• Skip to primary navigation
  • Skip to main content
  • Skip to primary sidebar

CHASE

Consortium for the Humanities and the Arts South-East England

  • Home
  • Welcome to CHASE
  • Modules
    • Becoming an Effective Doctoral Researcher
    • Building Your Academic Web Presence
    • Careers Training
    • Getting Started with Scrivener
    • How to Edit Your Own Academic Writing
    • How to Finish Your PhD in a Pandemic
    • Making Progress in Your PhD
    • Module for Supervisors: Supporting PhD students
    • Preparing for the Final Year of Your PhD
    • Preparing for Your Viva
    • Producing Digital Resources from Your Event
    • Public Policy Engagement
    • UK Parliament Online Training for Researchers
    • Using Zotero to Manage Your Bibliographic References
    • Working Towards the Upgrade
    • Working with Your Supervisor
  • Programmes
  • Archives
    • Encounters
    • Archive of Training
      • CHASE Essentials
      • Archive of training – 2013-2014
      • Archive of training – 2015
      • Archive of training – 2016
      • Archive of training – 2017
      • Archive of training – 2018
      • Archive of training – 2019
      • Archive of training – 2020
      • Archive of training – 2021
      • Archive of training – 2022
      • Archive of training – 2023
      • Archive of training – 2024
    • Archive of Blog Posts
      • Archive of Blog Posts – 2015
      • Archive of Blog Posts – 2016
      • Archive of Blog Posts – 2017
      • Archive of Blog Posts – 2018
      • Archive of Blog Posts – 2019
      • Archive of Blog Posts – 2020
    • Archive of News
      • Archive of News – 2014
      • Archive of News – 2015
      • Archive of News – 2016
      • Archive of News – 2017
      • Archive of News – 2018
      • Archive of News – 2019
      • Archive of News – 2020
    • 23 Things
      • #1: Twitter
      • #2: Blogging
      • #3: Online Profile
      • #4: Academic Networking
      • #5: Podcasting
      • #6: Vlogging & Vodcasting
      • #7: Creating Videos
      • #8: Creating Images
      • #9: Finding, Organising, and Curating Images
      • #10: Copyright
      • #11: Screencasting
      • #12: Mobile Apps
      • #13: Collaboration
      • #14: Wikipedia
      • #15: Google Maps
      • #16: Writing
      • #17: Referencing
      • #18: Focus
      • #19: Voice Recognition
      • #20: Note-taking
      • #21: Ebooks
      • #22: Elearning
      • #23: Security
  • About
  • Contact

Mental Health & Wellbeing

Hello and welcome to this module on mental health and wellbeing. There’s currently a lot of talk about mental health within academia and beyond. Although it’s a complex topic, the implications of poor mental health are clear. As the World Health Organisation has summarised:

“Mental health influences how we think and feel about ourselves and others and how we interpret events. It affects our capacity to learn, to communicate and to form, sustain and end relationships. It also influences our ability to cope with change, transition and life events: having a baby, moving house, experiencing bereavement” (Friedli 2004)

As you can see from this definition, poor mental health is likely to impact heavily upon the experience of a PhD student. Often they are adapting to a new country, city, or university — sometimes all three — not to mention the pressure of pursuing an ambitious research project. Older PhD students might be dealing with caring responsibilities, paid work commitments, or family illness.

This module is designed to promote awareness of mental health problems. We’ll investigate common situations, before moving on to specific techniques for boosting mental wellbeing within the supervisory relationship — for both you and your student. This isn’t about diagnosing students, the emphasis here is on providing and signposting appropriate support.

By the end of the module, you should have:

  • An understanding of the Mental Health & Wellbeing Continuum and how it impacts upon the PhD experience
  • A basic knowledge of common mental health issues
  • Practical techniques you can apply to promote good mental health within the supervisory relationship

Module Content

Expand All | Collapse All
Sections Status
1

Introduction

2

The Mental Health & Wellbeing Continuum

3

The Frame of Reference

4

The Communication Cycle

5

Stress vs Distress

6

The Human Function Curve

7

Six Risk Factors

8

Recognising Specific Mental Health Conditions
  • Depression
  • Anxiety
  • How to Support a Student with Depression or Anxiety

9

Suicide Awareness and Prevention
  • Dealing with Suicidal Thoughts

10

Talking About Mental Health Problems

11

Promoting Good Mental Health

12

Conclusion & Next Steps

13

Additional Resources
  • Questionnaire for Departments
  • Questionnaire for Individuals
  • Wellness Recovery Action Plan (WRAP)

sidebar

Courses Sidebar

Introduction
The Mental Health & Wellbeing Continuum
The Frame of Reference
The Communication Cycle
Stress vs Distress
The Human Function Curve
Six Risk Factors
Recognising Specific Mental Health Conditions
  • Depression
  • Anxiety
  • How to Support a Student with Depression or Anxiety
Suicide Awareness and Prevention
  • Dealing with Suicidal Thoughts
Talking About Mental Health Problems
Promoting Good Mental Health
Conclusion & Next Steps
Additional Resources
  • Questionnaire for Departments
  • Questionnaire for Individuals
  • Wellness Recovery Action Plan (WRAP)

Join the Discussion

    © Copyright CHASE 2023

    Consortium for the Humanities and the Arts South-East England