Managing Mental Illness at University
Guidelines for Staff
Foreword
These guidelines were developed following the Managing Mental Illness at University Project
completed in 2006. The guidelines are a series of quick reference points for staff who find themselves
dealing with a student who may seem distressed, disoriented or having difficulty within the teaching
environment.
Background
The incidence of mental illness on campus and in the general community is growing. There is evidence
that one in five Australians will experience a mental illness at some time in their life.
Like physical illness, mental illness can be episodic. With appropriate treatment and support the
impact of the illness can be lessened allowing full participation at university.
Mental illnesses can include anxiety and depression as well as the more severe mental illnesses
such as schizophrenia, bipolar disorder and personality disorders.
 top of page
Signs to look for - is the student
- less expressive or more withdrawn than usual?
- less communicative or difficult to engage in conversation?
- displaying inappropriate or disruptive behaviour?
OR
- confused or having difficulty concentrating?
Your role
The guidelines are a means of allowing staff to identify when something is amiss with a student,
and provide a series of steps that can be followed to address the issue in an open manner.
There are a number of things that can occur that may raise concerns in your mind about the
wellbeing of a student, and you are in a unique position to monitor the ebb and flow of their behaviour
and manner through your contact with them. You don't have a responsibility to assist the student in
the management of their health, but when something is clearly amiss and is impacting upon the wellbeing
of the student - or those around them - you do have a responsibility to identify what may be happening
and take steps to ensure that the situation is being addressed.
It may seem initially that it is easiest to do nothing and hope that this situation rectifies itself.
In some instances this does occur, but these are rare. Almost invariably, when you notice something is
amiss and do nothing, the potential for the situation to become more complex and impact upon more people
(including yourself) increases significantly. So when you notice that something is not quite right with
a student, these guidelines provide a framework for taking an active role in getting a clearer picture
of the situation and reassuring yourself that something is being done to address it.
In a number of cases, approaching the student to gently find out whether something is amiss is in
itself a solution. The student may not be aware of the things that you have noticed or not realize
that their behaviour is having an impact on those around them. They may let you know a little of
what is going on in their life and reassure you that they have the situation under control. You can
ask them "How are things going for you?" without being overly intrusive.
In some cases your interest and involvement may be the first step in a number of other things that
assist the student address their concerns. Remembering that your role is not one of counsellor or
confidant, you can point the student in the right direction to obtain professional help and
encourage them to do something active to overcome the things that are troubling them. Your role is
not to solve the problem, but to start a process whereby the problem can be solved.
In other cases, a student may approach you and disclose that they have a condition that could impact
upon their wellbeing as well as their behaviour in the teaching environment. Again, it is not your role
to manage this condition but to get a better understanding of how it may impact upon the student and
those around them. Where this is unclear, you can seek expert advice from the services listed below
on setting expectations and boundaries in your teaching and involvement with the student.
Most students with a mental illness are not disruptive. However disruptive behaviour is challenging.
These guidelines provide a means of bringing your concerns to the attention of the student in an open
and straightforward manner and making clear your expectations. Should the behaviour continue to be
a problem, there are a number of options that you should consider, again with expert advice.
top of page
The university has a number of services that will assist, including:
Security
The Security Section is committed to providing a safe environment for staff, students and visitors.
Security encourages all staff and students to adopt strategies that both prevent and help you to deal
with situations which put safety at risk. Security prefers potential problems to be identified early
and resolved pro-actively, and can advise students on staff about strategies that can reduce the risk
of a situation escalating.
Security are also accustomed to sensitively responding to situations where University staff and
students may feel uncomfortable. Security staff endeavor to manage situations in a manner that avoids
confrontation or an escalation of the problem. Security have close links with the Counselling Service
and seek their expert advice on managing behavioural and psychological issues where this is appropriate.
If you feel uncomfortable about your involvement with a person who you feel is exhibiting behaviour
that is of concern, you are encouraged to contact Security for confidential advice . If you are unsure
as to whether it is appropriate to contact Security, this is reason enough to warrant contact for
their advice and assistance.
Phone: 8344 6666
Website: http://www.pb.unimelb.edu.au/security/
top of page
The Counselling Service
The Counselling Service is available to consult with staff over any student or staff-related
concerns. Counsellors can support both Academic and Professional staff members in front-line
and supportive positions approaching difficult interpersonal situations related to their role.
If you think someone may benefit from talking with a counsellor it can be useful to raise the idea
without forcing the issue. Your role is to provide support and make suggestions for further support
when it seems necessary. It is important not to get involved beyond what seems comfortable or
appropriate for you. If you are uncertain about making a referral, or you are worried about someone,
please feel free to contact the Counselling Service. You can get advice and support from a counsellor
over the phone.
If you are concerned about the seriousness or urgency of a problem you are encouraged to contact
Security before seeking further advice from the Counselling Service. Counselling have close links with
Security and seek their expert advice on managing security issues where this is appropriate.
Phone: 8344 6927
Website: http://www.services.unimelb.edu.au/counsel/
top of page
Disability Liaison Unit
The Disability Liaison Unit (DLU) can provide information, advice and support services to students who
have an ongoing illness. Students with a mental illness are eligible for a range of adjustments to the
teaching and learning environment that can significantly reduce the impact of that illness on study and
enable effective participation in University activities.
Referring students to the DLU can at times feel awkward, as the word 'disability' can be off-putting
to some students who do not necessarily identify as having a disability. An effective way of referring
students to the DLU is to provide them with a link to the DLU website and contact details and leave it
to them to initiate contact.
Phone: 8344 7068
Website: http://www.services.unimelb.edu.au/disability/
top of page
Dealing with distressed students
- Provide a quiet private space if possible
- Listen and clarify what the student's situation is
- Find out if the student has support- ie family, friends or professionals that know about
the situation
- Provide referral points such as counselling - you are not a counsellor
- Leave the student with a plan of action (ie to make an appointment to see support services)
- After hours students can be referred to Lifeline 13 11 14
- Debrief afterwards with a peer or supervisor
top of page
When a student discloses a mental illness to you
- be non judgemental
- be aware of the student as a person, they are not their illness (ie the student has depression,
s/he is not a depressive student)
- listen carefully to what they say they need- do not make assumptions
- be aware that every experience of mental illness is different and it can change over time
- your primary role is to ensure that the student has appropriate support and accommodations to
continue with their study
- if you don't know what to do for a student it's okay to admit this, you can ring up other services to
find out
top of page
If a student is threatening to commit suicide
- Be direct and talk openly
- Be a good listener, take the person seriously
- Help with follow up with the student, accompany them to the counselling service, be active with
referrals
- You are not responsible for saving the student or for the situation
- Debrief afterwards with someone from the Counselling Service
- After hours contacts include:
- Security Ext 46666
- Waratah Mental Health Service 9342 2333
- Care Ring (Crisis Line): 136 169
- Lifeline: 131 114
- Suicide Crisis Line: 1300 651 251
top of page
Dealing with disruptive/aggressive students (these instances are rare)
- Do not put yourself in a situation which is unsafe (ie leave the door to the office open, let
other people know that you are there)
- When in doubt call Security
- Speak to students in a calm manner
- Do not make promises you cannot keep
- You can remind students that their behaviour or manner is inappropriate
- Remove other students from the area if appropriate
- Student Discipline statutes (chapter 13) can be invoked by General Managers and other senior
personnel. This can result in students being banned from buildings, suspended from enrolment or fined
- If a student threatens to complain it is their right to do so - refer the student to the appropriate
authority and the students' grievances procedure http://www.services.unimelb.edu.au/grievances/
top of page
How to approach a person who is out of touch with reality
- Approach them from the front, never without warning from behind
- Give the person room to breathe and do not touch them unless you are sure they do not feel threatened
by you
- Do not rush into sudden actions
- Do not stare
- Never leave the person to guess your intentions - tell them what you are about to do before you
do it
- Continue to reassure the person about what is happening but at the same time try not to be
patronising
- Do not try to contradict or reason logically against a delusion, but do try to protect the person
from its consequences
- Do not humour the person by pretending to agree with their delusions - it may well rebound on
you later. If necessary make it clear that you do not share their belief, but you accept that
they feel that way
- To help assess the situation, test whether the person knows what is going on around them, i.e.
where they are, who you are, what day it is, any potential dangers of their situation, but try not
to obviously interrogate them
- People experiencing acute symptoms are often unable to think clearly so avoid too much discussion about
the situation
- Explain your position and what you are obliged to do to assist
- Explain calmly and confidently if you are not able to comply with a request by the person
- Explain what you are going to do and ask them to sit down quietly
- Keep it to the 'now' situation
- Take small steps to solve the immediate problem
- Communicate each step you are taking
- If you can, walk the student over to Counselling or contact Counselling to send someone over to you. Do inform the student that you are doing this.
(Sourced from @ease Student Mental Health Pack, University of Hull, University of Lancaster,
Mental Illness Fellowship of Australia)
top of page
Duty of care
The University of Melbourne Compliance Manual states that "in general the care that you are required
to take is reasonable care in view of reasonably foreseeable circumstances that may arise."
When a student is cause for concern and may have a mental illness, staff need to balance their duty of care towards
the student and their well being, and their duty of care to other students and staff. No member of the
University should go beyond his or her level of competence in trying to support or advise a student and
should refer appropriately.
Safety of students and staff is the first priority in any situation.
top of page
Information sharing
When a student discloses that they have personal issues such as a mental illness, confidentiality
should be respected unless there is an immediate danger to the person or to others in withholding that
information.
It is best to ask the students permission before discussing their situation with others, if
permission can be given.
You can share student information when consulting other appropriate staff about how to handle a
situation, which means that the situation can be discussed without identifying the student. The emphasis
would be on discussing the student's situation to provide the best outcome for the student.
top of page
Additional Resources
The Counselling Service webpage has tips on how to refer students to counselling and links to
information on common mental health problems such as anxiety and depression.
W: http://www.services.unimelb.edu.au/counsel/
The Creating Accessible Teaching and Support project (CATS) has a guide for students with mental
health conditions. It contains information on the impact of mental health conditions on learning,
practical strategies for teaching students with mental health conditions and a list of resources.
W: http://www.adcet.edu.au/cats
There is a guide for students titled "Staying Sane on Campus: Tips and Strategies for Students with
Mental Health Issues" available at:
W: http://www.services.unimelb.edu.au/ellp/publications
Another guide for students comes from the "Towards Success in Tertiary Study" series for students
with psychiatric disabilities.
W: http://www.services.unimelb.edu.au/ellp/downloads/word/Psychiatric.doc
ORYGEN Youth Health has factsheets on mental illness and young people.
W: http://www.orygen.org.au/
SANE Australia's website also has factsheets on all the major mental illnesses.
W: http://www.sane.org
An Action Flowchart is provided in the PDF version of these guidelines. Click here to obtain this
version. Hard copies of the Managing Mental Illness at University: Guidelines for Staff are available
from the Disability Liaison Unit.
Approved by Academic Registrar September 2006
top of page
|
![The University of Melbourne [logo]](/disability/template-assets-custom/images/custom_logo_crest_comb.gif){kind=logo}
