دورية أكاديمية
Taking a 'Whole-University' Approach to Student Mental Health: The Contribution of Academic Libraries
| العنوان: | Taking a 'Whole-University' Approach to Student Mental Health: The Contribution of Academic Libraries |
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| اللغة: | English |
| المؤلفون: | Brewster, Liz (ORCID |
| المصدر: | Higher Education Research and Development. 2023 42(1):33-47. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Mental Health, Academic Libraries, Library Role, School Activities, Educational Policy, Educational Change, Well Being, Educational Practices, Holistic Approach |
| مصطلحات جغرافية: | United Kingdom |
| DOI: | 10.1080/07294360.2022.2043249 |
| تدمد: | 0729-4360 1469-8366 |
| مستخلص: | As concerns about student mental health have increased, policy aims have moved towards a 'whole-university' approach. The 2017 Universities UK #Stepchange framework made this principle a formal part of policy initiatives and legitimises it via its calls for action. The policy distributes responsibility for mental health support across the institution, highlighting four key reasons for intervention: "risk," "regulation," "success" and "policy." However, little is known about how this policy has been translated into practice and how activities for mental health have been adopted into the everyday work of higher education (HE) institutions. This article explores how one service common across all HE institutions, the academic library, has interpreted this call to contribute to student mental health. Using data from a national UK survey alongside policy analysis, this article investigates the strategic rationale and the practicalities of engaging with a whole-university approach. Findings show that local concerns often drove activity, which could be mapped to some aspects of a whole-university approach, but that the boundaries of professional expertise and resources were key considerations in accepting distributed responsibility. More broadly, mental health support was recontextualised to include wellbeing; this made it easier to adopt some aspects of a whole-university approach but focused on prevention rather than "risk" and "regulation." As a result, activities being conducted in practice did not align directly with the whole-university approach. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1380420 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0729-4360 1469-8366 |
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| DOI: | 10.1080/07294360.2022.2043249 |