Code of Practice for Staff in Supporting
Students' Mental Health
Updated September 2007
KEY POINTS
This document aims to assist staff in their dealings with students with mental health
problems. Key sections with regards to procedures include:




Confidentiality and liaison (section 3.3).
Crisis management (section 5).
Responses to concerns over students’ mental health (section 6).
Decision-making procedures for admissions (section 4), fitness to practice
(section 4.4), discipline (section 7), leave of absence/withdrawal (section 8) and
assessments (section 9).
Additionally, it aims to inform staff of:



Preventative measures (section 2).
Responsibilities to students with mental health problems, including provisions
required by legislation (section 3).
Support services of most relevance to student mental health (section 10).
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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CONTENTS
1
Context
Page
3
2
Preventative Measures
4
3
Legislation and Responsibilities
Duty of care
Disability Discrimination Act
Confidentiality and Data Protection Act
Sharing Information and Disclosure
5
5
7
8
9
4
Applications, Admissions and Re-admissions
Fitness to Practice
11
13
5
Responding To Student Mental Health Difficulties
Recognizing and Handling a Crisis Situation
Getting Help in an Emergency
Getting Help Out of Hours
Follow-up on Emergencies
15
17
17
18
19
6
Making Referrals and Non-Emergency Procedures
20
7
Discipline
22
8
Leave of Absence, Suspension and Withdrawal
23
9
Assessment
26
10
Student Support and Guidance Provision
28
Appendices
(i) Definition of Mental Health Problems and Mental Illness
31
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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1
CONTEXT
There are a number of reasons why the University has a responsibility to provide
appropriate support to students with mental health difficulties:

In March 1999 the Heads of University Counselling Services distributed a report
drawing attention to an apparent increase in mental health difficulties amongst
British Students. In 2000 the Committee of Vice Chancellors and Principals (now
know as Universities UK) issued Guidelines on Student Mental Health Policies and
Procedures for Higher Education.

Mental health difficulties may be classified as a disability under the Disability
Discrimination Act, if they have a substantial, adverse effect on daily life, and are
likely to last for a year or more. This has a number of implications within the context
of Higher Education which are detailed in the following sections and which staff
need to be aware of.

Statistics based on the general population indicate that significant numbers of
students at Loughborough University will experience mental health difficulties while
they are studying.

Students are of a typical age for the onset of some forms of mental illness and thus
a proportion of them will develop serious mental health problems while at university.
Others will arrive at university with pre-existing conditions.

Going to university is a major life transition that can at times bring a great deal of
personal change and stress. Thus students may be particularly vulnerable to
experiencing mental health difficulties, whether transient in nature or more
persistent and troubling.

Many students with mental health difficulties fear they will be discriminated against
because of their difficulties. This Code of Practice also aims to provide reassurance
that this will not be the case and that all Loughborough University students will be
treated in accordance with the Equal Opportunities Policy.

Many students have raised expectations as to what an institution should provide in
terms of support due to the introduction of fees and a developing legal framework of
rights and responsibilities.

Loughborough University is concerned with its responsibilities to, and the needs of,
any student whose mental health inhibits their capacity to fulfil their potential
without appropriate support. These difficulties may be a long-term mental illness, an
emerging mental health problem or a temporary but debilitating condition or
reaction.

Staff at Loughborough University therefore need to be aware of the need for early
and coordinated intervention in order to offer best support for students, as well as to
help limit the consequences within a person’s life following the onset of serious
mental illness.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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2
PREVENTATIVE MEASURES
2.1
Loughborough University aims to provide a supportive environment that will help
students with mental health difficulties to realise their full academic potential and
complete their programme successfully. It also aims to facilitate and promote
positive mental health and well-being by:

Providing a range of support services, including a mental health adviser, a
counselling service, a study skills service, services provided through the Students’
Union, chaplains, and personal tutors.

Encouraging students with mental health difficulties to seek support.

Promoting understanding and recognition of mental health difficulties.

Ensuring that the sources of support are clearly communicated to both prospective
and current students.

Establishing consistent procedures across the University for helping students with
mental health difficulties.

Providing clear guidance on the confidentiality of personal information provided by
students.

Establishing effective procedures for helping students in crisis.
2.2
The University is aware of the need for training in order to support its policy on
student mental health and it has a developing programme for staff. The training
aims to:

Raise awareness of this Code of Practice and support its implementation.

Raise awareness of institutional responsibilities to students.

Improve support for students with emerging mental health difficulties.

Improve practical responses which support and improve crisis intervention and
emergency procedures.

Develop initiatives which promote mental health and well-being, and improve
preventative measures and procedures.

Support developmental objectives such as Widening Participation and Teaching
and Learning strategies.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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3
LEGISLATION AND RESPONSIBILITIES
3.1
Duty of care
It is generally agreed that a contract exists between a University and its students
and a student may have a potential claim if the University breaches that contract. If
the University refers to certain conditions in its registration procedures and
documents, it is likely that these, along with some other codes and regulations,
would form part of the contract. In addition, there could be expressed or implied
duties on a University relating to the provision of the academic programme and the
provision of educational support to students.
All staff have a duty to act to protect the health, safety and welfare of students commonly known as the “duty of care”.
3.1.1 Standard of care
In terms of the standard of care owed to students, the general principle is that the
University has a duty to take ‘reasonable care’ to protect the health, safety and
welfare of students; both academic and non-academic support is provided in order
to fulfil this responsibility.
Almost all the people working and studying at the University are 18 or over, and as
such are adults. The University does not act in loco parentis for any student,
including those under 18.
3.1.2 Some specific areas
There are a number of areas in which the University may potentially owe a duty of
care to students, including:

Ensuring that publicity and other material, for example the prospectus, the Student
Handbook and programme handbooks, give an accurate picture of the academic
and other support available, and accurately reflect provision at the University.
Registering students will be made aware of relevant regulations and codes and will
be informed that they are ‘signing up’ to these and are therefore expected to abide
by the provisions contained in them.

Ensuring that, where possible, the needs of students with mental health problems
are discussed prior to entry, to agree the precise level of available support in
writing. If the student then alleges breach of contract, the explicitness of the
agreement will be crucial. Equally, if a mental health problem develops during a
programme of study, it will be important for an assessment of the student’s needs
to be undertaken.

Ensuring that those members of staff, such as tutors, wardens, student support
personnel, whose work involves ‘pastoral’ contact with students receive appropriate
training to carry out their duties with reasonable care.

Ensuring all categories of staff are clear as to when and how matters should be
referred on to specialist services or agencies, whether or not these are within or
outside the University. This implies that members of staff ought to be fully aware of
the support services and their different functions, as well as their own limits of
competence.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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
Ensuring that the limitations of institutional support are clearly indicated and
highlight where it may be necessary to seek support or intervention from outside
agencies and bodies and the action to be taken.

Ensuring that, where possible, structures are in place which enable appropriate
action to be taken with regard to students’ mental health.

The University has a duty of care to its staff and other students who may be
distressed or hindered by disturbing behaviour or disruption. On occasion there will
be a possible conflict of interest between the duty of care to one individual and that
owed to others. It is best to acknowledge this possible conflict and the resulting
difficulty there may be in finding the right balance in any subsequent course of
action.
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3.2
Disability Discrimination Act
Mental health difficulties may be classified as a disability under the Disability
Discrimination Act, if they have a substantial, adverse affect on daily life, and are
likely to last for a year or more. Within the context of Higher Education this has a
number of implications:

It is unlawful for any University policies, procedures or practices to discriminate
against someone because they have a mental health problem.

The University is required to make ‘reasonable adjustments’ to enable students
experiencing mental health difficulties to undertake their academic studies.

Students experiencing mental health difficulties may be eligible to apply for
Disabled Student Allowance (DSA) to provide practical assistance to aid them in
their studies.
3.2.1 It is very difficult to ascertain how long a mental health problem is likely to last, and
therefore any decisions regarding the applicability of the Disability Discrimination
Act to a student developing mental health problems is based on a judgement.
However, in order to help staff – in conjunction with the Disabilities and Additional
Needs Service - establish whether reasonable adjustments need to be considered
for a student, it is essential that they:

Consider the student’s circumstances on an individual basis.

Ascertain how long the student’s difficulties have already lasted.

Ascertain what support the student has already received.
3.2.2 Adjustments may be appropriate if the student’s difficulties have:

Carried over from one semester to the next or

Lasted for 6 months or

Meant they have been in contact with psychiatric or medical services or

Had a sudden onset.
While a body of experience will be developing in all University departments, advice
on reasonable adjustments and needs assessments can be provided by Dan
Doran, Mental Health Co-ordinator, based in DANS.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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3.3
Confidentiality
The purpose of this section is to advise students and staff what information about
mental health problems will be disclosed, to whom and in what circumstances. The
aim is to respect the rights of the individual, to take into account recent legislation
(Disabilities Discrimination Act, Human Rights Act and the Data Protection Act) and
also to balance the interests of the individual against the best interest of the wider
community.
3.3.1 Data Protection Act 1998
All staff within the University are governed by the requirements of the Data
Protection Act 1998. Under this act, all data relating to a person’s physical or
mental health is regarded as sensitive personal data. Further information and
guidelines on the Data Protection Act is available at
www.lboro.ac.uk/admin/ar/policy/dpact/.
3.3.2 Codes of Confidentiality
Additionally, there are different codes of confidentiality across the University. The
staff in the Medical Centre (www.lboro.ac.uk/service/medcentre), the staff in the
Counselling Service (www.lboro.ac.uk/service/counselling) and the Chaplains are
all bound by their professional codes of confidentiality. Similarly, other support
services such as Disabilities and Additional Needs
(http://www.lboro.ac.uk/disabilities/), the Careers Centre (http://careers.lboro.ac.uk)
and the English Language Study Unit (www.lboro.ac.uk/admin/elsu/index.html)
have their own codes of confidentiality in addition to the overall institutional policy.
University staff who are not bound by such professional codes are still bound by the
Data Protection Act. The procedures for responding to concerns about a student’s
mental health should be consistent with the aims of this legislation, which are to
secure openness, security and accessibility with regard to information.
3.3.3 Keeping Records
At all times staff should be aware of the need for the University to be able to
demonstrate that all reasonable efforts have been made to offer assistance and
support to students who are facing difficulties.
Good record keeping helps to protect the welfare of students by providing an
accurate account of events, continuity of support offered, better communication and
dissemination of information when required, and a better ability to detect problems
at an early stage. This is particularly important when there are cases in which
assistance is refused and subsequently the disciplinary procedures are applied.
3.3.4 It is good practice to keep brief written notes of any conversations with students in
which there has been an element of guidance, support or decisions in relation to
sensitive personal difficulties. The record should be factual, non-discriminatory,
written as soon as possible after the event, dated, stating any action taken/advice
given, and, if appropriate, whether the student gave consent or not for further
action. Diagnostic labels should be avoided, except where a student has been
formally diagnosed.
Confidentiality and security of such notes should be maintained in accordance with
the principals of the Data Protection Act, and in line with the records retention
schedule, information about which is available at:
http://www.lboro.ac.uk/admin/ar/policy/dpact/recret/index.htm
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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3.3.5 It is also important to remember that students have a right of access to personal
data relating to their mental health, under the Data Protection Act. Students may
therefore be entitled to copies of a range of documents which contain personal data
relating to them including emails and notes from meetings.
3.3.6 Sharing Information to Discharge Responsibility
The student should always be asked to give consent before information is shared.
It is important that where consent is given by the student, it is informed consent.
Therefore, it is necessary to tell the student concerned why there is a need to
disclose information, who will have access to that information and the likely
consequences of giving or withholding consent, eg. if staff know about particular
difficulties, then special arrangements might be made for assessment and exams.
Once consent has been obtained, it is the responsibility of the person passing on
the information to ensure that this is done on the terms agreed with the student.
3.3.7 Where Consent is not Given
The legislation is not intended to prevent effective and accountable action being
taken to deal with problems, and staff should not interpret it in such a way that
appropriate discussion and liaison is inhibited. In these situations, normal line
management discussion and communication with support services, whereby advice
and guidance is sought in relation to students causing concern, can take place but
without revealing the identity of the student involved.
Where a student does not give their consent for information regarding their mental
health to be disclosed, their identity should not be disclosed except in the rare
circumstances outlined below:

Where the member of staff would be liable to civil or criminal procedure if the
information were not disclosed (e.g. if a crime has been committed, the use of
illegal drugs on university premises, involvement in terrorist activities or there is
reason to believe that a child may be at risk). In this instance, it would be
appropriate for members of staff to consult their Departmental Administrator, or line
manager.

Where the student’s mental health has deteriorated to the extent of threatening
her/his personal safety or the safety of others. In this instance, it would be
appropriate for members of staff to consult the Recognising and Handling a Crisis
Situation section (section 5.2).

Where the student is studying on certain programmes leading to professional
qualifications, and there are concerns about their fitness to practice or health and
safety in laboratories or field trips. In these instances, it would be appropriate for
members of staff to consult with Occupational Health and the Mental Health
Co-ordinator.
3.3.8 Responding To Requests for Information From External Agencies
If information is required by outside agencies (via phone, letter, e-mail, etc.), for
example by social workers, psychiatrists or GPs, the rights of the student should be
protected in the same way. Information cannot be disclosed to any third party
unless the student has given consent for information to be passed to outside
agencies. It is important to clarify why the agency requires the information and
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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whether it is pertinent and relevant to that student’s care and treatment, or for her
or his safety or for the safety of others. When the student is not available to consult
for consent (e.g. she or he is absent, out of contact, abroad, etc.), the information
cannot be given except in the rare circumstances listed in section 3.3.6. Legal
bodies (including solicitors) requesting information should be referred to the
Academic Registrar (Tel: 2227).
3.3.9 Responding To Requests for Information From Relatives
It is not uncommon for some staff to be contacted by concerned parents or
relatives. The overall policy remains that personal information cannot be disclosed
to parents/carers without the consent of the student. Consent may be obtained from
the student at that time to enable this to happen. Alternatively, students may have
provided a data release password to Registry, and if a relative/guardian requesting
the information is able to provide the data release password, then information may
be shared. Advice can be sought from Student Enquiries in Registry about this
procedure.
In situations where consent has not been given, it may be important that staff
provide a sympathetic ear and that they give general information about student
support services, etc. to the concerned parents/guardians where appropriate.
3.3.10 Contacting Next of Kin/Guardian
If there is an emergency situation and there is concern as to whether next of kin
should be contacted, University staff should consult the Administrator of the
student’s academic department who will have access to the student’s records in
order to find out who (if anyone) the student has named as their next of kin or carer.
The Academic Registry and Hall Wardens will also have this information.
3.3.11 Means of Disclosure and Security of Information
Disclosure of information can take place not only verbally or in writing but also
accidentally as a result of papers left on a desk or through a computer screen left
on in a public area. The use of e-mail to convey sensitive personal data is not
encouraged as it is very difficult to ensure confidentiality and security. If it is used, it
is important to avoid the use of personal names, initials or ID numbers in subject
headings. Implementation of appropriate measures to keep information secure is a
requirement of data protection legislation and the institutional policy on
confidentiality.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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4
APPLICATIONS, ADMISSIONS AND RE-ADMISSIONS
Application forms, or Declaration of Health
questionnaires (for Teacher Training courses
only), indicating a mental health difficulty are
forwarded to…
The individual academic
department.
Students who have taken Leave of
Absence or changed mode of study
due to mental health difficulties are
referred to…
The Mental Health
Support Team (in the
Disabilities and Additional
Needs Service).
Next
Step
The Occupational Health
Adviser (Teacher
Training courses only).
Next
Step
Academic department
makes decision based
on academic criteria.
Next
Step
Next
Step
Mental Health Support
Team will contact the
student and maintain a
dialogue to ensure support
needs can be determined
and planned for.
Occupational Health
Adviser will contact the
student to determine
Fitness to Practice and
necessary adjustments
(Teacher Training
courses only).
Next
Step
Next
Step
Are the academic criteria met? Can the student’s needs be met by the University? Is the
student Fit to Practice (Teacher Training only)?
YES
Offer made to student and
identified support will, as far as
possible, be put in place for the
start of study.
NO
The relevant Admissions Office informs student
and academic department of the reasons.
Full time undergraduate applications are to be
advised of the right to make an additional UCAS
choice.
This is for reference only. Further information is provided in the text below.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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4.1
Loughborough University is committed to achieving equal opportunities for all of its
students and actively encourages potential students who have mental health
difficulties to make an application to study here. The University aims to ensure
students have the opportunity to meet their full academic potential and are not
discriminated against either during the admissions process or in their subsequent
time as students at Loughborough by reason of mental health.
The admissions policy for students with disabilities relates to all foundation,
undergraduate and postgraduate admissions. General information about
undergraduate admission procedures can be found at:
http://www.lboro.ac.uk/prospectus/ug/general/facilities/welfare/index.htm.
Answers to frequently asked questions about postgraduate admissions can be
found at: www.lboro.ac.uk/admin/ar/admissions/pgt/student/faq/index.htm.
4.1.1 Procedure for Applications
Students should ensure that they have sufficient information on which to base
decisions about programme acceptance and necessary support. Programme
requirements vary and it is a departmental responsibility to ensure that applicants
are given appropriate information on which to base their decisions. Whilst every
effort will be made to accommodate an individual’s needs for support, in
exceptional circumstances it may not be possible to provide this to enable a
programme to be accessed.
All academic departments judge applications solely on academic grounds.
4.1.2 All application forms have a place on them to allow applicants to declare that they
have a disability or mental health difficulty. When an application form is received by
the relevant Admissions Office or academic department (for the Art and Design
foundation courses and the PGCE), it should be examined to see if the applicant
has declared a mental health difficulty. The forms of all those declaring a mental
health difficulty (e.g. in the supporting text, or using UCAS code 6) will be copied to
the Mental Health Support Team (in the Disabilities and Additional Needs Service)
at the same time that they are passed to each individual academic department.
4.1.3 If a student’s needs change during the duration of a programme of study, her or his
support needs should be reassessed to reflect this. The effects of progressive
impairments should ideally be anticipated at the time of the admissions process.
However, some impairments are episodic in nature or emerge whilst at university.
In these circumstances, the Mental Health Support Team will inform the student of
the support options available and make every reasonable effort to ensure that the
student receives the appropriate support.
4.2
The Mental Health Support Team (based in DANS) will contact students who have
stated that they have mental health difficulties as soon as their application forms
are received in the office. Following this contact, the Mental Health Support Team
will maintain a dialogue between an applicant and the academic department so that
the individual's support needs can be determined and planned for.
4.2.1 All students are encouraged to visit the University to meet staff and experience the
campus as a whole. Applicants may use the visits to discuss their additional needs
in detail in order to assist University staff to understand their requirements and
make the necessary preparations for their arrival. From consultation with the
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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academic department and other internal/external agencies, the Mental Health
Support Team will detail exactly what support is available to meet the needs of the
individual applicant.
4.2.2 In exceptional circumstances, it may not be possible for an applicant’s additional
needs to be met by the University. Should this occur, the relevant Admissions
Office will inform the student in writing of the reasons and keep the academic
department concerned fully informed. Full-time undergraduate applicants will be
advised of their right to make an additional UCAS choice to replace Loughborough
on their application forms.
4.2.3 It is important that an individual academic department and the Mental Health
Support Team consult with each other and the applicant regarding the specific
needs of an applicant. Such a dialogue is important both to determine the support
needs of an individual and also because programme or module content changes
might affect individual disabled students.
4.3
Often, applicants decide not to declare a mental health difficulty on the application
form, or do not inform the University of support needs during the admissions
process. In these circumstances, the level of support required by the individual may
not be in place at the start of the programme of study. The Mental Health Support
Team will, however, provide appropriate advice and information to the applicant
and will, where possible, endeavour to meet support needs.
4.4
Fitness To Practice
Students should understand that all entrants to programmes leading to teacher
training qualifications must be ‘fit to teach’. i.e. they do not have any physical or
mental condition which could create a risk to their health and safety or that of the
children they teach, or prevent them carrying out their teaching duties effectively
(with support as appropriate). This is in accordance with guidance laid down by the
government.
4.4.1 Students are required as a condition of admission to the teacher training
programmes to complete a declaration of health questionnaire, to demonstrate that
at the time they meet the health requirements of the teaching profession.
4.4.2 The information provided will be held in confidence by the Occupational Health
Department. Where appropriate, and with the student’s agreement, information will
be passed to the Teacher Education Unit relating solely to any adjustments needed
in response to a health problem or disability (but not the medical details of the
health problem or disability).
4.4.3 A student whose health deteriorates during their studies should consult the
Occupational Health Department and/or the relevant professional body for advice
about any implications for continuing training or for pursuing their intended
professional career. Subsequent discussions between the student and the
Occupational Health Department will determine if consideration may have to be
given to a termination of studies. Advice should be sought from Registry at this
point.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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4.4.4 In the case of behaviour associated with diagnosed or suspected mental illness,
termination of studies shall only be invoked if medical, therapeutic and practical
interventions have not successfully addressed the behaviour or if the student has
refused such interventions.
Failure by a student to disclose relevant medical information or providing false
information may lead to disciplinary action under Ordinance XVII Student
Disciplinary procedures.
4.4.5 Any registered student for whom a recommendation of termination of studies as a
result of being unfit to practice is being considered by the academic department will
be referred to the Occupational Health Department. The student will be required to
attend any consultation considered necessary by the Occupational Health
Department. The subsequent report will be used as a basis for a discussion with
the student ahead of any recommendation relating to termination of studies. The
Occupational Health Department will make recommendations to the academic
department.
4.4.6 If the student is unwilling to withdraw voluntarily from the programme on the
recommendation of the department, a panel of three senior members of staff of the
University will be convened to consider the recommendation for termination of
studies. The panel will consider all relevant documentation and the student, the
department and the Occupational Health department shall have the right to be
represented in person. The student has the right to appeal against the panel’s
decision. If he/she wishes to invoke this right, the case for appeal will be considered
by a further panel of three members of University staff. The decision of the appeals
panel shall be final. A recommendation for termination of studies is subject to
approval by Senate whether or not the student invokes his/her right of appeal.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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5
RESPONDING TO STUDENT MENTAL HEALTH DIFFCIULTIES
5.1
Brief Guide to Coping with Potential Situations Resulting from Mental Health
Difficulties
Is the problem an
emergency?
 Is there is an
immediate risk of suicide,
self-harm or hurting
others?
 Is the student seriously
physically ill?
 See 5.2.
YES
How can you help?
 Listen to student
concerns and
provide reassurance.
 Offer practical
advice.
YES
Is the student in
contact with
support services?
Next
Step
Follow emergency
procedures listed in 5.2.
 Inform Director of
Student Guidance and
Welfare for
intervention from
support services.
 Record discussions,
advice and outcomes.
NO
Is the problem urgent?
 Is there an ongoing,
but not immediate, risk
of suicide, self-harm or
physical illness?
 Has the student’s
behaviour changed
considerably? (e.g.
Stopped functioning
academically or in
other areas of life).
YES
NO
Contact the services
(e.g. University Medical
Centre, local GP,
counselling service or
Mental Health Support
Service) for advice.
NO
How can you help?
 Listen to student
concerns and provide
re-assurance.
 Offer practical advice.
 Record discussions,
advice and outcomes.
Next
Step
Inform student of
support services.
Will they accept
help?
YES
NO
Arrange for
subsequent support
based on service
information and
student’s informed
choice. For further
information see
section 6.
Next
Step
Do you need further advice?
Contact Student Guidance and Welfare to discuss the situation/any
outstanding issues. See section 10 for service contact details.
This is for reference only. Further information is provided in the text below.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
- 15 -
Situation
Panic





Incapacity to act
Intense apprehension/fear
Breathing, gasping
Feeling spaced out, dizzy
Fainting
Management
Firm reassurance
Re-breathe from cupped hands or paper
bag.
Breathe in to count of 4 and out to count of
8.
Refer to Support Services.
Confusion
 Muddled, restless, irritable
 May not co-operate
 May be disorientated and
fearful
Speak simply and clearly.
Constantly reassure in friendly manner.
Refer to Support Services.
Drowsiness
 Complete slowing down of
mental/physical function
 No spontaneity
 Not able to interact
Student may hear what is being said, so
reassure.
Call ambulance and Security.
Consult Medical Centre while waiting.
Memory Loss
 May be due to illness
 If sudden, likely to be shock
Self Harm (e.g. cutting)
 Acute distress
 Cry for help
 Possibly suicidal
Suicide Attempt (e.g. Overdose)
 May have a previous history
Speak simply and clearly.
Reassure student.
Call medical services or take to Medical
Centre.
Do not criticise or judge.
Ask if wants to talk.
Call for medical help if necessary.
Refer to support services.
Call ambulance 999 & Security 888.
Ring Medical Centre 08450450557 for
advice while waiting.
Keep pills, bottles to show ambulance crew
and ask patient what has been taken.
Ask if want family or friends contacted.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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5.2
Recognising and Handling a Crisis Situation
Occasionally students exhibit behaviour that gives rise to considerable concern for
their health and safety. There may be evidence of:








5.3
Suicidal tendencies. e.g. overdose or suicide attempt or stating that they feel
hopeless or desperate or out of control. It is a myth that people who talk about
suicide are less likely to follow this through. Always take such talk and any attempts
seriously. Do not dismiss these as ‘attention seeking’. People who have made one
attempt are likely to make another.
Risk of self harm (includes cutting self).
Risk of harm to others.
Acute alcohol or substance abuse or addiction.
Hearing voices or holding fixed irrational beliefs.
A complete lack of functioning academically or in other areas of life.
An acute panic attack, possibly involving passing out.
No sense of reality.
Getting Help in an Emergency
In such cases, the need for intervention may be urgent. Refer the student to her or
his GP (University Medical Centre or her/his local Practice) either by making the
appointment on the student’s behalf and, if necessary, walking with her/him to the
Medical Centre, or by supporting her/him in referring themselves by allowing
her/him to phone from your office. In very acute cases, the doctor will come to the
student. If the student is not registered locally, she/he can still be seen by the
University Medical Centre in an emergency, whether registered there or not.
If you need to call an ambulance or the police (999) then always call Security (888)
as well so that they can guide the ambulance or police vehicle on campus.
Emergency Telephone Numbers:
Medical Centre
08450450557
Security
888
Ambulance and Police
999
5.3.1 Examples of Emergency Situations
a) For medical emergency. e.g. overdose.
Phone 999 for ambulance, 888 to inform Security and then the Medical Centre (Tel:
08450450557) for advice.
It is helpful to record details of what has been taken in case the person is not
conscious by the time the ambulance arrives. Show any remaining
pills/tablets/poisons/alcohol to the ambulance crew or doctor.
This should be followed up later by notifying the Director of Student Guidance and
Welfare of the details of the incident and action taken (see section 5.6).
b) For uncooperative and dangerous behaviour.
e.g. student has climbed on high building and threatens to jump if approached.
Call the police (999) and then (888) to inform Security. The police are specially
trained to deal with such situations.
This should be followed up later by notifying the Director of Student Guidance and
Welfare of the details of the incident and action taken (see section 5.6).
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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c) Student is having hallucinations but is not putting self or others at risk.
Call the Medical Centre (Tel: 08450450557).
d) Student is talking about suicidal feelings but has not acted on them.
Call the Medical Centre (Tel: 08450450557) or the Counselling Service (Tel: 2148)
or the Mental Health Support Team (Tel: 8338). The Counselling Service is not an
emergency service but it does keep one appointment a day for urgent referrals and
is familiar with supporting students at risk.
e) Student is in acute panic over exams.
Refer to the Medical Centre (Tel: 08450450557) in normal surgery hours in order to
see GP/nurse. The student could also be referred to other services in Student
Guidance and Welfare (such as Counselling Tel: 2148 or the Mental Health Support
Team, Tel: 8338).
5.4
Getting Help Out of Hours
University Medical Centre
08450450557
Doctors are available 24 hours a day for emergency, all year.
Security
2141 (or 888)
The Security service is on duty 24 hours a day and deals with emergencies. They
are able to support and assist whenever the other services are not available.
Hall Wardens
(see University phone book; also:
http://dir.lboro.ac.uk/phonebook)
Hall Wardens, supported by sub wardens are available to give advice and support
to students living in halls (18.00 to 8.00 Monday-Friday and all hours at weekends).
Chaplaincy
Via Security 2141 (or 888)
The Chaplaincy provides confidential pastoral help, support, advice, spiritual
direction and prayer (if required) or even just a ‘listening’ service. This is available
to anyone of any religious persuasion or none and at any time but particularly at
times of emotional distress, discomfort or disquiet. A duty Chaplain is on call at all
times. Out of hours contact can be made either through Security or by contacting
any of the Chaplains at their home – details are on the web site: www.lborofaith.org
Samaritans (Leicester)
0116 2700007
A 24 hour emergency service for the suicidal and depressed is available every day
of the year. The Samaritans can also be contacted on e-mail: jo@samaritans.org messages will be replied to within 24 hours.
Focusline Adult Mental Health
08000 272127
This is a telephone support line providing a ‘listening ear’ and information on mental
health issues locally. The service operates 17.00 – 01.00, 7 days per week, 365
days per year and is completely confidential.
5.5
If the Student Refuses Help
If the student refuses to access the support outlined above and continues to exhibit
behaviour which is disruptive to others but not immediately threatening, initial
intervention is best handled ‘locally’. Students are more likely to respond to the
intervention of a member of staff who is familiar with their academic or residential
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
- 18 -
context and to take advice from someone who is already known to them. The
relevant member of staff should meet with, or make contact with, the student and
explain what the concerns are and try to get an understanding of the student’s
perception of the situation. The student should be encouraged to access Student
Guidance and Welfare services such as the Medical Centre, Counselling Service or
the Mental Health Support Team.
If the student continues to exhibit behaviour which is disruptive to others
(bizarre/irrational, etc.), then the Medical Centre should be consulted.
In circumstances where someone may be at risk, a doctor or GP can visit without
the student’s agreement.
5.6
Follow-up on Emergencies
Immediately following emergency procedures, the Director of Student Guidance
and Welfare will need to be notified of the details of the incident and the action
taken. The Director of Student Guidance and Welfare (or a selected nominee) will
co-ordinate and monitor a response to the situation through the active intervention
of member(s) of specialist support staff, as appropriate. All resources of the support
services will be made available.
5.6.1 The Director/selected nominee will contact or meet the student to offer support and
make an assessment of the situation. A decision will also be made regarding
referral to appropriate external agencies.
5.6.2 In cases where it becomes apparent that an individual student’s support needs are
beyond the responsibilities of the University, the Director of Student Guidance and
Welfare will alert the Head of the relevant Department to the situation in order for a
decision to be made on whether the student should be advised to, or required to,
take a leave of absence from their studies whilst appropriate means of addressing
the situation are considered.
5.6.3 Where appropriate, there will be contact with the Accommodation Service and
relevant Warden, particularly if the student, or others living close to the student,
may need to be moved temporarily into alternative accommodation. Where
necessary and appropriate, support will also be offered by Student Guidance and
Welfare to those students/staff who may be affected by the situation.
5.6.4 Where the student’s next-of-kin/emergency contact is unable to be involved in the
practical arrangements (e.g. to assist the student in making arrangements to return
home), the student’s Department, in conjunction with University support services,
will endeavour to provide a reasonable level of support in carrying out these tasks.
In some cases, it may be necessary to involve other external agencies.
5.6.5 In reaching any decisions, due care and consideration will be exercised, through
consultation with the Director of Student Guidance and Welfare/selected nominee,
to avoid as far as possible the student being placed in a more vulnerable situation.
A central file record will be kept in Student Guidance and Welfare of all referrals,
decisions, actions and developments in the case and relevant colleagues will be
updated on a ‘need to know’ basis.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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6
MAKING REFERRALS AND NON-EMERGENCY PROCEDURES
The key specialist support and guidance services to which students with mental
health difficulties can be referred to are:
University Medical Centre
Counselling Service
Mental Health Support Team
6.1
08450450557
2148
8338
The Role of the Academic Department
After making a referral, a student will often need support from a number of services
including the academic department. The Personal Tutor is likely to play a key role
here in:





6.2
Maintaining contact and assessing progress. It may be useful to meet at specific
agreed times (20 minutes every fortnight for example) to discuss academic
progress so that the student feels supported and that this area of major importance
is being managed. e.g. With help in sorting out a backlog of work, extensions for
assignments, special arrangements for exams, liaison with other tutors, support for
potentially stressful situations such as field trips, presentations, clarifying how
learning may sometimes be impaired and how adaptations in approach may help.
If the student is very distressed/confused, it can be helpful to write down the time
that you agree to meet and give this to her/him.
Even where academic work is not affected directly, it may be very important to
maintain this contact and show interest.
It may be necessary to consult with the Mental Health Support Team with regards
to teaching and assessment issues and arranging practical support.
Further information on support and pastoral care for students with mental health
difficulties plus how to make referrals to the Counselling Service is available at
http://www.lboro.ac.uk/service/counselling/pages/depts.html
Liaison with and Help for Long-term Vulnerable Students
Students may need help for difficulties which involve several services including the
academic department. This may include:









The Personal Tutor for support on academic progress.
A Doctor for medical support and possible medication, and referral to psychiatry or
Practice Therapy.
a counsellor for therapeutic support.
The Mental Health Support Team for discussion of educational implications and
practical support and arrangements.
the International Student Adviser for cultural issues and visa advice.
a Chaplain for spiritual support.
Loughborough Students’ Advice for financial affairs if they are considering taking
time out.
a Careers Adviser for advice on options if a year out is taken.
a Warden for support in the hall of residence.
Although it is unusual for all these services to be involved, it is common for several of
them to be involved at any one time.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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6.3
Permission to Liaise
The University recognises that support works well when all parties can work
together. Support services will ask students for permission to liaise. This must be
undertaken in line with the University’s commitment to confidentiality – see
section 3.3.
Where permission to liaise is given, it is very important that students’ wishes are
respected with regard to the extent of liaison. For example, students may be happy
for another service to know that a doctor is being consulted but not want the
essence of this consultation to be disclosed.
6.3.1 In some instances, where a student is seeing several services, the student may find
it helpful to have assigned to a ‘link person’. This should be done in consultation
with the student. It is recommended that the link person is either a counsellor or a
member of the Mental Health Support Team. The link person can take the role of
organising liaison between parties.
If appropriate, the link person could ask the student if she/he would like the services
to call a joint meeting. The student would be consulted first and invited to be
present. The student could also bring a friend. The purpose of a joint meeting would
be to ensure that the student is getting the kind of help that is needed, within the
limits of the services available, and that services are working with a shared
understanding of the situation.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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7
DISCIPLINE
7.1
All students are bound by the University’s Ordinances and Regulations, including
Ordinance XVII covering discipline. If allegations of misconduct are made against a
student, the Registrar is ultimately responsible for deciding whether full disciplinary
procedures are invoked, although it should be noted that responsibility for dealing
with minor offences has been delegated to a number of authorised officers in
specific areas (e.g. the Librarian, Security Manager, Heads of Academic
Departments, etc.).
7.2
Each situation will need to be considered on a case-by-case basis, but if there is
evidence that the student is suffering from a mental health problem, it may still be
appropriate to invoke disciplinary procedures. The fact that a student has a mental
health problem in no way lessens the duty of care the University owes to other
students and staff. The duty of care to students with mental health problems will
have to be balanced against the duty of care to other members of the University.
The Secretary to the University’s Student Discipline Committee (Academic
Registry) and the Registrar can provide advice on the handling of individual cases.
7.3
If it becomes apparent during the procedure for major disciplinary offences that the
student may have a mental health problem, the proceedings may be adjourned.
This is to provide the student with an opportunity to gather information for a
confidential report to be submitted to the Secretary of the Student Disciplinary
Panel handling the case to ensure that the Panel is informed of any psychological
circumstances which may have affected, or are currently affecting, the student. The
student may be referred to any of the support services available internally or their
own support externally for advice and support. This approach also ensures that, as
far as possible, the student is given the opportunity to seek help and may enable
the issue to be resolved without completion of the full disciplinary procedure.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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8
LEAVE OF ABSENCE, SUSPENSION AND WITHDRAWAL
Refer the student to the
Occupational Health
Adviser to determine
Fitness to Practice and
any necessary
adjustments (Teacher
Training courses only).
Clearly identify concerns and provide
information about sources of support and
advice within the university.
Next
Step
Is Fitness To Practice an issue (Teacher
Training courses only)?
YES
Next
Step
NO
Student may also wish to consider
Leave of Absence, change of
programme or withdrawal.
YES
Is the student Fit To
Practice (Teacher
Training courses only)?
Next
Step
NO
Are there persistent concerns, or
YES
serious risks to health and safety,
which have not been resolved via
pastoral support and Student Guidance
and Welfare services?
YES
A case conference
may be called to
discuss the most
appropriate course
of action.
Withdrawal. Students
who have completed
sufficient credits may be
eligible for an award.
NO
Arrange pastoral and specialist
support based on service
information and student’s
informed choice. For further
information see the following
pages.
This is for reference only. Further information is provided in the text below.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
- 23 -
8.1
Where there are emerging concerns about student’s health and safety (e.g.
Significant changes in appearance, attitude, and/or behaviour), a response from the
university will be necessary. The member of staff aware of the concern should in
the first instance approach the student in a sympathetic and understanding way.
The nature of the concerns should be clearly identified and, if appropriate,
information will be provided about sources of professional support and advice
available within the university. Additionally, for Teacher Training Courses, and
issues relating to Fitness To Practice, see section 4.4.
8.1.1 If it is clear that a student’s mental health difficulties are affecting the ability to
engage fully with studies, the student may wish to consider taking Leave of
Absence (or “temporary withdrawal”) from the University. which will usually be
granted for a maximum of one year. In some cases a change of programme (or
“internal transfer”) may be helpful. Alternatively, if problems are of a serious and
long-term nature, permanent withdrawal may be the best option.
8.1.2 Before making any decisions, students are encouraged to take advice from as
many sources as possible. The Personal Tutor and other members of the academic
department will be particularly important in explaining any implications for
assessments and accumulation of credit towards the degree or other qualifications.
The department may also be able to advise on transfers to other programmes at
Loughborough or to part-time study if this is available.
In addition, the student may wish to seek advice from the Counselling Service, the
Mental Health Support Team the Medical Centre, the Academic Registry and
Loughborough Students’ Advice (especially with regard to financial implications) in
the Students’ Union.
8.1.3 If, having taken advice, a student decides that the best thing is to take Leave of
Absence, or to change or withdraw from his/her programme of study, then he/she
should contact the Academic Registry to obtain copies of the relevant forms. These
will guide the student through the procedure and enable the University to ensure
that the academic departments affected have agreed to the proposed
arrangements. Further details of the formal procedures involved can be found in the
Student Handbook.
8.2
If it is clear that a student’s mental health difficulties are affecting the ability to
engage fully with studies, and there is severe withdrawal, extreme physical change,
behaviour that causes persistent concern and serious risk to health and safety, or
persistent anti-social behaviour, and the situation has not been resolved via
pastoral support and involvement of Student Guidance and Welfare services, a
case conference may be called to discuss the most appropriate course of action.
8.2.1 The case conference may include representatives from the Department (personal
tutor, supervisor, etc), Medical Centre, Mental Health Support Team, Disabilities
and Additional Needs Service, Student’s Union, Counselling Service, Academic
Registry and Hall Wardens, as appropriate.
8.2.2 The case conference will consider all available information, such as that supplied
by the student, that which is available within the University, medical evidence from
a medical practitioner or other specialist. Some contributions may be subject to
Data Protection legislation and/or professional Codes of Confidentiality.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
- 24 -
8.2.3 The case conference would consider various options, including continuation of
studies, changing mode of study to part-time, leave of absence, or temporary
suspension. If temporary suspension is a likely outcome, this will be discussed with
the Academic Registrar and Registrar before a recommendation is made to ViceChancellor. Any outcomes will be subject to periodic monthly review which will
include consideration of further information supplied by the student or relevant
parties within the University.
8.3
Following-up On Leave Of Absence
If the student decides to take a Leave of Absence, they are encouraged as soon as
possible to indicate their actual or potential return to study. It will also be necessary
for the academic department, with advice from the Mental Health Support Team, to
try to establish contact with the student on a periodic basis to ascertain the
likelihood of a return to study. The student’s Department may require the
submission of a medical note confirming that the student is well enough to return to
studies before being permitted to re-register with the University.
8.3.1 When a student wishes to return to their studies, the student’s case should be
referred by the academic department to the Mental Health Co-ordinator in order to
provide assistance with drawing up a plan for doing so, in consultation with the
student and the academic department. This plan will address the specific studyrelated support needs of the student in studying at the university, the support which
is reasonably required in the short-term, involvement of and liaison with external
agencies, any long-term support or adjustments that are reasonably required and
any conditions that might apply to provision.
The plan will incorporate a risk management plan which acknowledges the
experiences which led to the student taking leave of absence and any other
information which is known to be relevant. Any return to study plan will be subject to
co-operation with this process and adherence to any agreements made.
Other members of staff within Student Guidance and Welfare, such as the
Counselling Service, will be available to provide advice and support to facilitate the
student’s transition back onto the programme.
8.4
Continuation Of Studies And/Or Change Of Programme
Where a student wishes to continue their studies, the student’s case should also be
referred to the Mental Health Co-ordinator in order to provide assistance with
drawing up a plan for doing so, in consultation with the student and the academic
department. See section 8.3.1.
8.5
Withdrawal
Students who have completed sufficient credits for the award of a Certificate or
Diploma (or Postgraduate equivalents) will be eligible for the appropriate award
should they be unable to continue with their studies. In exceptional circumstances,
the University may award an unclassified Aegrotat degree to undergraduate
students who have progressed to the final Part of their programme but are unable
to complete all assessments (Regulation XX). Similar arrangements are in place for
postgraduate taught students (Regulation XXI). Aegrotat degrees will only be
considered where it is not possible for the student concerned to complete the
assessments in the foreseeable future if given a further opportunity to do so.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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9
ASSESSMENT
It may be necessary to make special assessment arrangements for students
experiencing a mental health difficulty which affects their ability to undertake an
examination or assessment in its standard form.
9.1
Students can request such arrangements, and should do so at the earliest
opportunity. Alternative arrangements will be agreed and managed in close
consultation between the student and their academic department. The Mental
Health Support Team will advise the student's department and the Student Records
and Examinations Office what alternative assessment arrangements should be
made to accommodate the student's needs.
9.1.1 Students should also note that, for some programmes, the arrangements which can
be made to support assessment may be restricted by the accreditation
requirements of professional bodies.
9.1.2 If a student feels that in the event his/her individual needs have not been
satisfactorily accommodated in the assessment process, he/she is advised to
submit a claim for Impaired Performance in accordance with Regulation XVII.
He/she should also submit a request for the assessment arrangements to be
reconsidered for any future assessments.
9.1.3 Depending on the circumstances, departments may be able to grant short
extensions to deadlines for coursework and Review or Programme Boards may
permit longer extensions in serious cases. Arrangements are covered by the
University’s Coursework Code of Practice and the following extract gives further
details:
“Coursework deadline extensions shall be granted only in exceptional
circumstances where the student shows good cause. The maximum extension that
may be granted is seven days for undergraduate modules and fourteen days for
postgraduate modules (excluding postgraduate project or dissertation modules, see
Regulation XXI). Where sickness, bereavement or other valid reasons exist for
longer delays, the matter will instead be considered by the relevant Impaired
Performance Panel , and then the relevant Programme or Review Board.”
9.2
Impaired Performance
Examiners and Programme or Module Boards are able to take into account factors
which have affected a student’s performance as long as the student has completed
an Impaired Performance Claim Form and submitted supporting evidence by the
published deadline. The deadline is after the assessments have been completed
but well before the Board which finalises the assessment results. Students should
therefore note carefully the deadlines which apply to them and not wait until the
results are published. Details of the Impaired Performance Claim Form procedure
are available from academic departments and from the Student Records and
Examinations Office, Academic Registry.
9.2.1 The University will make all reasonable efforts to enable students with mental
health difficulties to reach their full potential in their studies.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
- 26 -
9.2.2 In some cases, students suffering from intermittent but severe conditions may need
to consider whether the best course action is to apply for Leave of Absence (see
section 8) or to undertake assessments and submit an Impaired Performance Claim
Form. The final decision rests with the individual student, but advice and support
can be sought from the academic department and the Support Services listed in
section 10.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
- 27 -
10
STUDENT SUPPORT AND GUIDANCE PROVISION
The key support services for students with mental health problems are the Counselling
Service, Mental Health Support Team and Medical Centre.
10.1
Counselling Service
Tel:
Email:
Web:
Location:
2148
ucs@lboro.ac.uk
www.lboro.ac.uk/service/counselling
red brick house in Car Park 5 not far from the Edward Herbert
Building.
The work of the Counselling Service is primarily one of helping students to deal with
a wide range of personal, social, academic and mental health problems as they
arise and to develop life and personal problems solving skills. This approach
integrates therapeutic and practical aspects.
Counsellors are all professionally qualified and accredited in counselling and
psychotherapy and work to the highest levels of confidentiality in line with the
Ethical Framework of the British Association for Counselling and Psychotherapy.
They are familiar with University life and pressures. They are particularly
experienced in helping students work through problems with depression (from low
mood to actively suicidal) and anxiety (from mild to severe including panic attacks).
These kinds of distress may have a major impact on the students ability to function
academically. Counsellors help with exam panic, procrastination, performance
anxiety, writer’s block, perfectionism etc. The service welcomes liaison with tutors
when we have the student’s permission.
The counsellors also help students who are having to deal with difficult issues or life
situations eg. bereavement, eating disorders, decision making, culture shock, cross
cultural issues, transitions; loneliness; relationship problems; family problems;
divorce; low self-esteem; self-harm; abuse; identity; bullying and harassment;
domestic violence; addictive behaviours; sports injuries; leaving the University;
supporting others.
Counsellors also see students with clinically diagnosed mental health disorders
where they want therapeutic support as opposed to the more practical support
offered by the Mental Health Support Service.
Counsellors aim to be as understanding as they can of the issues students bring. It
is a process of helping to explore and express thoughts, feelings and behaviour.
Doing this usually brings relief and may enable the student to make some changes
in their life or it may help them deal more effectively with things that can’t be
changed. There are also groups and workshops eg. `Don’t Panic’ and `Confidence
Building’.
The counselling service has a comprehensive list of virtual leaflets on the web
pages. There is also a section on consultancy support to departments and tutors,
referrals, emergencies, personal tutoring and links to staff counselling www.lboro.ac.uk/service/counselling/pages/services.html.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
- 28 -
10.2
Mental Health Support Team (in DANS)
Tel:
Email:
Web:
Location:







10.3
8338
D.P.Doran@lboro.ac.uk
www.lboro.ac.uk/disabilities/pages/mentalhealth-adviser
Student Guidance and Welfare, near Loughborough University
Fitness Suite
The work undertaken by the team is primarily of a practical nature and is based on
a full assessment of the specific effects of the person’s mental health on their
experiences as a student, rather than on broader issues.
Members of the team are able to structure a range of support strategies aimed
specifically at meeting the needs that students have, whether short-term crisis work
or long-term preventative work.
The team liaise within the University, for example with academic departments or
accommodation services, as well as externally with GP’s, Mental Health Teams and
other community based resources, to ensure that all appropriate agencies are used
effectively to support students in achieving their academic potential.
The team adopts a proactive as well as reactive approach to student progression
and retention based firmly on a holistic understanding of the student experience.
Early contact is therefore helpful.
The service provides an early intervention and preventative approach when
problems or potential problems for students are identified.
We can also assist students by helping them to apply for the Disabled Student’s
Allowance which can provide funding for, amongst other things, specialist ongoing
support and/or equipment for students with mental health difficulties, aimed at
reducing the impact of their difficulties on their studies.
The Mental Health Co-ordinator is also involved in identifying appropriate
reasonable adjustments which can be made to accommodate student’s needs as
required by the Disability Discrimination Act.
University Medical Centre
Tel: 0845 0450557 (local rate call).
Web: www.lboro.ac.uk/service/medcentre
Location: Centre of campus, just off Margaret Keay Road.
The Practice is open from 08.00-17.20, Monday to Friday, for appointments or
general enquiries. At all other times, the number listed above will directly transfer
you to the on-call Doctor.
The Medical Centre provides NHS services to all registered patients. Patients who
are experiencing a mental health difficulty can make an appointment with a GP for
advice or treatment. Furthermore, the GP can refer patients to the Common Mental
Health Problems Service (or Practice Therapists) and other specialist services for
further care.
The Common Mental Health Problems Service aims is to give patients access to
consultation and psychological treatment. Practice Therapists are qualified mental
health professionals working in GP surgeries. They provide talking treatment for
people suffering with a common mental health problem.
Code of Practice for Staff in Supporting Students' Mental Health, September 2007
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10.4
Security
Tel:
Routine Enquiries 2141
Emergencies
888 (red emergency phone)
or Freephone 0800 526966
Email:
Web:
Gatehouse@lboro.ac.uk
www.lboro.ac.uk/service/security
The Security Service is on duty 24 hours a day throughout the year. They can
respond to and assist in relation to crime and traffic issues and can also help and
assist on other matters whenever other services are not available.
10.5
Hall Wardens
Tel:
see University phone book
Hall Wardens, supported by sub-wardens, are available to give advice and support
to students living in halls.
10.6
Chaplaincy
Tel:
Email:
Web:
Location:
3741
chaplaincy@lboro.ac.uk
www.lborofaith.org
B003 Brockington Building
The Chaplaincy provides confidential pastoral help, support, advice, spiritual
direction and prayer (if required) or even just a `listening’ service. This is available
to anyone of any religious persuasion or none and at any time – see the website for
out of hours contact details. The Chaplaincy aims to provide a caring and
supportive environment in which matters of faith and spirituality can be explored
and examined and, where they can be appropriate, sustained, nurtured or
developed.
The Chaplaincy actively maintains links with local Christian and other religious
communities who can also provide additional means of support, guidance or help.
10.7
Other services
The range of support available for issue-based problems is considerable, but staff
may wish to consider any other services which may be usefully involved to provide
the most appropriate forms of assistance, including the Occupational Health
Adviser (in Health & Safety, for issues related to Fitness To Practice), International
Student Advisers, Careers Centre, Disabilities and Additional Needs Service,
English Language Study Unit, Loughborough Student’s Advice, Study Skills and the
Library, Confide (On campus harassment support and advice network) and Student
Accommodation/Imago Services.
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Appendix (i) - Definition of Mental Health Problems and Mental Illness
‘Mental health’ describes a sense of well-being: the capacity to live in a
resourceful and fulfilling manner, having the resilience to deal with the challenges
and obstacles which life presents. Mental health can be affected by a number of elements
including social, personal, economic and environmental factors.
Mental health ‘problems’ or ‘difficulties’ are terms that can be used to describe temporary
reactions to a painful event, stress or external pressures, or symptoms of drug or alcohol
use, lack of sleep or physical illness; this terminology may also be used to describe longterm psychiatric conditions which may have significant effects on an individual’s
functioning.
Many people experience some of the symptoms associated with mental health problems
at some point in their lives. The degree of severity of a problem is reflected by the intensity
of the symptoms and the impact on the individual’s capacity to function. For example, to
one person, depression might mean feeling temporarily low in mood, whereas, to another,
it could mean feeling completely debilitated and unable to take care of basic physical
needs.
Individuals with no previous history of mental health problems can find themselves
experiencing difficulties for these reasons and individuals with a history, or who are
controlling their condition, can experience a recurrence of their symptoms in stressful
situations. It is also possible that people with severe mental health problems may not
experience difficulties while studying, but conversely some individuals with mild mental
health problems may experience considerable problems. The impact that mental health
difficulties have on academic functioning needs to be individually assessed.
It is estimated that one in every four adults will experience mental health difficulties in their
lifetimes, and anxiety and depression feature as the two most common reasons for
individuals to consult their GP.
The vast majority of mental health difficulties are susceptible to a range of interventions
and treatments which may allow individuals to function at their normal level.
The table over page provides a brief summary of some of the symptoms of specific mental
health problems; such conditions should be diagnosed only by a qualified clinician. It is
recognized that clinical definitions of what constitute mental health problems are not
helpful within this document.
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Some Specific Mental Health Problems
Anxiety
Agitation, significant changes in appetite, headaches, digestive
difficulties, or panic attacks; includes post-traumatic stress
disorder (PTSD), an anxiety disorder that may be characterised
by repetitive memories or flashbacks to a traumatic event.
Depression
Low mood, lack of motivation, sense of emptiness, change in
appetite, disturbed sleep patterns, withdrawal, self-neglect,
self-loathing, thoughts of hurting or killing oneself.
Mania
Elated mood, rapid speech, little sleep, relentless high energy,
reckless behaviour, delusions or hallucinations. Mania with
depression may also be a feature of ‘bi-polar disorder’ (also
known as manic depression).
Disordered or paranoid thoughts, delusions, disorganised or
strange speech, ‘hearing voices’, hallucinations, agitated or
bizarre behaviour, extreme emotional stress.
Psychosis
Schizophrenia
Schizophrenia is the most common psychotic disorder. In
addition to the symptoms of psychosis listed above, this
disorder may be characterised by negative symptoms such as
social withdrawal, poor personal hygiene and poor motivation.
Anorexia
Nervosa
An eating disorder characterised by extreme fear of being fat,
distorted body image, extremely low dietary intake, excessive
exercise.
Bulimia
Nervosa
An eating disorder characterised by ‘binge’ eating, induced
vomiting, induced diarrhoea.
ObsessiveCompulsive
Disorder
Repetition of behaviours, rituals, checking, ruminating,
repetitive thoughts. Intense fear, usually with one focus such
as open or confined spaces, heights, rats, spiders, social
situations.
Based upon an information sheet entitled ‘Common Mental Health Terms’, produced by
the University of Leicester Student Psychological Health Project.
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