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Health and wellbeing

Overview and research

Anna Weatherly of the ANU Counselling Service suggests that supervisors might need to address a number of concerns regarding candidate health and wellbeing. These include:

  • Distress: this might for many reasons, including poor health, psychological problems like anxiety or depression, family difficulties, relationship problems or the pressure of juggling work and study.
  • Disturbed behaviour: such as self-harming or misuse of drugs or alcohol. Mental health problems can lead to behaviour that might appear strange or inappropriate for the situation.
  • Ill-health: personal health or that of a family member.

It is not uncommon for doctoral students, in particular, to go through a 'purple patch'. However, there is ample evidence to suggest that for some candidates this might be more than a passing event simply due to 'the PhD'.

Candidates often need assistance in seeking advice regarding their physical and mental well-being in the same way that they need help and encouragement to seek advice or help regarding writing, presentation skills, etc.

The series of fortnightly cartoons titled "Piled Higher and Deeper", which chronicles life (or the lack thereof) in grad school and pokes fun at the life of a graduate student. For some students however, it is far from a joke.

It is difficult for supervisors to determine whether a candidate is 'just having a slump' or in fact this is the beginning of something more serious. As with many issues, the best advice is 'If you think there is something amiss, do something.' Most universities have confidential counselling and health services where a supervisor can phone and seek advice about a candidate who they are concerned about. It is often useful to suggest that you (the supervisor) will go with the student if they are reluctant to attend on their own. Often, detecting and acting early can save a candidate from considerable distress and ill-health.

A particular time when students can feel under stress is when they are away on fieldwork. They can experience a feeling of being forgotten or cut off from a supervisor during this time. Furthermore, some students can undergo disturbing or even traumatic experiences while on fieldwork, hence it is critical that supervisors demonstrate care and concern for any student in this situation. The evidence shows that it is not just the traumatic event itself, but the network of support for people following a trauma that contributes to their psychological resilience and recovery.

A suggestion from the Counselling Centre is that supervisors meet with their students when they return from fieldwork to talk about how things went from a personal and emotional perspective, in addition to any 'content' discussions.

It is worth acknowledging that living away from Canberra and then returning to Canberra, can both require some psychological adjustment time. This is because, not only are accommodation and social networks disrupted, but sometimes the individual's whole outlook on life may change.

The above text was based on the following research:

Comments from Anna Weatherly of the ANU Counselling Centre and the publication Dealing with Student Distress University Counselling Centre, the Australian National University

Ideas and tools

A list of Dos and Don'ts if approached by a distressed student

DO

Listen carefully and compassionately

  • Remain calm,
  • Let them briefly describe feelings and thoughts,
  • Acknowledge their distress and try to repeat back to the student the essence of what you have been told,
  • Ask if the student is receiving help with their concerns and mention availability of support services,
  • Consider the option of modifying timelines or recommending intermissions to candidature,
  • Encourage the candidate, as much as possible, to make her/his own decisions.

If the candidate is very distressed or expressing suicidal thoughts, take their concerns seriously. Advise them that you think it would be best if you spoke with the Counselling Service and do this while they are with you, if possible.

DON'T

  • Be afraid of tears,
  • Try to solve the candidate's problem for them,
  • Overwhelm the candidate with ideas and information,
  • Be intrusive,
  • Be argumentative,
  • Become their main source of support, although this is something difficult to manage in the supervisory relationship, but this is not your role,
  • Make well intentioned but insensitive comments such as 'cheer up', 'things will get better', 'it can't be that bad' or 'other students seem to have coped'.

(Based on Dealing with student distress, ANU Counselling Centre).

A list of Dos and Don'ts when approached by a disturbed student

DO

  • Respond as calmly as you can,
  • Acknowledge your concerns and state that you see their need for help,
  • Seek advice from the Counselling Centre or a colleague ,
  • Consider raising the candidate's behaviour with the Delegated Authority or Graduate Convener for your area. It is often more helpful to the candidate and the university to intervene early.

DON'T

  • Argue or try to get the candidate to see the irrationality of their thinking,
  • Play along,
  • Encourage further revelations of disorganised thinking,
  • Chastise or lecture,
  • Demand, command or raise your voice,
  • Expect customary emotional responses.

(Based on Dealing with student distress, ANU Counselling Centre)

ANU information

ANU protocol for managing disruptive behaviours and support for dealing with distressed students

The web site Studying away from the ANU campus has some useful information for candidates

There are several resources at the ANU to assist if you have a candidate who is distressed or disturbed and if you need assistance or advice.

 

For College-specific information contact:

College of Engineering & Computer Science

College of Law

College of Arts and Social Sciences

College of Asia & the Pacific

College of Business & Economics

College of Medicine and Health Sciences

Alternatively, contact the College Associate Dean (HDR) for more general college information.