":"Do you think students in general report a higher, lower, or similar sense of mental wellbeing compared to others of the same age?","instruction":"Choose your answer, then select Confirm.","option1":"Higher (i.e. students are generally happier and less worried than others of the same age).","option2":"Lower (i.e. students are generally more anxious and feel less satisfied than others of the same age).","option3":"Similar (i.e. students generally have the same sense of mental wellbeing as others of the same age)."},"feedback-text":{"p1":"That’s right. Students consistently report a lower level of wellbeing compared to others of the same age.","p2":"Actually, students consistently report a lower level of wellbeing compared to others of the same age.","p3":"Here are the figures that bear this out. They’re adapted from the Student Academic Experience Survey, and as you can see, student wellbeing is around half the level reported by 20–24 year olds in general.","p4":"That might seem surprising. After all, education is surely about helping people to discover their potential, develop new skills and find their own voice – things we might expect to improve a person’s mental wellbeing. But if there is such a benefit it must come later in life. The process of education itself is fraught with pressures and challenges that many students struggle to cope with."}},"smh-01-030-020":{"title":"Student stress","intro-text":{"p1":"Here are some of the main sources of stress for students. Select each one to learn more. Select Continue when you’ve finished."},"option1-label":{"text":"Self"},"option1-text":{"p1":"Students can put immense pressure on themselves simply by being too self-critical or perfectionist, for example, or by managing their time poorly. Approaches to life and study that may have worked in the past might not work so well when they go on to further or higher education, and it can take time for them to adjust and learn the new skills they’ll need."},"option2-label":{"text":"Home"},"option2-text":{"p1":"Homesickness can weigh heavily on some students if they’ve moved to a new town – or especially to a new country – in order to study. But home life can cause stress in other ways, too. There might be relationship difficulties, for example, or the pressure of unrealistic expectations."},"option3-label":{"text":"Academic"},"option3-text":{"p1":"The way that students have to approach their studies is likely to be very different to what they’ve experienced before, and the workload is likely to be far greater, too. A common worry among students is that they may have picked the wrong course or module and are uncertain about whether or not to transfer."},"option4-label":{"text":"Financial"},"option4-text":{"p1":"Research shows that most students worry about their finances either ‘all the time’ or ‘very often’. And there’s dissatisfaction over fees, too. In general, students report that standards of teaching are improving, but increases in fees make them concerned about value for money. All of this can add to stress levels."},"option5-label":{"text":"Accommodation"},"option5-text":{"p1":"Many of the pressures on students’ mental wellbeing are related to accommodation. Students may well be living away from home for the first time, and some students might struggle with essential everyday tasks like preparing healthy meals, washing and cleaning. They’re more likely to have interrupted sleep, too."},"option6-label":{"text":"The future"},"option6-text":{"p1":"We all worry about the future at times. In a recent survey, more than a quarter of students reported that graduate employment was a major trigger of mental distress. Students may also have fears about how long-term changes to the environment, the economy or global politics will affect their lives."},"option7-label":{"text":"Social"},"option7-text":{"p1":"Social pressures can come from rocky relationships with friends or partners, conflicts with other students, or even from strangers over social media. And students may face peer pressure to consume more alcohol than they’re used to or experiment with drugs."},"option8-label":{"text":"Traumas"},"option8-text":{"p1":"We work hard to provide a safe learning space but nevertheless some students may be affected by physical violence or sexual assault. Students may experience bereavement, or learn that they have a life-threatening illness. Traumas such as these inevitably have an impact on mental wellbeing."},"final-text":{"p1":"As you can see, there’s an enormous range of potential sources of stress, which is why a proactive whole institution approach to improving mental health and wellbeing is so essential. We can all play a part in reducing some of these pressures by helping to provide a safe, inclusive and stimulating learning environment."}},"smh-01-040-010":{"title":"Summary","text1":{"p1":"In this section we’ve discussed the meaning of mental health and looked at some of the mental health conditions that students may experience. We’ve looked at the broader idea of mental wellbeing, too, and explored some of the many sources of stress that students can encounter.","p2":"In the next section we’ll provide practical advice and guidance on how you can discuss mental health and wellbeing with students in distress. And we’ll show you how to help them access the support services they may need. Select Continue to move on to the next section now, or Home to return to the course menu."}},"smh-02":{"description":"Learn how to support students when they need it most.","title":"Supporting students in distress"},"smh-02-000-010":{"title":"Introduction","text1":{"p1":"In this section we’ll provide guidance on how you can help students with mental health difficulties. We’ll look at dealing with urgent cases, as well as having supportive conversations with students about their mental health. By the end of this section, you’ll know what you should – and shouldn’t – do to support students who may be experiencing difficulties.","p2":"The first step is simply recognising when something is wrong…"}},"smh-02-010-010":{"title":"Is something wrong?","intro-text1":{"p1":"A student who’s experiencing difficulties with their mental health or wellbeing might approach you directly and ask for your help, but there are all sorts of reasons why they might not. They may think their difficulties aren’t serious enough, for example, or they may worry about how others will react."},"intro-text2":{"p1":"So, how can you recognise when a student might need help? To find out, let’s return to the four students we met earlier and see what their warning signs were."},"profile-text":{"p1":"Ray has bipolar disorder. When he started to get unwell in his second year, staff and fellow students spotted that his mood became erratic and unpredictable. Friends noticed that his sleeping patterns were disrupted, too.","p2":"Skyla’s sudden bereavement came as a terrible shock, and left her feeling emotional and upset. The changes, especially to her mood, were very clear to friends and colleagues alike.","p3":"Priya is slipping back into depression and may be losing interest in her own future. This change in outlook is a clear warning sign. Priya struggles socially, too, which adds to the impression that she may need help and support.","p4":"Jon’s worries over his employability are causing him to drink excessively and get into conflicts. He mentioned that he’s taking less care over his appearance and personal hygiene, too. These are all clear warning signs that something is amiss."},"warning-signs":{"p1":"
  • Mood (e.g. erratic, unpredictable, tearful, angry)
    • ","p2":"
  • Habits (e.g. changing levels of sleep, alcohol and/or drug use)
    • ","p3":"
  • Outlook (e.g. lack of interest in studies; loss of hope or interest in the future)
    • ","p4":"
  • Social behaviour (e.g. isolation, loneliness, increasing conflicts)
    • ","p5":"
  • Appearance (e.g. poor personal hygiene, weight changes)
    • "},"final-text1":{"p1":"These are just a few of the ways in which a student might show signs of mental distress, but it should give you an idea of the kinds of things to look out for."},"final-text2":{"p1":"If you’re unsure whether a student is showing signs of mental distress, here’s how to get further advice and guidance:"},"advice-contact":{"p1":"{as specified on customisation form}"}},"smh-02-020-010":{"title":"Responding to an emergency","intro-text":{"p1":"If you think there’s a real danger that a student could harm themselves or others, then you’ll need to act quickly and call the Police or Security.","p2":"If you think there’s a real danger that a student could harm themselves or others, then you’ll need to act quickly and call the Police or Security. Here are the contact details you need:","p3":"However, most mental health difficulties are not emergencies. The student may well need support, but not in the form of a rapid response. So, how can you tell if it’s an urgent case or not?"},"emergency-contact":{"p1":"{as specified on customisation form}"},"question":{"question":"Imagine you’ve become concerned about the mental health of a student, and you’re trying to decide if it’s an emergency. Which of the factors listed here do you think are safety factors that lessen the need for alarm?","instruction":"Choose your answers, then select Confirm.","option1":"When speaking to you, the student is able to distinguish between difficult and better days.","option2":"It’s the student’s coping mechanism (e.g. drinking alcohol or self harming) that alarms you most, and they appear to have it under control.","option3":"The student has become uninterested in their own long-term plans or goals.","option4":"The student has only been behaving or feeling like this for a short time – a few days, for example, rather than a number of weeks."},"feedback-text":{"p1":"Yes, we’d agree with that.","p2":"That’s close to what we’d have said. Let’s go through our answers.","p3":"That’s not what we’d have said. Let’s go through our answers."},"final-text":{"p1":"It’s an encouraging sign if the student can distinguish between difficult and better days. Apart from anything else, this should help them recognise when they need extra help.","p2":"Sometimes, a student’s way of coping with mental health difficulties can appear more alarming than the difficulties themselves. But provided they have the coping behaviour under control, it’s unlikely to be an emergency in itself.","p3":"Students who are still speaking about – and actively working towards – future plans or goals, are less likely to be at risk. Of course, that’s not to say that someone who loses interest in their future is necessarily considering suicide.","p4":"If a student has only recently started experiencing mental health difficulties, then they’re unlikely to be at immediate risk, although you’ll need to consider all aspects of their behaviour to be sure.","p5":"The presence of safety factors like these might well lessen the urgency of a case, but if you’re at all concerned about a student’s mental health, it’s essential to follow up on your concerns. If you have the opportunity, we’d recommend having a friendly chat with the student about their mental health and wellbeing."}},"smh-02-030-010":{"title":"It’s good to talk","text1":{"p1":"Many of us may secretly feel we lack the skills or life experience to talk to a student about their mental health. What if we say the wrong thing and make it worse for them?","p2":"On the other hand, if we do have personal experience of mental health difficulties – whether it’s our own or a family member’s – what if it makes us over-confident? After all, mental health and wellbeing cover a broad range of experiences.","p3":"Well, the good news is, for an initial chat you just need to go through a few simple steps, and respect some essential boundaries that always apply in situations like this."}},"smh-02-040-010":{"title":"Planning the conversation","intro-text":{"p1":"To see what we mean, let’s revisit Priya, one of the students we met earlier. Priya’s struggling to revise for a test because of her condition, and mentions this to one of her tutors."},"question-header":{"text":"Here are the steps the tutor should take to help Priya get the support she needs, but what order should they be in?"},"question-footer":{"text":"Move the steps into the correct sequence, then select Confirm."},"drag1":{"label":"Offer appropriate help"},"drag2":{"label":"Arrange to meet at a convenient time"},"drag3":{"label":"Ask about the situation"},"drag4":{"label":"Establish appropriate boundaries"},"drop-label1":{"text":"“…how about 3pm in my office…”"},"drop-label2":{"text":"“…I may need to talk to colleagues…”"},"drop-label3":{"text":"“…tell me about the difficulties…”"},"drop-label4":{"text":"“…would you like help and support…”"},"feedback-text":{"p1":"That’s spot on, well done.","p2":"That’s not far off what we thought. Let’s look at our answers.","p3":"Okay, that’s not what we thought. Let’s look at our answers."},"final-text":{"p1":"We’ll go through each step in more detail in a moment, but the big picture is that the tutor should:","p1-1":"Find a suitable time and place for the discussion.","p1-2":"Establish important boundaries.","p1-3":"Discuss the situation.","p1-4":"Offer appropriate help and advice.","p2":"Okay, let’s take a closer look at each of these steps, starting with finding a suitable time and place to meet."}},"smh-02-040-020":{"title":"Arrange to meet","intro-text":{"p1":"If you’re planning to have a conversation with someone about their mental health or wellbeing, it’s important to find a convenient time for you both so you can chat without feeling rushed. Half an hour may be all that’s needed, initially. But the next question is: where?"},"question":{"question":"Which of the following do you think would be appropriate locations to chat with a student about their mental health?","instruction":"Choose your answers, then select Confirm.","option1":"A quiet, unoccupied office.","option2":"A crowded bar or other social setting.","option3":"A personal location, such as your house or flat.","option4":"A busy corridor.","option5":"Before or after a lecture, while other students are around.","option6":"A meeting room."},"feedback-text":{"p1":"Yes, that’s exactly what we’d suggest.","p2":"That’s pretty close to what we’d suggest. Let’s have a look at our answers.","p3":"Okay, that’s not what we’d suggest. Let’s have a look at our answers.","p4":"It’s important to pick a location where you won’t be overheard or interrupted, so places like a crowded bar, a busy corridor or a lecture hall, are not the best options.","p5":"You shouldn’t choose a personal location, either, as it could give the impression that you’re acting in a personal capacity – like a friend – rather than as a representative of us as an institution.","p6":"The best locations are those that are private and give a professional impression, such as a private office or meeting room."}},"smh-02-040-030":{"title":"Establish appropriate boundaries","intro-text":{"p1":"At the start of the discussion you need to establish certain boundaries. This might sound like a negative way to start offering help to someone, but unless the boundaries are clear, there’s a real danger of misunderstanding."},"question":{"question":"Here are a just a few examples of things you might say at the start of a conversation, to help set the student’s expectations, but which do you think would be appropriate? You can choose more than one.","instruction":"Choose your answers, then select Confirm.","option1":"“Just so you know, I have to go to a meeting in about 40 minutes…”","option2":"“I’m keen to offer support, and I can assure you that, as an institution, we put a high priority on student wellbeing…”","option3":"“I’ll give you my mobile number, so you can contact me at any time.”","option4":"“Anything we speak about is confidential, unless you suggest to me that you or someone else might be at risk…”","option5":"“I’ll be giving you advice on things like eating well and getting plenty of sleep.”"},"feedback-text":{"p1":"Yes, that’s just what we thought.","p2":"That’s pretty close to what we thought. Let’s have a look at our answers.","p3":"Okay, that’s not what we thought. Let’s have a look at our answers.","p4":"Firstly, if you have limited time for any reason, it’s a good idea to mention this early on. It’s never ideal to have to stop the conversation abruptly, but if there’s a chance you might have to, at least it won’t come as a complete surprise if you’ve flagged it up at the start.","p5":"Emphasising our collective commitment to students’ mental health and wellbeing helps to make clear that you’re not acting in a personal capacity. As an institution, we can offer students far more help and support than any of us could as individuals, and we work closely with local and national partner organisations that can offer even more help.","p6":"That’s one reason why you shouldn’t promise complete confidentiality. Instead, make it clear from the beginning that you may need to consult with colleagues. In fact, if there’s any risk that the student could harm themselves or others, then you’re obliged to report your concerns, even if you’ve made an unwise promise to keep the conversation private. However, you should always inform the student if you do need to share any information with others.","p7":"The impulse to offer support yourself is understandable, but if you overstep professional boundaries – and try to be a ‘friend’ rather than simply ‘friendly’ – then it’s likely to cause problems:","p8":"For a start, you could find yourself taking harrowing calls in the early hours of the morning.","p9":"Students across the institution would get varying levels of support depending on who they talk to.","p10":"Most importantly, students in need would miss out on all the support services and resources we can offer as an institution.","p11":"And finally, it’s fine to offer friendly advice, but you won’t really know what advice to give until you’ve understood the student’s situation. That’s what we’ll be looking at next."}},"smh-02-040-040":{"title":"Ask about the situation #1","intro-text":{"p1":"Once you’ve established appropriate boundaries you should ask about the student’s situation. In this part of the conversation you have three main goals:","p2":"To understand the nature of the student’s difficulties, so you can offer appropriate help and advice.","p3":"To determine the urgency of the situation, and whether there are any risks to the student’s or anyone else’s personal safety.","p4":"To empathise with the student, and let them know that we can provide friendly help and support."},"text1":{"p1":"Imagine it’s you who’s chatting to Priya about her difficulties. In this interactive conversation you’ll be able to choose what to say at each stage from a few available options. Of course, this isn’t entirely realistic, but it will highlight some of the issues you need to consider."},"question-header":{"text":"How will you start the conversation?"},"question-footer":{"text":"Choose an option."},"question-option1-label":{"text":"“You mentioned earlier that you’re feeling too anxious to revise. Would you feel comfortable telling me more about that?”"},"question-option4-label":{"text":"“Is there a history of mental illness in your family?”"},"question-option3-label":{"text":"“Look, if you’re worried about the test, just skip it. It’s not worth getting worked up about.”"},"question-option2-label":{"text":"“What’s all this depression nonsense? You always seem happy enough, and your marks are fine!”"},"feedback-text":{"p1":"That was a good way to start the conversation. You invited Priya to explain her difficulties, but only if she wants to. And you avoided sounding judgemental, dismissive or intrusive.","p2":"Okay, that didn’t go so well. It was an understandable effort to make light of the situation and to sound upbeat, but it ended up sounding dismissive and even judgemental. Choose a different option.","p3":"That was well-meant, but offering advice to Priya without knowing more about how she’s feeling runs the risk of appearing dismissive, as though you’re not really interested. Try choosing a different option.","p4":"Unless you’re a mental health professional, questions like this could appear intrusive, and the answer is unlikely to help you understand the situation. Try another option."}},"smh-02-040-042":{"title":"Ask about the situation #2","text1":{"p1":"Imagine it’s you who’s chatting to Priya about her difficulties. In this interactive conversation you’ll be able to choose what to say at each stage from a few available options. Of course, this isn’t entirely realistic, but it will highlight some of the issues you need to consider."},"question-header":{"text":"What will you say next?"},"question-footer":{"text":"Choose an option."},"question-option1-label":{"text":"“I’m so sorry you feel like this.”"},"question-option2-label":{"text":"“I used to get nervous about tests myself, but it must feel much worse for you. How can we make it easier?”"},"question-option3-label":{"text":"“I wish I could help but this isn’t really my field. You need to see a psychiatrist.”"},"question-option4-label":{"text":"“Oh well, I’m sure you’ll pull through. We all feel a bit down at times.”"},"feedback-text":{"p1":"It’s natural to use expressions of sympathy. The trouble is, they can sound a little mechanical, as though there’s little feeling behind them. Try choosing a different option.","p2":"You showed empathy by sharing Priya’s feelings, rather than just expressing sympathy. And you invited Priya to suggest things that could make it easier for her. However, it sounds like Priya might be thinking about suicide.","p3":"It’s important to offer support to Priya. Try to empathise with her situation and identify her needs. Choose another option.","p4":"The option you chose was a classic “pull yourself together” response. Unfortunately, it sounded more dismissive than helpful. Choose another option."}},"smh-02-040-044":{"title":"Ask about the situation #3","text1":{"p1":"Imagine it’s you who’s chatting to Priya about her difficulties. In this interactive conversation you’ll be able to choose what to say at each stage from a few available options. Of course, this isn’t entirely realistic, but it will highlight some of the issues you need to consider."},"question-header":{"text":"What will you say next?"},"question-footer":{"text":"Choose an option."},"question-option1-label":{"text":"“You’re not going to do anything silly are you?”"},"question-option2-label":{"text":"“Have you thought of dropping out? This course isn’t for everyone, after all.”"},"question-option3-label":{"text":"“Nonsense! You’re getting good marks generally. Just buckle down and you’ll be fine.”"},"question-option4-label":{"text":"“Have you been thinking about suicide?”"},"feedback-text":{"p1":"It’s right to try and understand the nature and urgency of Priya’s situation, but phrases like “do anything silly” are ambiguous and can sound judgemental. Choose a different option.","p2":"It’s true that further or higher education isn’t for everyone, but it’s too soon to say whether that’s the case here. Instead, try to understand how urgent Priya’s situation is. Choose another option.","p3":"That was an understandable attempt to bolster Priya’s spirits, but it sounds a bit dismissive. Try a different option.","p4":"That was a good question. If you’re concerned that someone might be having suicidal thoughts, it’s best to ask about it openly, rather than hide behind euphemisms like ‘doing something silly’. Suicide is the biggest killer of young people in the UK, and keeping quiet about it is the worst thing we can do."}},"smh-02-040-046":{"title":"Ask about the situation #4","text1":{"p1":"Imagine it’s you who’s chatting to Priya about her difficulties. In this interactive conversation you’ll be able to choose what to say at each stage from a few available options. Of course, this isn’t entirely realistic, but it will highlight some of the issues you need to consider."},"question-header":{"text":"What will you say next?"},"question-footer":{"text":"Choose an option."},"question-option1-label":{"text":"“But why would you want to commit suicide?”"},"question-option2-label":{"text":"“Thanks for being so honest. Would it be helpful for me to explain the kind of support that’s available?”"},"question-option3-label":{"text":"“Look, I shouldn’t say this, but call me if you ever feel like that. You’ve got too much going for you to throw it all away.”"},"question-option4-label":{"text":"“I always think suicide is a selfish option. Think of the hurt you’d cause others.”"},"feedback-text":{"p1":"Challenging someone to explain why they’re thinking of suicide is not a great idea. After all, it’s asking them to justify all their negative thoughts and opinions about themselves. Try a different option.","p2":"Well done. Priya’s experiencing suicidal thoughts, so the overriding priority is to help her understand that support is available.","p3":"Offering to act as a personal lifeline for a student is well-meant, but as we explained earlier, it just doesn’t work if we’re to provide consistent high quality support to everyone who needs it. Choose another option.","p4":"It’s tempting to think that difficulties with mental health and wellbeing can be challenged or even solved through rational argument. In fact, empathy and friendly support are the way forward. Choose another option."}},"smh-02-040-050":{"title":"Offer help","intro-text":{"p1":"You’ve now reached the point in the conversation where you can offer help and advice, or signpost relevant support services, so let’s stop the interactive conversation there and explore your options. Select each of the areas shown here for some suggestions. Select Continue when you’ve finished."},"option1-label":{"text":"Can you help?"},"option1-text":{"p1":"If it’s within your area of responsibility why not speak with the student about simple and practical measures they might find helpful? Examples include:","p1-1":"Deferring a piece of coursework.","p1-2":"Extending a deadline.","p1-3":"Suggesting they team up with other students to tackle a task together."},"option2-label":{"text":"Wellbeing advice"},"option2-text":{"p1":"Depending on the nature of the difficulties that the student’s facing, you could offer some basic advice about looking after themselves. They’ll have heard all this before, of course, but it doesn’t hurt to remind them. Here are some suggestions:"},"wellbeing-advice":{"p1":"Wellbeing advice:","p2":"Take care of your physical health. In other words:","p2-1":"Eat healthily","p2-2":"Sleep well","p2-3":"Be active","p3":"Find ways to connect with others:","p3-1":"Keep up contacts with friends, colleagues or neighbours","p3-2":"Volunteer or help out with something","p3-3":"Ask for help when you need it","p4":"Learn new skills - perhaps by joining one of our many clubs or societies.","p5":"Find ways to enjoy what you're doing."},"option3-label":{"text":"Support services"},"option3-text":{"p1":"We offer a whole range of support services and resources, from help with study skills through to financial advice and onsite medical facilities. It’s important to familiarise yourself with what’s available so you can signpost appropriate support to students in need.","p2":"We offer a whole range of support services and resources, from help with study skills through to financial advice and onsite medical facilities. It’s important to familiarise yourself with what’s available so you can signpost appropriate support to students in need. Here’s how to find out more:"},"all-support-services":{"p1":"{as specified on customisation form}"},"final-text":{"p1":"We’ve said it before, but it’s essential not to try to provide support in a personal capacity. If you’re concerned about a student, and they ask not to be put in touch with our support services, you should seek further advice.","p2":"We’ve said it before, but it’s essential not to try to provide support in a personal capacity. If you’re concerned about a student, and they ask not to be put in touch with our support services, you should seek further advice. Here are the contact details you need:"},"advice-contact":{"p1":"{as specified on customisation form}"}},"smh-02-040-060":{"title":"Following up","text1":{"p1":"Once you’ve provided help or advice to a student who’s having difficulties, you should always follow up to find out how they’re getting on. Don’t rely on them to approach you if they’re still struggling as they may not want to trouble you again. All it takes is a moment to check how they’re doing, and to signpost additional sources of help as appropriate.","p2":"And finally, don’t overlook your own mental wellbeing. If you’re affected by any issues you encounter, make sure to talk it over with friends or colleagues. More than anything, we all need to talk more about our mental health and wellbeing.","p3":"And finally, don’t overlook your own mental wellbeing. If you’re affected by any issues you encounter, make sure to talk it over with friends or colleagues. More than anything, we all need to talk more about our mental health and wellbeing. Here’s how to access support for yourself:"},"staff-support":{"p1":"{as specified on customisation form}"}},"smh-02-050-010":{"title":"Summary","text1":{"p1":"In this section, we’ve looked at how to recognise when a student might be having difficulties with their mental health or wellbeing. And we’ve explained how to respond in the case of an emergency.","p2":"We’ve explored how you can discuss a student’s mental health or wellbeing with them, too. The key points we covered were:","p2-1":"Pick a convenient time and place, where you’re unlikely to be interrupted.","p2-2":"Establish appropriate boundaries, to avoid the impression that you’re acting in a personal capacity.","p2-3":"Empathise with the student and reassure them that help is available.","p2-4":"Ask questions to understand the nature and urgency of their condition.","p2-5":"Offer helpful advice, and signpost relevant resources and support services.","p3":"In the next section, we’ll put you in the hot seat and give you the chance to help students in a series of case study situations. Select Continue to move on to the next section now, or Home to return to the course menu."}},"smh-03":{"description":"Choose the best course of action in some challenging case study scenarios.","title":"What would you do?"},"smh-03-000-010":{"title":"Introduction","text1":{"p1":"In this section, you’ll face a series of case study scenarios, set in a variety of situations. This will give you the chance to see how well you can apply what you’ve learnt.","p2":"In each case we’ll describe a situation, and it’ll be down to you to decide on the best course of action. Once you’ve made your decision, we’ll provide feedback and discuss some of the main issues involved. Select Continue when you’re ready to make a start."}},"smh-03-010-010":{"title":"Case Study Central","text1":{"p1":"The students shown here are all experiencing difficulties with their mental health or wellbeing, and could use your help. Select each student to hear more about them, and try to choose the best course of action. Once you’ve completed all of the case studies, select Continue to move on."},"option1-label":{"text":"Carol"},"option2-label":{"text":"Glen"},"option3-label":{"text":"Amira"},"option4-label":{"text":"Logan"}},"smh-03-020-010":{"title":"Carol","intro-text":{"p1":"You bump into Carol, a first year student you’ve spoken to a couple of times before. She seems upset, and when you ask her if she’s okay, she becomes tearful. She says she’s worried that she’s picked the wrong course and the wrong career, and she’s missing home too."},"question":{"question":"What would you do in this situation?","instruction":"Choose your answers, then select Confirm.","option1":"Ask Carol if she’d prefer to continue the conversation somewhere more private.","option2":"Persuade Carol that everything will be okay; lots of students worry about their course choices, and she’ll soon get over it.","option3":"Empathise with Carol and suggest she contact ${core.manifest.course.ss-ref-list.${core.config.custom-ss-ref-index}} to see what help they can offer.","option4":"Ask Carol if she’s thought of going home for a quick break.","option5":"Offer to call Carol’s parents to explain how she’s feeling.","option6":"Mention some relevant support options, such as having a peer mentor."},"feedback-text":{"p1":"Yes, we’d agree with all of that.","p2":"That’s close to what we thought. Let’s look at our answers.","p3":"That’s not what we’d suggest. Let’s look at our answers."},"final-text":{"p1":"Carol’s upset, so she may well prefer to continue the conversation elsewhere, especially if you’ve met in a busy location.","p2":"It would be wrong to try and persuade Carol to ignore her concerns. Instead you should encourage her to talk over her options with ${core.manifest.course.ss-ref-list.${core.config.custom-ss-ref-index}}.","p3":"Once Carol’s explained how she’s feeling, it wouldn’t hurt to offer relevant and helpful suggestions. On the other hand, offering to call her parents yourself would be inappropriate. It’s important to maintain professional boundaries and not get personally involved."}},"smh-03-030-010":{"title":"Glen","intro-text":{"p1":"You encounter Glen in a busy location with lots of other students. Although you don’t know him very well, you can tell that he’s behaving unusually. He appears agitated and he’s talking to himself. When you ask if he’s okay, his response is unintelligible. He speaks rapidly and incoherently about seemingly random ideas covering a wide variety of topics. He’s behaving aggressively, too, and you fear that he may present a risk to others."},"question":{"question":"What would you do in this situation?","instruction":"Choose your answers, then select Confirm.","option1":"Tell Glen to leave the premises until he’s calmed down.","option2":"Ask the other students present if one of them can look after him.","option3":"Call Security.","option4":"If it’s safe to do so, take Glen to a quieter, safer location.","option5":"Offer to drive Glen home or to the hospital.","option6":"Contact ${core.manifest.course.ss-ref-list.${core.config.custom-ss-ref-index}} to seek advice."},"feedback-text":{"p1":"Yes, that’s what we’d suggest.","p2":"That’s not far off what we’d suggest. Let’s look at our answers.","p3":"Okay, that’s not what we’d suggest. Let’s look at our answers."},"final-text":{"p1":"First of all, telling Glen simply to leave, or handing him over to another student would just be ducking the issue. When a student appears to be experiencing difficulties with their mental health or wellbeing, it’s essential to assess the nature and urgency of their situation, and try to help.","p2":"This would appear to be an urgent situation as Glen is behaving irrationally and aggressively. It would make sense to call Security, and to get Glen to a quieter, safer location if it’s safe to do so.","p3":"Once the immediate risk has been addressed, you should contact ${core.manifest.course.ss-ref-list.${core.config.custom-ss-ref-index}} for further advice. It would be a mistake to get too personally involved and offer to give Glen a lift."}},"smh-03-040-010":{"title":"Amira","intro-text":{"p1":"You’re chatting with Amira one day when she discloses to you that she’s “struggling”. She’s missing lectures and falling behind with her coursework. She tells you that she’s not sleeping well at the moment and that she spends most of her time alone in her room."},"question":{"question":"What would you do in this situation?","instruction":"Choose your answers, then select Confirm.","option1":"Empathise with Amira and ask if she’s happy to talk about her difficulties.","option2":"Offer helpful suggestions once you understand Amira’s situation.","option3":"As Amira seems to be isolating herself socially, suggest you should both meet up for a coffee sometime.","option4":"Call security.","option5":"Suggest Amira contacts ${core.manifest.course.ss-ref-list.${core.config.custom-ss-ref-index}}, or refer her yourself."},"feedback-text":{"p1":"Yes, that’s exactly what we thought.","p2":"That’s very close to what we thought. Let’s look at our answers.","p3":"That’s not quite what we thought. Let’s look at our answers."},"final-text":{"p1":"You can help Amira a lot simply by showing concern and being willing to talk about her difficulties.","p2":"Once you understand the nature of Amira’s situation, you may be able to offer helpful suggestions. It would be wrong to get personally involved by arranging to meet up socially.","p3":"Amira doesn’t seem to be a risk to herself or others, so there’s no need for an emergency response. ${core.manifest.course.ss-ref-list.${core.config.custom-ss-ref-index}} are best placed to help Amira get the support she needs."}},"smh-03-050-010":{"title":"Logan","intro-text":{"p1":"Logan, a student you don’t know especially well, suddenly sends you a long email about his troubled childhood. When you go to see if he’s okay, he seems distant and drowsy. You notice blood running down his arm and he says that he’s cut himself and doesn’t care if he dies."},"question":{"question":"What would you do in this situation?","instruction":"Choose your answers, then select Confirm.","option1":"Ask Logan why he wants to die.","option2":"Offer to drive Logan to the hospital.","option3":"Call an ambulance or security.","option4":"Offer Logan your personal phone number, and ask him to call you if he’s ever feeling suicidal.","option5":"Refer Logan to ${core.manifest.course.ss-ref-list.${core.config.custom-ss-ref-index}}."},"feedback-text":{"p1":"Yes, that’s what we’d suggest.","p2":"That’s close to what we were thinking. Let’s look at our answers.","p3":"That’s not what we’d suggest. Let’s look at our answers."},"final-text":{"p1":"Asking Logan why he wants to die wouldn’t be very helpful. Much better to show your concern and make a judgement about the urgency of the situation.","p2":"Logan’s injuries could be serious, so you must act quickly and call Security who can arrange for an ambulance – or you could call for an ambulance yourself. It would be wrong to offer to drive Logan to the hospital, not least because you don’t know how serious his injuries are, or how his behaviour might change.","p3":"Once Logan’s out of immediate danger you should notify ${core.manifest.course.ss-ref-list.${core.config.custom-ss-ref-index}} of the incident. As we’ve explained before, it would be a bad idea to offer Logan your own phone number as a lifeline."}},"smh-03-060-010":{"title":"Summary","text1":{"p1":"In this section, you’ve practised handling a number of case study scenarios. We hope this has given you some confidence in helping students in distress.","p2":"In the next section, we’ll look at the policies and guidelines we’ve put in place to help students experiencing difficulties with their mental health or wellbeing. Select Continue to move on to the next section now, or Home to return to the course menu.","p3":"In the next section, you’ll be able to test your knowledge of what we’ve covered. Select Home to return to the course menu."}},"smh-04":{"description":"Find out about the policies and guidelines we’ve put in place to help improve student mental health.","title":"Our policies & guidelines"},"smh-05":{"description":"Check your understanding of what we’ve covered in this course.","title":"Test your knowledge"},"smh-quiz-01-010-010":{"question1":{"question":"Which of these is the best definition of mental health?","instruction":"Choose your answer, then select Confirm.","option1":"The ability to think, feel and react in the ways that you need to – and want to – in order to live your life.","option2":"A condition such as an eating disorder that causes distress.","option3":"The ability to feel reasonably confident, maintain good relationships, and feel engaged with the world around you.","option4":"The equivalent of physical toughness."}},"smh-quiz-01-010-020":{"question1":{"question":"Which of these is the best definition of mental wellbeing?","instruction":"Choose your answer, then select Confirm.","option1":"The ability to identify and utilise personal strengths and resources, and to recover from setbacks.","option2":"The absence of mental illness.","option3":"The ability to feel reasonably confident, maintain good relationships, and feel engaged with the world around you.","option4":"The equivalent of physical health."}},"smh-quiz-01-010-030":{"question1":{"question":"Which of these is the best definition of mental resilience?","instruction":"Choose your answer, then select Confirm.","option1":"The ability to think, feel and react in the ways that you need to – and want to – in order to live your life.","option2":"A mental health condition such as psychosis.","option3":"The ability to feel reasonably confident, maintain good relationships, and feel engaged with the world around you.","option4":"The ability to identify and utilise personal strengths and resources, and to recover from setbacks."}},"smh-quiz-01-010-040":{"question1":{"question":"Which of these statements about mental health and wellbeing do you agree with?","instruction":"Choose your answer, then select Confirm.","option1":"Mental health and wellbeing always go hand-in-hand. You can’t have one without the other.","option2":"Mental health and wellbeing are mutually exclusive. You can either have one or the other.","option3":"It is perfectly possible to have good mental wellbeing while experiencing mental health difficulties.","option4":"Someone with good mental health may have periods of minimal mental wellbeing, if they’re in an abusive relationship, for example."}},"smh-quiz-01-020-010":{"question1":{"question":"Naomi tells you that she’s having a hard time at the moment. She feels ashamed of her weight and doesn’t seem to realise that she’s unhealthily thin. What is this an example of?","instruction":"Choose your answer, then select Confirm.","option1":"Optimal mental wellbeing","option2":"Eating disorder","option3":"Bipolar disorder","option4":"Psychosis"}},"smh-quiz-01-020-020":{"question1":{"question":"Luke survived a serious car accident a few months ago, but he’s still experiencing flashbacks and he becomes anxious in some circumstances. What could this be an example of?","instruction":"Choose your answer, then select Confirm.","option1":"Obsessive Compulsive Disorder","option2":"Depression","option3":"Post-Traumatic Stress Disorder","option4":"Personality disorder"}},"smh-quiz-01-020-030":{"question1":{"question":"Li asks to have a quiet word with you, and explains that she has a condition in which she occasionally hears voices. She can’t always tell whether or not they’re real. What is this an example of?","instruction":"Choose your answer, then select Confirm.","option1":"Psychosis","option2":"Obsessive Compulsive Disorder","option3":"Eating disorder","option4":"Personality disorder"}},"smh-quiz-01-030-010":{"question1":{"question":"Which of these statements about students’ mental wellbeing are true?","instruction":"Choose your answers, then select Confirm.","option1":"Students usually report a lower level of mental wellbeing compared to others of the same age.","option2":"Research shows that very few students worry about their finances.","option3":"The stress of having to adapt to new ways of study can affect a student’s mental wellbeing.","option4":"Students may experience stress over their module or course choices."}},"smh-quiz-01-030-020":{"question1":{"question":"What are some of the common sources of stress, especially for new students?","instruction":"Choose your answers, then select Confirm.","option1":"Homesickness","option2":"Adapting to new methods of study","option3":"Getting too much sleep","option4":"Organising their finances"}},"smh-quiz-02-010-010":{"question1":{"question":"Which of these students are showing signs of possible difficulties with their mental health or wellbeing?","instruction":"Choose your answers, then select Confirm.","option1":"Howell’s friends notice that he’s recently started staying up all night, talking excitedly to anyone who’ll listen about some unrealistic plans he has.","option2":"Reyna has started binge eating and then panicking about her weight.","option3":"Jamie received a poor mark for an essay he spent hours working on. He’s disappointed and wants to spend some time looking over his notes.","option4":"Wynne has recently changed her travel habits and now prefers to cycle around town rather than catch the bus."}},"smh-quiz-02-010-020":{"question1":{"question":"Which of these students are showing signs of possible difficulties with their mental health or wellbeing?","instruction":"Choose your answers, then select Confirm.","option1":"Eddie has started taking less interest in his appearance and personal hygiene, and he’s spending much more of his time on his own.","option2":"Uma enjoys debating contentious issues and some of her fellow students find her too argumentative.","option3":"Takeshi has become very upset and tearful over the last few days but won’t explain what’s wrong. Friends think she’s had bad news from home.","option4":"Dave has recently started missing most of his coursework deadlines, and his use of drugs and alcohol has increased, too."}},"smh-quiz-02-020-010":{"question1":{"question":"Which of these statements about mental health emergencies do you agree with?","instruction":"Choose your answers, then select Confirm.","option1":"Most mental health difficulties are emergencies that require a rapid response.","option2":"If there’s a real danger that a student could harm themselves or others, you should immediately call Security or the emergency services.","option3":"A student’s way of coping with mental health difficulties can sometimes appear more alarming than the difficulties themselves.","option4":"If someone shows more interested in the present than in their own future, they should be treated as a suicide risk."}},"smh-quiz-02-020-020":{"question1":{"question":"Meghan has bipolar disorder. She’s behaving unusually today, and being slightly disruptive. You need to do something, but you’re not sure if it amounts to an emergency. Which of the following factors reduce the risk and lessen the need for alarm?","instruction":"Choose your answers, then select Confirm.","option1":"Although Meghan is being disruptive, she doesn’t appear to be a risk to herself or others.","option2":"Meghan mentions that she hasn’t had much sleep over the last couple of days.","option3":"Meghan is talking coherently about her condition and can recognise that she’s having a bad day.","option4":"Meghan’s bipolar disorder is a longstanding condition."}},"smh-quiz-02-040-010":{"question1":{"question":"Elliot, a student you’ve chatted to a few times, asks if he could have a quiet word with you about a mental health difficulty he’s having. How should you plan the conversation?","instruction":"Choose your answers, then select Confirm.","option1":"Agree a suitable time and place to meet.","option2":"Establish important boundaries at the start of the meeting.","option3":"Suggest you meet up for a drink one evening.","option4":"During the meeting, empathise with Elliot and ask about his situation.","option5":"Offer appropriate advice and guidance once you understand Elliot’s situation."}},"smh-quiz-02-040-020":{"question1":{"question":"You’ve become concerned about Tyler’s mental wellbeing and decide to have a quick chat with her to see if everything is okay. Which of the following locations do you think would be appropriate places to meet up?","instruction":"Choose your answers, then select Confirm.","option1":"A free meeting room.","option2":"A shared study space.","option3":"A busy café.","option4":"A private office.","option5":"The bar at a local pub."}},"smh-quiz-02-040-030":{"question1":{"question":"Simon, a student you’re friendly with, mentions to you that he’s been diagnosed with a personality disorder that makes it difficult for him to work with others. You want to help, but how should you maintain professional boundaries?","instruction":"Choose your answers, then select Confirm.","option1":"Avoid empathising with Simon and instead use stock phrases like “I’m so sorry to hear that.”","option2":"Signpost available support services rather than try to help Simon on your own.","option3":"Aim to provide friendly help and advice, rather than trying to be a friend.","option4":"Provide your personal contact details, such as a mobile phone number, just in case you can be of assistance at any time."}},"smh-quiz-02-040-040":{"question1":{"question":"You’re chatting to Hazel about some mental health difficulties she’s experiencing. You started by establishing appropriate boundaries, and now you’re ready to discuss her situation. What are your priorities in this part of the conversation?","instruction":"Choose your answers, then select Confirm.","option1":"Understand the nature of Hazel’s condition so you can offer appropriate help and advice.","option2":"Determine the urgency of Hazel’s situation, and whether she is a risk to herself or others.","option3":"Avoid understanding what Hazel’s going through, and instead offer generic help and advice.","option4":"Empathise with Hazel and ensure she understands that we can offer friendly help and support."}},"smh-quiz-02-040-050":{"question1":{"question":"Here are some statements about discussing a student’s mental health with them. Which statements do you agree with?","instruction":"Choose your answers, then select Confirm.","option1":"If possible, try to get a sense of how they’re feeling (i.e. empathise with them) rather than just offer expressions of sympathy.","option2":"If you think a student is at risk of harming themselves or others, you should take immediate action, e.g. by calling Security.","option3":"Avoid mentioning the word ‘suicide’ even if you think they may be having suicidal thoughts.","option4":"You should try to avoid sounding judgemental or dismissive about their condition or experiences.","option5":"Ensure the student understands that support is available, and how to access it."}}}