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Do they know that if they disclose their suicidal idealisation you will have to break their confidence.

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Do they know that if they disclose their suicidal idealisation you will have to break their confidence.

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How do you market your role to students so they have a clear picture of what you are offering and how you can support them.

Would you recommend that lecturers and students have access to this course. Students are provided with supervision.

Should all students have this training for self recognition purposed.

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Can you be direct with under 16’s?

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some useful tips for a 1st 1-2-1 with a student expressing suicidal thoughts/intentions - BUT - is there any guidance for dealing with students where they have a long history? I've found the use of "counselling" and "positive" statements to still be useful but often such students have heard the statements many times before (and sometimes react poorly).

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some useful tips for a 1st 1-2-1 with a student expressing suicidal thoughts/intentions - BUT - is there any guidance for dealing with students where they have a long history? I've found the use of "counselling" and "positive" statements to still be useful but often such students have heard the statements many times before (and sometimes react poorly).

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Any 'supervision' in place for the student mentors? Or does the Wellbeing Peer Support Group model also then apply to those mentors?

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Any 'supervision' in place for the student mentors? Or does the Wellbeing Peer Support Group model also then apply to those mentors?

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How can we maintain professional boundaries, i.e. between competing demands of our roles as educators and psychologists?

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Some MHFA training has been conductuted successfully with 9-12 year olds, so adaptations to the programme do exist, and 16 year olds are certainly eligible to receive the training.

Suicidal ideation and self harming are always signposted to professionals, and the communication is restricted to basic counselling skills, active listening, caring language and providing options to the student who is suffering for professional help withing and outside the institution.

Boundaries are always a concern and are always monitored, but the majority of cases really relate to everyday concerns. Collaboration with counselling services are vital in creating a good feedback system and enable support for students who are in need, but also for students who are caring through the scheme.

Any further or follow up questions, more than happy to discuss during the break, and thank you very much for the questions and attention.

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With Issue 3 - there is a very clear, ingrained service user involvement (service user panels etc) in the NHS. So, given the points about Issue 3, shouldn't there be the same for MH?

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With Issue 3 - there is a very clear, ingrained service user involvement (service user panels etc) in the NHS. So, given the points about Issue 3, shouldn't there be the same for MH?

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Hi Michael, what is your email address?

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Working together on research collaborations

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Dean Burnett BPS Mental health  Wider Discussion

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Dean Burnett BPS Mental health  Wider Discussion

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Slides

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Dean Burnett BPS Mental health  Wider Discussion.pptx

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Talk by Dr Amy Cook Dr Michael Mantzios Slides

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Talk by Dr Amy Cook Dr Michael Mantzios Slides

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Talk by Dr Amy Cook Dr Michael Mantzios.pptx