{"id":328,"date":"2023-10-02T19:56:45","date_gmt":"2023-10-02T23:56:45","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/chapter\/additional-resources-2-2\/"},"modified":"2023-10-23T14:19:34","modified_gmt":"2023-10-23T18:19:34","slug":"disclosures-additional-resources","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/chapter\/disclosures-additional-resources\/","title":{"raw":"Additional Resources","rendered":"Additional Resources"},"content":{"raw":"Ryan, T., Baik, C., &amp; Larcombe, W. (2021). <strong>How can universities better support the mental wellbeing of higher degree research students? A study of students\u2019 suggestions<\/strong>. <em>Higher Education Research &amp; Development<\/em>, 1-15. <a href=\"https:\/\/doi.org\/10.1080\/07294360.2021.1874886\">https:\/\/doi.org\/10.1080\/07294360.2021.1874886<\/a>\r\n<ul>\r\n \t<li>Notes data on high rates of psychological distress among graduate students and asks students for suggestions on what could be done to improve their wellbeing.<\/li>\r\n \t<li>Identifies nine primary themes within responses, the four most prominent being: culture and community; support services; supervisors and supervision practices; peer engagement and networking.<\/li>\r\n \t<li>Argues for a refined roadmap of policy, action and research to better understand and address high levels of psychological distress.<\/li>\r\n \t<li>Findings suggest that graduate students are likely to benefit from a whole-of-university approach to supporting their wellbeing, and from an academic research culture that values the wellbeing of all its members.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nWilliams June, A. (2021, May 17). <strong>Students struggling with mental health often confide in professors. They want more guidance on how to help<\/strong>. The Chronicle of Higher Education.\r\n\r\n<a href=\"https:\/\/www.chronicle.com\/article\/students-struggling-with-mental-health-often-confide-in-their-professors-they-want-more-guidance-on-how-to-help\">https:\/\/www.chronicle.com\/article\/students-struggling-with-mental-health-often-confide-in-their-professors-they-want-more-guidance-on-how-to-help<\/a>\r\n<ul>\r\n \t<li>Study conducted in Spring, 2021 found nearly eight out of 10 professors had a one-on-one conversation with a student about mental health in the previous 12 months, but less than 30 per cent reported receiving training from their institution.<\/li>\r\n \t<li>One in five faculty report having 10+ conversations with students about their mental or emotional health.<\/li>\r\n \t<li>70 per cent of professors want to better understand mental-health issues and would like training; 61 per cent support mandatory mental-health crisis response training for faculty.<\/li>\r\n \t<li>One in five professors report their own mental health suffered through supporting students without support\/training.<\/li>\r\n \t<li>Nearly 50 per cent agree or strongly agree that their institution should invest more resources to support faculty mental health and wellbeing.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nSkallerup Bessette, Lee. (2020, September 22). <strong>Staff get little to no say in campus governance. that must change.<\/strong> The Chronicle of Higher Education. <a href=\"https:\/\/www.chronicle.com\/article\/staff-get-little-to-no-say-in-campus-governance-that-must-change\">https:\/\/www.chronicle.com\/article\/staff-get-little-to-no-say-in-campus-governance-that-must-change<\/a>\r\n<ul>\r\n \t<li>University staff often characterized as useless \u201cadministrative bloat.\u201d They have little say in institution governance and lack protections to express disagreement with policies.<\/li>\r\n \t<li>Staff need to be proactively given a voice and treated as colleagues. They could be allies to faculty and students in disagreeing with administration.<\/li>\r\n \t<li>Little support, or active discouragement, of faculty-staff collaboration leads to overtaxed faculty.<\/li>\r\n \t<li>Need to overhaul governance system and create permanent structures that meaningfully integrate staff into governance and addressing problems on campus (rather than more ad hoc committees or temporary empowerment).<\/li>\r\n<\/ul>","rendered":"<p>Ryan, T., Baik, C., &amp; Larcombe, W. (2021). <strong>How can universities better support the mental wellbeing of higher degree research students? A study of students\u2019 suggestions<\/strong>. <em>Higher Education Research &amp; Development<\/em>, 1-15. <a href=\"https:\/\/doi.org\/10.1080\/07294360.2021.1874886\">https:\/\/doi.org\/10.1080\/07294360.2021.1874886<\/a><\/p>\n<ul>\n<li>Notes data on high rates of psychological distress among graduate students and asks students for suggestions on what could be done to improve their wellbeing.<\/li>\n<li>Identifies nine primary themes within responses, the four most prominent being: culture and community; support services; supervisors and supervision practices; peer engagement and networking.<\/li>\n<li>Argues for a refined roadmap of policy, action and research to better understand and address high levels of psychological distress.<\/li>\n<li>Findings suggest that graduate students are likely to benefit from a whole-of-university approach to supporting their wellbeing, and from an academic research culture that values the wellbeing of all its members.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Williams June, A. (2021, May 17). <strong>Students struggling with mental health often confide in professors. They want more guidance on how to help<\/strong>. The Chronicle of Higher Education.<\/p>\n<p><a href=\"https:\/\/www.chronicle.com\/article\/students-struggling-with-mental-health-often-confide-in-their-professors-they-want-more-guidance-on-how-to-help\">https:\/\/www.chronicle.com\/article\/students-struggling-with-mental-health-often-confide-in-their-professors-they-want-more-guidance-on-how-to-help<\/a><\/p>\n<ul>\n<li>Study conducted in Spring, 2021 found nearly eight out of 10 professors had a one-on-one conversation with a student about mental health in the previous 12 months, but less than 30 per cent reported receiving training from their institution.<\/li>\n<li>One in five faculty report having 10+ conversations with students about their mental or emotional health.<\/li>\n<li>70 per cent of professors want to better understand mental-health issues and would like training; 61 per cent support mandatory mental-health crisis response training for faculty.<\/li>\n<li>One in five professors report their own mental health suffered through supporting students without support\/training.<\/li>\n<li>Nearly 50 per cent agree or strongly agree that their institution should invest more resources to support faculty mental health and wellbeing.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Skallerup Bessette, Lee. (2020, September 22). <strong>Staff get little to no say in campus governance. that must change.<\/strong> The Chronicle of Higher Education. <a href=\"https:\/\/www.chronicle.com\/article\/staff-get-little-to-no-say-in-campus-governance-that-must-change\">https:\/\/www.chronicle.com\/article\/staff-get-little-to-no-say-in-campus-governance-that-must-change<\/a><\/p>\n<ul>\n<li>University staff often characterized as useless \u201cadministrative bloat.\u201d They have little say in institution governance and lack protections to express disagreement with policies.<\/li>\n<li>Staff need to be proactively given a voice and treated as colleagues. They could be allies to faculty and students in disagreeing with administration.<\/li>\n<li>Little support, or active discouragement, of faculty-staff collaboration leads to overtaxed faculty.<\/li>\n<li>Need to overhaul governance system and create permanent structures that meaningfully integrate staff into governance and addressing problems on campus (rather than more ad hoc committees or temporary empowerment).<\/li>\n<\/ul>\n","protected":false},"author":1292,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[47],"contributor":[],"license":[],"class_list":["post-328","chapter","type-chapter","status-publish","hentry","chapter-type-standard"],"part":326,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/328","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/users\/1292"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/328\/revisions"}],"predecessor-version":[{"id":391,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/328\/revisions\/391"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/parts\/326"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/328\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/media?parent=328"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapter-type?post=328"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/contributor?post=328"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/license?post=328"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}