Considering how tertiary education providers can best support the mental health and wellbeing of their students

Limpus, Wade; Carlyon, Tracey

doi:10.30688/janzssa.2019.08

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…Team members are not allowed to communicate and interact in any form and play alone [ 19 ]. Group sandplay games can provide higher vocational students with a creative and free psychological space full of support from group members and help them relieve pressure [ 20 , 21 ]. The context and form of the game itself can help vocational students to vent their internal psychological conflicts and psychological pressures.…”

Section: Discussionmentioning

confidence: 99%

Application of Sandplay Therapy in the Mental Health Education of Vocational College Students

Zhang

Liu

2022

Computational and Mathematical Methods in Medicine

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Objective. To analyze the application and effect of sandplay therapy in higher vocational students’ mental health. Method. 350 sophomores of 2019 in a higher vocational college were randomly selected, and 72 subjects of depressed students ( SAS ≥ 50 ) were selected from 350 sophomores and randomly divided into the intervention group and the control group, each group 9, preparing one set of chamber equipment, adopting the same group before and after test experiment design. The intervention group was, respectively, given 8 individual box court game tutoring, once a week for each person. The control group did not intervene. By comparing the intervention group with the control group, the intervention effect of sandplay therapy on anxiety of experimental group members was investigated. Results. Among 350 respondents, 72 had SAS scores ≥ 50 , and the incidence of anxiety symptoms was 20.57%. Since there was only 1 case with SAS score ≥ 70 , it was incorporated into the group with SAS score ranging from 60 to 59. After treatment, SAS scores of students with mild to moderate anxiety in the intervention group decreased, and the difference was statistically significant. The difference before and after control group was not statistically significant. After sandplay therapy, the differences in SAS scores between the intervention group and the control group were found to be statistically significant for both mild and moderate anxiety. Conclusion. Sandplay therapy in the higher vocational college students’ mental health education could promote the mental health of students, and it effectively improves students’ psychological quality.

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Section: Discussionmentioning

confidence: 99%

Application of Sandplay Therapy in the Mental Health Education of Vocational College Students

Zhang

Liu

2022

Computational and Mathematical Methods in Medicine

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“…Additionally, findings confirm academic staff often feel ill-equipped and unsupported to effectively manage the wide range of complex needs and challenges learners bring to the learning environment. Despite research (Limpus & Carlyon, 2019) suggesting a more co-ordinated approach be taken to support students' mental health and well-being, it seems much of this work still falls to academic staff. This creates another ongoing tension for academic staff, to meet learners' needs, while already coming under pressure to be 'all things to all people'.…”

Section: Discussionmentioning

confidence: 99%

“…However, we also cannot ignore the multitude of competing demands facing academic staff (McWilliam, 2004). For example, the increasing amount of time academic staff spend supporting learners with assessments (Bailey & Colley, 2015) and supporting the health and well-being of their students, many of whom present with mental health conditions and complex needs (Limpus & Carlyon, 2019). Finally, Schmidt (2019), whose research focusses on VET teachers and teaching in Australia, suggests the culture of performativity in vocational education has contributed to the sector, and in particular managers, having a lack of understanding about the work of academic staff.…”

Section: Authentic Learning Opportunitiesmentioning

confidence: 99%

Academic staff within vocational education responding to learners needs

Carlyon

Naufahu

2022

Int J Training Development

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The establishment of Te Pūkenga—New Zealand Institute of Skills and Technology, in 2019 was a result of the Review of Vocational Education (ROVE) undertaken in Aotearoa New Zealand. ROVE was committed to hearing the voices of all stakeholders to ensure excellence for all New Zealanders in vocational education. Against the backdrop of this review, research was undertaken by an Institute of Technology Polytechnic to learn more about how academic staff perceive they respond to their learners needs. In particular, the research focussed on the relationships academic staff have with their students; current feedback practices; and how authentic and engaging opportunities for learning occurs. Findings, as reported on in this article, showed academic staff are acutely aware of the central role they play in meeting their students’ needs and have a strong commitment towards student success. Nonetheless, data also highlighted some clear tensions and constraints for academic staff, including lack of time, high workloads, insufficient support, and inadequate resources. The authors suggest in addition to accessing professional learning opportunities, that overcoming some of these challenges may require fundamental, high level changes within vocational education institutions.

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“…Whilst counselling and direct mental health services have an important role to play in the university sector, so do other programs that might appeal to young people. A New Zealand study of key stakeholders to the university sector found that provision of wellbeing and suicide prevention programs were considered equally important to counselling services [21]. However, minimal research has been conducted in the efficacy of additional programs in the university sector to date, although some reports are available.…”

Section: Programsmentioning

confidence: 99%

Using Music to Manage Anxiety: A Mixed Methods Intervention Study Between Two Lockdowns

McFerran¹,

Cheong-Clinch²,

Bibb³

et al. 2023

OBM Integr Complement Med

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Lockdowns were a central strategy for managing the outbreak of COVID-19, and Melbourne, Australia had some of the most extensive restrictions globally during 2021. As a result, university students were faced with isolated living and challenging learning experiences. This pilot study occurred during 2021, close to both university assignment due dates and end of semester examinations and some of the longest lockdowns. Seventy-one participants responded to recruitment materials describing using music playlists to manage anxiety and avoid negative thinking patterns during stressful times. They then participated in a 1-hour live, virtual workshop incorporating didactic teaching and practice activities. Pre and post measures of musical engagement, wellbeing and anxiety were used, with additional qualitative data collected at post regarding the workshop, application of ideas, and quantitative data measuring uses of music for emotion regulation. Analysis of quantitative data did not reveal significant findings, but convergent analysis suggested patterns linking degree of anxiety with changed uses of music for regulation for some individuals. Participants described more intentional and informed uses of music that were less repetitive and more targeted. This was particularly apparent when rumination appeared to be prominent. Based on the results, the intervention seems most helpful as a psycho-educational tool, but the 1-hour workshop did not result in measurable changes for highly anxious participants.

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Considering how tertiary education providers can best support the mental health and wellbeing of their students

Cited by 5 publications

References 2 publications

Application of Sandplay Therapy in the Mental Health Education of Vocational College Students

Application of Sandplay Therapy in the Mental Health Education of Vocational College Students

Academic staff within vocational education responding to learners needs

Using Music to Manage Anxiety: A Mixed Methods Intervention Study Between Two Lockdowns

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