Guidelines for identifying mental health presentations
Introduction to the guidelines
These guidelines will give you the tools to identify and appropriately assist students and staff experiencing mental health issues or difficulties. A culture of care and early intervention is important, so at-risk students and staff have appropriate support, identification and management. Early intervention prevents the development of more serious difficulties and promotes the recovery process. The University of Western Sydney (UWS) has a range of initiatives to improve mental health literacy throughout the University community. Part of this work is providing quick and easy access to support and advice while promoting a culture of care and concern in the wider University population.
These guidelines will help you to make the appropriate response and referral across a broad range of situations, including when a student or staff member is displaying behaviours that may indicate risk to the wellbeing or safety of themselves or others. The role of ‘critical events’ and their contribution to mental health issues or ill health is crucial. An example of such events may include:
- Academic assessment period and academic progress issues/work related issues
- Isolation and lack of social support
- Perceived discrimination or injustice
- Relationship break-up
- Witnessing a traumatic event
- Traumatic events occurring in their homeland
- Physical or sexual abuse
- Death and other loss or grief
- Perceived betrayal or abandonment
- Use of alcohol or other drugs
These guidelines cover cognitive and academic functioning, social behaviour, psychological and coping behaviours, within a tertiary education context. A single behaviour in isolation should not be seen as indicating a mental health problem. A cluster of concerning behaviours may be indicative of an underlying mental health issue.
Table overview
On each of the pages below, you will find a table set out in the following format. The first column, ‘Level of functioning’, is a brief overview of the student’s/staff member’s general level of functioning across a number of areas. This overview is a guide to the level of impact particular behaviours and symptoms have, and indicates the level of concern or severity. The remaining columns list specific signs and behaviours for each level of functioning, split into the following categories:
- cognitive and academic
- social
- coping behaviours
- psychological
- response and recommendation
These separate categories allow you to assess the possible impact on the student’s/staff member’s capacity to perform academically or in the work place and with peers and teams, as well as identifying behaviours which may indicate a level of risk to the wellbeing and safety of themselves or others.
It’s important to take all the columns into account when judging the risk to the student/staff member or those around them. Proper assessment requires a complex analysis of a combination of behaviours and indicators to make an informed decision. For example, a person may not idenfity themselves as being of risk to themselves or others, but that is only one part of the overall view. It’s important to take any other areas of concern (e.g. plans of future living, impulsive behaviours, high or low energy levels, confused behaviour) into consideration.
If your overall view is that they are a risk to themselves or others, it’s imperative that you contact either the UWS Counselling Service, Human Resources (HR), Employee Assistance Program (EAP) or the local mental health team (out of hours). It’s always preferable to get permission from the student/staff member before discussing your concerns with others, however if you have concerns for their safety or the safety of anyone else, you can consult any of the services listed above without their permission.
If you’re in a situation out of work hours with a student/staff member with harmful or at-risk behaviour towards themselves or others, it’s important to contact either UWS Security (immediate situations), an ambulance (for urgent physical needs) or the local mental health team. It’s also important to inform the UWS Counselling Service (for students) or HR, the EAP or your supervisor (for staff members) the next day.
How to read the guidelines
These guidelines are not a diagnostic tool. They should be used as a guide to identify and assist students or staff having difficulties in order to minimise disruption to their studies or work place.
'Green'
The 'green' guidelines represent overall positive mental health and wellbeing. The response and recommendations section details suggestions for maintaining positive wellbeing and mental health.
» Read the 'green' mental health guidelines
'Amber'
The 'amber' guidelines represent early changes in mental health or wellbeing, which require identification and management to prevent further distress and promote recovery.
» Read the 'amber' mental health guidelines
'Red'
The 'red' guidelines represent changes which are known to increase distress to themselves or those in their family and workplace. If you identify these changes in yourself or others, it is important to discuss a plan with the UWS Counselling Service (for students), supervisor, HR or EAP (for staff members). People can also discuss the issues with their GP who can recommend additional support via the Medicare mental health plan.
Mental health crisis teams are available for emergency consultations, so you can call the local team if you have concerns about a person’s mental health status out of work hours.
» Read the 'red' mental health guidelines
» Return to the mental health and wellbeing pack homepage
© University of Western Sydney 2012
