Journal of the Australian and New Zealand Student Services Association最新文献

{"title":"Considering how tertiary education providers can best support the mental health and wellbeing of their students","authors":"Wade Limpus, T. Carlyon","doi":"10.30688/janzssa.2019.08","DOIUrl":"https://doi.org/10.30688/janzssa.2019.08","url":null,"abstract":"The topic of mental health and wellbeing is currently prevalent in society and widely represented in the media. Sometimes anxiety and depression, which are disorders with diagnostic criteria, challenge mental health and wellbeing and pose problems for society. Given this, and the added pressures of tertiary study, it is important to learn more about how to best support student mental health and wellbeing now and in the future. This article reports on a study based in Aotearoa/New Zealand, which focussed on understanding mental health and wellbeing, specifically in the tertiary education sector. The aim of the study was to develop a clear understanding of how tertiary providers can best respond to the mental health and wellbeing of their students. Data were gathered from 115 members of the general population to understand how mental health is perceived, gauge perceptions of future trends and develop a plan to support tertiary communities. Key findings suggest the tertiary environment has a significant impact on student mental health and wellbeing, and some providers may be falling short of meeting shifting needs. In addition, participants predicted that anxiety and depression will continue to impact most students, and in order to respond effectively, tertiary providers need to take a much more co-ordinated approach in order to support their students’ mental health and wellbeing.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76994035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating a Pilot Course Student Support and Development – a 360 Degree Professional Learning Opportunity","authors":"J. Peters, K. Main, Lexie Mooney, Regine Ip, D. Noonan","doi":"10.30688/janzssa.2019.09","DOIUrl":"https://doi.org/10.30688/janzssa.2019.09","url":null,"abstract":"While there are several formal “for credit” professional preparation courses for people workingin or aspiring to work in student support and development roles in higher education in the United States of America (USA) and the United Kingdom (UK), to date, no such qualification has been available in Australia or New Zealand. In 2018, a new Student Support and Development course (the Course) was piloted though Host University, Australia. The course was offered as a fully on-line course, either as a credit pathway to the Graduate Certificate in Professional Learning (Host University), or purely for professional development for those not wishing to undertake formal assessment items. A total of 39 participants initially enrolled in the Course with 29 completing some or all of the Course components. On completion of the course, 72% (N = 21) of participants received a Certificate of Completion with almost 43% (N=9) of those undertaking additional tasks and receiving 10CP credit (AQF Level 8) into further tertiary study. Twenty-eight percent of participants (N=8) received a Certificate of Participation for completing some of the course modules. Overall feedback indicated that the Course was relevant, would positively impact practice, and reported a general satisfaction with the mode and delivery of the Course. However, it was also noted that the diversity of participants’ prior experience needed to be considered and that the course needed to be more focused to provide multiple pathways for differing levels of experience and training. Other insights together with reflections of staff facilitating delivery, will be used to inform planning for, and future development of the Course.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75375969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building capacity through delivery model redesign; A university mental health and general practice service case report","authors":"Tim Staunton Smith","doi":"10.30688/janzssa.2019.07","DOIUrl":"https://doi.org/10.30688/janzssa.2019.07","url":null,"abstract":"Despite most young people rating their health positively, significant morbidity is attributable to mental health conditions and risk taking behaviour during these formative years (Australian Institute of Health and Welfare, 2014). There is a lack of research of Australian university associated general practices despite the youth-centricity of such practices (Staunton Smith, 2018). For universities looking to improve services there is little Australian-centric literature on what makes an ideal service. In 2010, a white paper ‘Considerations for Integration of Counseling and Health Services on College and University Campuses’ (ACHA, 2010) recognised the lack of knowledge of integrated medical and counselling services at colleges and universities and called for research to understand motivations and mechanics of such mergers (ACHA, 2010). Further to striving to provide best-evidenced models of care for students, Australian universities and their health services should be aware of monitoring by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA). Wellbeing and safety are incorporated within the Learning and Environment domain of the HES framework and include; avenues and contacts for support for students if needed; availability of specific types of personal support services; and, ensuring that support services offered reflect the needs of student cohorts (Australian Government Tertiary Education Quality and Standards Agency, 2018). Minor framework adjustments followed the release of the Australian Human Rights Commission’s ‘National report on sexual assault and sexual harassment at Australian universities’ urged universities to audit their counselling services (Australian Human Rights Commission, 2017). With this background in mind, this Show Case report describes an initiative undertaken by Swinburne University Health Service to service redesign towards an expanded and alternative service delivery model.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88943403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANZSSA Heads of Counselling Services HOCS Benchmarking Survey 2018 Summary Report","authors":"Ann E. Andrews, U. Sydney","doi":"10.30688/JANZSSA.2019.06","DOIUrl":"https://doi.org/10.30688/JANZSSA.2019.06","url":null,"abstract":"Corrigendum published 04112019. Corrections P.78 & P79 including replacement Table 7. Additional reference ANZSSA (2011). Download attached file for corrected article.\u0000\u0000The ANZSSA Heads of Counselling Services Benchmarking Survey 2018 is the third survey of the Heads of Counselling Services (HOCS) conducted for and by University Counselling Service Managers in collaboration with of the Australian and New Zealand Student Services Association Pty Ltd (ANZSSA ww.anzssa.org). This report summarises the 2018 HOCS survey. The primary aims of the survey are to explore benchmarking and identify emerging issues related to counselling services in the post-secondary and higher education sectors by comparing: staffing, administrative processes, service delivery activities, student service users, data generated by the service, and data pertaining to the institution in which each service operates.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91086709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Can Universities Encourage Self-Disclosure by Equity Students?","authors":"Colin Clark, U. Sydney, Rita Kusevskis-Hayes, M. Wilkinson","doi":"10.30688/JANZSSA.2019.02","DOIUrl":"https://doi.org/10.30688/JANZSSA.2019.02","url":null,"abstract":"This paper extends upon a previous study into reasons behind student non-disclosure of equity status (Clark, Kusevskis-Hayes & Wilkinson, 2018). Based on findings from this previous study, this paper proposes good practice guidelines for universities to encourage self-disclosure by students in equity cohorts—Indigenous students, students with disabilities and those from non-English-speaking backgrounds (NESB). The previously published 12-month study, reporting on an equity staff survey on the subject of current university practices and student motivations for disclosure and reasons for concealing equity status, revealed that the primary reasons for disclosure versus non-disclosure varied between these three groups. Indigenous students were influenced by pride in identity versus popular perceptions of special treatment and may perceive Indigenous programs as primarily intended to achieve bureaucratic goals and meet “diversity” targets (Sullivan, 2008). Students with disabilities appreciated adjustments, but often waited until a crisis moment before seeking help. We advocate removal of barriers rather than a ‘medical model’ of support (Shakespeare and Watson, 2002). NESB students were least likely to disclose, because in many cases disclosure was not necessary to receive assistance, or no targeted assistance was available despite the apparent frustration of teaching staff (Fildes et al. 2010). The guidelines urge universities to adopt inclusive practices to reduce the need for self-disclosure, and to define equity groups in a practical and understandable way. Universities should educate staff and students to improve understanding of equity groups. Where disclosure is necessary, universities should offer options for levels of disclosure so students can retain control of their data. They should explain equity programs and services with clear guidelines for benefits and preserving confidentiality. Finally, they should explain the need for disclosure and allow noncommittal responses during enrolment, with later follow up.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86764961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A proactive and data based approach to community values.","authors":"Laura Burge, V. Wilson","doi":"10.30688/JANZSSA.2019.03","DOIUrl":"https://doi.org/10.30688/JANZSSA.2019.03","url":null,"abstract":"Deakin’s RESPECT values guide community expectations and standards amongst the on-campus residential student cohort. First introduced in 2016, these values provide a unique opportunity to measure community sentiment, and extend beyond rules and regulations to outline core ideals embraced by the 2,700 students across multiple campuses who call Deakin home. By integrating these community values as part of all aspects of campus life, including resident induction, rules and regulations, disciplinary processes, student leadership, and event management they have become part of the fabric of the residential community. The recent introduction of a RESPECT values index, calculated using aggregated data from targeted questions in an annual survey, provides a quantitative benchmark, the ability to examine the effectiveness of each individual value, and an opportunity to celebrate examples of positive culture. This paper highlights the rationale behind the introduction of these values, outlines the collaborative design, development and implementation processes used to meaningfully establish and embed them within the community, and details the methodology employed to effectively measure and assess their impact.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78731250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design for Social Change: Harnessing the Student Voice to Prevent Sexual Assault and Sexual Harassment","authors":"Kate Elton, Bridget Malcolm, Catharine Pruscino, Domenic Svejkar","doi":"10.30688/JANZSSA.2019.04","DOIUrl":"https://doi.org/10.30688/JANZSSA.2019.04","url":null,"abstract":"Respect.Now.Always. is an Australia-wide campaign to address and eliminate sexual assault and harassment within universities. The University of Technology Sydney (UTS) has taken a proactive stance and established a Student Consultative Group and a Senior Working Group to address this issue. UTS Design Innovation Research Centre (DI:rc) was engaged to understand diverse UTS student perspectives on sexual violence and identify student-centred opportunities for prevention and support. \u0000\u0000Using a participatory design research approach, DI:rc developed insights on UTS student experiences in interacting with UTS. Rather than being simple user-centred research interactions, these engagements reframed the interaction with students as participatory experiences where they were given an opportunity to engage in two-way dialogue which strengthened relationships within the UTS community and provided an opportunity for perspectives to shift on this topic. This unique design research approach was made possible through careful work establishing trust with senior stakeholders, and leads the way for more novel activations to engage the community in preventing sexual assault and harassment.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86509129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The UNIfy program: Providing Additional Support to Students with Mental Health Issues in a University Context.","authors":"J. Courtney","doi":"10.30688/JANZSSA.2019.01","DOIUrl":"https://doi.org/10.30688/JANZSSA.2019.01","url":null,"abstract":"As student population numbers increase in tertiary institutions, so does the number of students presenting with diagnosed and undiagnosed mental health issues. According to the ABS (2008), 4.1% of the general population experience depressive episodes and 14.4% are diagnosed with anxiety disorders. However, students attending regional universities such as the University of the Sunshine Coast are at a greater risk of developing a mental illness due to factors such as social isolation, relocation and financial difficulties. A recent study (Mulder & Cashin, 2015) indicated that 16% of the student cohort in a regional university in Australia presented in very high levels of distress. Considering the high volume of students presenting with mental health issues compared to the general Australian population, it is imperative that universities invest in the overall health of its students to improve retention rates, academic results, career outcomes, general wellbeing, and student satisfaction.\u0000\u0000The following article demonstrates how the counselling team at the University of the Sunshine Coast provided additional support to students with mental health issues using a case managed approach within the UNIfy program during the 2018 academic year.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"98 6 Pt 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89565037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sexual and Reproductive Health Services and Promotion in Tertiary Institutions: A Systematic Content Review","authors":"Jack DeLacy, Rowena Saheb, Erin Rutherford, R. G. García, T. Dune","doi":"10.30688/JANZSSA.2019.05","DOIUrl":"https://doi.org/10.30688/JANZSSA.2019.05","url":null,"abstract":"Sexual and reproductive health (SRH) is increasingly being recognised as a key concern for young people within tertiary settings. This is reflected within the Okanagan Charter: An International Charter for Health Promoting Universities and Colleges. In response, tertiary institutions around the world have developed and are developing SRH promotion and services to meet the needs of their students. However, the scope and duration of such programs vary across institutions. To identify best practice within this area, a systematic scoping content review of scholarly literature published in English was conducted. The review sought out research conducted in Australia, USA, Canada, UK and New Zealand. Findings from the review were used in the development of a SRH program at an Australian university. Results indicate that the capacity for programs to have significant positive impact on university students is highly dependent on a range of SRH priorities. These priorities include utilising pilot programs in the development and evaluation of SRH initiatives, including peers in the delivery of SRH services, identifying key demographics and high-risk sub-populations within the institution and surrounding geographical area, providing targeted SRH education, and ensuring accessibility to STI screening and contraception on campus. Key lessons include the importance of an integrated approach in delivering SRH programs, where the departments leading such initiates have buy-in and support from a range of stakeholders across the institution. A best practice model for the development and delivery of SRH programs at tertiary institutions, in line with the Okanagan Charter, is recommended.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85924605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Healthy Relationships Series: An untapped potential for human connection","authors":"D. Earl","doi":"10.30688/janzssa.2019.11","DOIUrl":"https://doi.org/10.30688/janzssa.2019.11","url":null,"abstract":"Human connection fuels a sense of belonging, comfort and general wellbeing. In our ever-changing world of technology, relationships have become more and more complex. There is a shortfall when it comes to young adults understanding what a healthy relationship is, and how to create one. Supporting this claim, there is a growing body of research and evidence that indicates the dire need to teach young adults, including students, how to have healthy relationships (Khalifian, Murphy, Barry & Herman, 2016). Unique to The University of Queensland (UQ), the Healthy Relationship Series (HRS) is a highly interactive, psychoeducational program consisting of four sessions, running over two hours once a week (or twice over semester break). The series aims to improve the connections that students have with important people in their lives, increase confidence, reduce psychological distress, create healthy relationships and improve students’ sense of wellbeing. Dr Stallman (2010), who explored psychological wellbeing in university students, argued that there are several protective factors to alleviate psychological distress. These include high levels of connection and interconnection with friends and peers, living with a partner or family member and experiencing feelings of connection. The study further highlighted the need for universities to promote the wellbeing of students through targeted interventions (Stallman, 2010). Combining the findings from Stallman (2010) and Khalifian et al., (2016), HRS has risen to the challenge. This article will explore the potential of HRS developed and delivered by Diana Earl (author) at UQ in the context of the aforementioned nuances.","PeriodicalId":39085,"journal":{"name":"Journal of the Australian and New Zealand Student Services Association","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79841265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}