In the spirit of blogging culture, this morning, as Time to Talk Day 2015 approaches, I’d like to look back on a post I wrote this time last year, and ask what, if anything, has changed.
The original post may be found here.
Well, I still have an open-door policy, and I still see a lot of students in my office with mental health related concerns. And students are still very welcome to come and raise concerns with me; nothing has changed there. Indeed, from where I am sitting, mental health concerns at university are still normative.
But the plural of anecdote….
….is not evidence. So what’s changed, evidence-wise in the past year? Time to check the oracle (read: internet) .
First thing I realize is that since February last year, there has been a huge upsurge of student voices talking about mental health at university. There are many pieces on the taboo that surrounds it, noting, as I did last year that according to the latest NUS survey (2013) that one in five students say that they have a mental health problem, but most stay silent about it. I can’t find evidence (but am happy to stand corrected) of more recent large-scale surveys of UK student mental health. But this year, there are more stories about mental health at university out there, with The Guardian having an overwhelming response to a request for them – gathering over 200 pieces. True, that the plural of anecdote is not evidence….but maybe the time is ripe for a qualitative study of student experiences…..
It was also interesting to note, on two counts for me, that the conversation has expanded. It’s not just about student mental health anymore, but also about mental health in academia. There is evidence that academics, from PhD students to professors are struggling in high-stressage environments. Alongside this, is the hypothesis that there is a culture of acceptance around mental health problems in the academy: in other words, social psychology is at work – stressage is part of the job.
And recently published research by Ken Mavor and his colleagues (2014) supports this contention. That is, a strong social identity as a medical student is associated with high levels of social support and improved well-being (strong social identity = good) , but this comes with a set of unhealthy group norms (for overwork et al.) that may have a greater influence on students with a strong social identity, encouraging them to do things that put their well-being at risk (strong social identity = risk for poor mental health). Maybe the same is true of PhD students, top professors, early career researchers…If we cast the latter as peripheral group members to use Jolanda Jetten’s term (that is, those who are on the edge, and want to be in the group of “established academics”) there would be even more reason to suppose that ECRs would be at risk….there are another two hypotheses to test.
So, what has changed? It seems that people are more vocal these days – and that there are a lot of stories out there about mental health in academia. But, beyond small-scale experimental work, there is not much hard-core evidence on the nature of the problem. Now it has been driven out from underground, and now that the hypotheses are being put forward, the time for up-to-date full-scale research seems to have arrived.
How are you today? The Department of Psychology, Social Work and Public Health will be marking Time to Talk Day at 11am, this Thursday, 5th February. If you would like to join us, drop me an email.
Remember my open door policy, if you have been affected by any of the issues mentioned in this piece – and the variety of support offered by Brookes Well-Being. And you can always contact Samaritans or Nightline for help and support, too.