Exploring experiences of a telephone crisis support workplace training program in Australia.

Telephone crisis support (TCS) is considered by the World Health Organization to be an integral part of an effective suicide prevention framework. However, as TCS lines worldwide are primarily staffed by volunteers, they frequently experience high staff turnover impacting on their ability to provide crucial crisis counselling to the population. One group that has been identified as potentially lessening staff shortages is university students, who may be attracted to TCS as a way to gain professional experience and qualifications. However, challenges are associated with the recruitment of this cohort, due to the potential impacts working in crisis support may have on the well-being of a group that is identified as being at higher risk of poor mental health. This study used semi-structured interviews, conducted between March and May 2020, to explore university students' experiences of a Crisis Support Workplace Training Program. It included 16 university students who completed (fully or partially) the training programme. Thematic analysis was used to identify patterns across the dataset. NVivo 12© was used throughout the analysis to assist with organisation and coding of data. Two overarching themes were identified: 1) Becoming and being the role, and 2) Experiencing and managing barriers to helping. Results illustrate how students experienced varying levels of distress due to empathetic engagement with callers, while also highlight the impact of students' experiences on the development of their professional identities. This study is amongst the first to examine the perceptions and experiences of training for and delivering TCS, and the first to focus specifically on university students as volunteer workers. The study's findings highlight the challenges participants face in undertaking crisis support training and our discussions provide a range of recommendations for future practice and research.

The impact of the COVID-19 pandemic on hospital-treated self-harm in Sydney (Australia).

OBJECTIVES: This study investigated trends in hospital-treated self-harm and hospital presenting suicidal ideation in the period before and after COVID-19 public health responses by key socio-demographic groups among those presenting to hospitals in the Western Sydney (Australia) population catchment. METHODS: Emergency department presentations for the period January 2016 to June 2021 were used to specify a series of interrupted time-series models to compare the observed and expected event rates of (1) hospital-treated self-harm and (2) hospital presenting suicidal ideation in the period following the onset of COVID-19 public health measures in March 2020. Rate differences between observed and expected rates in the post-implementation period were also estimated in models stratified by sex, age group, country of birth and socio-economic status. RESULTS: There was no significant increase in hospital-treated self-harm in the period post-implementation of public health orders (March 2020) compared to the previous period, although there were lower than expected rates of emergency department presentations among non-Australian-born males, males aged 0-14 years and 25-44 years, and females aged 45-64 years. In contrast, there was a significant increase in hospital presenting suicidal ideation, particularly among women (rate difference per 100,000 = 3.91, 95% confidence interval = [1.35, 6.48]) and those aged 15-24 years (both males and females, rate differences ranging from 8.91 to 19.04), and among those residing in lower socio-economic status areas (both males and females, rate differences ranging from 0.90 to 2.33). CONCLUSION: There was no increase in hospital-treated self-harm rates in the 15 months post-implementation of COVID-19 public health orders in Western Sydney; however, there was a significant increase in hospital presenting suicidal ideation. The limited change in suicidal behaviour may reflect the success of social and economic supports during this period, the benefits of which may have been different for young people, and those of lower socio-economic status.

The Impact of Mental Health Literacy Training Programs on the Mental Health Literacy of University Students: a Systematic Review.

Student mental health is of growing concern for the university education sector. Supporting opportunities to increase mental health literacy of students is one strategy in which universities and colleges are actively investing to support students build their capacity to be well. This study is a systematic review of mental health literacy training (MHLT) programs, other than Mental Health First Aid training, to examine their impact on the mental health literacy of university students. The review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) (Online Resource 1) and A Measurement Tool to Assess Systematic Reviews (AMSTAR2) guidelines. Search terms related to mental health literacy concepts, mental health literacy training and university students were used in four major databases (i.e. EBSCOhost, Ovid, ProQuest and Web of Science), retrieving a total of 1219 articles, with 44 studies selected for full-text review, and a final number of 24 studies included for review based on pre-determined eligibility criteria. Results were reported against three main themes: types of MHLT offered; common practices, processes and implementation elements; and effectiveness of intervention. Results indicate a high level of variability in approaches to mental health literacy interventions and measures of assessment and reporting. Additionally, reported benefits to mental health literacy failed to report on comparable units of improvement or the sustainability of benefits. Although it is in the best interest of universities to prioritise early intervention programs to address mental health and improve wellbeing, more robust data is required to establish the effectiveness of MHLT programs in achieving this aim.

Students as leaders in supporting campus well-being: Peer-to-peer health promotion in higher education.

ISSUE ADDRESSED: This study aimed to analyse the relationship between peer-delivered health promotion programmes and student well-being and to expand the limited body of research examining peer-to-peer mental health promotion as experienced by student leaders. METHODS: The study was cross-sectional and focused on the experience of participants of a Sydney-based University Mental Health Day event, including student leaders, student participants, university staff and industry partners. It adopted a mixed-method approach to data collection, including a quantitative and a qualitative phase. RESULTS: Results from the quantitative phase demonstrate the benefits of peer-delivered health promotion programmes to students who receive the event. Results from the qualitative phase of the study provide a deeper insight into the delivery of the event, from both a student leader perspective, and also from the perspective of other stakeholders, who worked closely with student leaders. Two main themes emerged from the qualitative material and are explored in detail: enabling leadership and creating a sense of purpose. CONCLUSION: The study concludes that, while there is mounting evidence of the benefits of student-led mental health programmes for both leaders and their peers, more research needs to be carried out to better understand how to optimise these experiences and unlock their full potential with reference to student mental health. SO WHAT?: With the ongoing pressure on university student services to support student well-being not being met with appropriate resourcing, peer-to-peer programmes, like the Mental Health and Well-being Student Ambassador Programme, have a real opportunity to make strides in supporting and promoting student mental health.

How I cope at university: Self-directed stress management strategies of Australian students.

Universities across the world remain under-resourced and frequently unequipped to provide the required support to the increasing demand of students experiencing mental health problems. While there is a considerable amount of research focusing on university student stress levels, interventions to address them, and coping strategies adopted by students, little research has reported on the strategies students choose to manage their stress and how that relates to their self-identified sources of stress as well as to what universities are offering to support their mental health and wellbeing. The present study provides a contribution in this direction, reporting on a study that surveyed over 3200 students from three large Australian metropolitan universities and interviewed three groups of university staff who provide student wellbeing services. Results highlight differences between what students and staff perceive as main sources of stress and best strategies to address them. In addition, students recommend task-oriented, pro-active coping strategies more often to their peers than engage in them themselves. The findings of the study further reinforce the need to develop an understanding of student coping strategies with a lens considerate of students' perspectives and preferences to authentically support their wellbeing, better informing planning and service delivery.

Creating Healthy Universities: The role of campus-based health promotion events in supporting student well-being.

ISSUE ADDRESSED: University students have been increasingly recognised as a population with a high prevalence of mental ill health, with research suggesting that psychological distress is higher among tertiary education students than nonstudents. The purpose of this study was to assess students' perceptions of the effectiveness of student-led, campus-based mental health promotion events on their well-being. METHODS: The cross-sectional study included six campus-based events, and collected data from 700 university students using a survey tool that included quantitative and qualitative measures. A multivariate logistic regression model was developed to investigate the association among explanatory variables and the response variable. A log-likelihood ratio test was used to assess the goodness of fitness of the final model. Qualitative data were thematically analysed. RESULTS: Results showed that the majority of students (84%) agreed the event promoted and supported student well-being, with three variables being statistically related to this agreement: (a) respondents' decision to spend more time on campus due to the event; (b) how respondents felt about receiving health information from student peers; and (c) the number of activities in which they took part. CONCLUSIONS: Our findings suggest that campus-based mental health promotion events need to be designed with emphasis on activities that attract, retain and educate students about mental health, and are delivered with the benefits of peer-to-peer health promotion in mind, in order to reach their full potential in supporting improved student mental health. SO WHAT?: The findings highlight the opportunities that can be created by university events to promote and support student mental health by building peer relationships and creating a sense of community.

Creating healthier graduates, campuses and communities: Why Australia needs to invest in health promoting universities.

ISSUE: Higher education is an important and influential setting for embedding health promotion principles and practice. Universities have a responsibility to their communities and more broadly as leaders in society. PROJECT: Settings-based health promotion is an effective method for increasing healthy environments and an organisational culture that supports health. "Healthy Universities" and the Okanagan Charter aim to embed health within the university structure through committed policies and programs. Collaboration across Australia can support this sector-wide adoption. CONCLUSIONS: Leadership is required from Australian universities to invest in health promotion. This is the time for higher education in Australia to consider its role in shaping the health of its local and global communities.