Students With Mental Health Issues – More than a quarter of UK architecture students have reported mental health problems related to their studies, with workload and debt the main causes, a new survey has found.
In a student survey in the UK’s The Architect’s Journal (AJ), 26 per cent of respondents said they were or had been treated for mental health problems related to their course.
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Students With Mental Health Issues
Overall, more than half of students who responded reported mental health concerns related to their course.
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The problem was more severe with female respondents, nearly a third of whom had sought help for mental health problems, compared with 26 percent of men.
About 450 UK students responded to the survey, according to the magazine, which conducted the survey through its website.
AJ said that some of those interviewed reported stress-related hair loss, with one being quoted as saying “The architecture has had a detrimental effect on my mental and physical health”. “Within academia, a culture of suffering for your art is promoted,” said another.
Many of the interviewees who had experienced mental health problems said that being expected to work long hours contributed to the problem. The survey found that almost one in three students regularly pull all-nighters as part of their studies.
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Others cited money concerns, with 38 per cent of students responding to the survey saying they expected to incur debts of between £30,000 and £50,000 during their studies.
One in 10 said they felt they owed more than £70,000 by the time they qualified, and two fifths believed they would never be able to repay their loans.
Under the current system, students in the UK study for at least seven years to qualify as architects, which is longer than most other professions. A bill which would allow universities to increase their fees above the current cap of £9,000 a year is passing through Parliament and could lead to a significant increase in debt.
“High rates of indebtedness, the fear of debt, low wages, poor labor practices, and educational models that reflect aspects of practice based on individualism and competition rather than collective action and mutual support have placed unbearable pressure on students who can still study and they are excluded and much more,” said Robert Mull, former director of architecture and dean of the Cass School of London.
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“The situation is shocking and getting worse,” he said. “In academia, practice and professional bodies we need to act now to address this. And we all need to lobby the government for changes to funding.”
Anthony Seldon, vice-chancellor of the University of Buckingham and mental health campaigner, told The AJ that the UK is experiencing “an almost epidemic of mental health problems among its students”.
“Those studying architecture are probably facing additional burden because of the length of the course and the time it takes to earn a sufficient income,” he said.
“Much could be done to rethink curricula so that they meet the architectural education needs of the future rather than dictate the architectural grandeur of the past.”
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Jane Duncan, president of the Royal Institute of British Architects (RIBA), said students should apply for a fund set up by the RIBA in response to increasing financial pressures on students and urged people with mental health problems to seek help.
“I am concerned that the combination of tuition fees, rising student debt and the need for many students to do paid work outside of school could lead to or exacerbate mental health problems,” he said.
“Long hours, heavier workloads than other courses and intensive design investigation have long been part of the culture of architectural education, but they can add additional pressure. Our schools of architecture need to improve students’ ability to manage “Must continue to take the initiative to fulfill their greatest potential. Valuable resource: their time.”
The survey also found that there is widespread dissatisfaction with the quality of education students are receiving. Over 60 per cent said they felt their studies took too long, 35 per cent felt their courses were ‘bad’ or ‘very bad’ value for money and 35 per cent said they felt their studies were worth the money. Does not equip them. for practice.
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A third of students who responded said that architecture studios also asked them to work for free.
The results come after leading industry figures at the Brexit Design Summit called on the government to reform the “broken” education system.
The group, which included architects and designers such as Amanda Levete and Benjamin Hubert, said that UK design education was “very weak” and that studios would continue to rely on foreign talent unless the government invested in schools.
If you are in the UK and would like to speak to someone about the issues addressed in this story, please contact: Samaritans, 116-123 The COVID-19 pandemic has exacerbated mental health struggles that already exist It was prevalent among young people. Many schools are attempting to expand their list of adult specialists who can provide assistance. But some people are also using an additional source: the students themselves.
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School districts are training teens to recognize early signs of mental health problems in their peers and connecting them with adults who can help.
This practice is not new: It has its roots in long-standing work to prevent suicides and school shootings and promote emotional and physical safety in schools. But training youth to help them spot problems, working closely with adults, is being adopted again as the pandemic has put unprecedented demands on school psychologists, social workers and counselors.
Sophia Mendoza is one of the students who has been trained to play this role for her classmates. She does her work as part of the “Hope Squad” run by her school, Hilliard Davidson High, outside Columbus, Ohio. Sophia said it is rewarding to serve as such an important resource for her coworkers.
“Some students won’t get help because they’re afraid to ask for it,” said Sophia, a senior at Davidson. “But if a peer knows, and if their struggle is seen and heard, they can say, OK, yes, I need help. And we can tell them to go to an adult themselves. “
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In the Hilliard City district, dozens of students are trained to serve in Hope Squads in each building that serves students in grades 6-12. They look for signs such as social isolation or feelings of hopelessness and encourage those students to seek help from trusted adults at school. They also learn to control their emotions and take care of themselves, asking for help from adults when needed. Each squad is guided by a team of trained adults, said Mike Abraham, the district’s director of student wellness.
The district began the work of Hope Squad four years ago, along with several other social and emotional support programs, after its leaders noticed an increase in suicide, depression and anxiety, Abraham said. The teams provided vital support during the pandemic.
Hilliard sends far more students to a nearby children’s hospital for psychiatric help than other districts of its size, as Abraham points out with pride. “It means they’re getting the help they need,” he said.
Nationally, one of the best-known programs that trains people to recognize mental health struggles, Mental Health First Aid USA, has seen demand for its programs increase during the pandemic. Millions of adults – from firefighters and hospital workers to former first lady Michelle Obama – have taken his courses, which were designed by Australian researchers 20 years ago and adapted in the US by the National Council on Mental Wellbeing.
Students Train To Spot Peers With Mental Health Struggles And Guide Them To Help
I realized that they are having such conversations with their peers on a daily basis. In the absence of formal training, they put much of the burden of solving their friends’ problems on their shoulders.
More than 550,000 K-12 staff members have taken the 6 to 8-hour course, which focuses on recognizing signs of mental illness or substance abuse in other adults or youth, and more than 125,000 teens have taken the course. Training “teenagers,” said Tramaine El-Amin, who leads MHFA USA’s strategic initiatives.
Students learn to use the “ALGEE” protocol: it assesses risk of suicide or harm, listens without judgment, gives reassurance and information, encourages professional help, and self-help and other support strategies. Encourages.
Research on these early detection programs generally focuses on how the training affects the people who do it. Studies show that the programs can improve students’ ability to recognize mental illness and increase their confidence in helping those who need help. In a study to be published this year, researchers at Johns Hopkins University found that more than two-thirds of students who took MHFA teen training used the skills to manage their own stress and help peers in need, E.L. – Amin said.
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Research on what interventions help struggling students is scarce. A 2018 analysis by researchers working with the Australian founders of Mental Health First Aid found “little improvement” in the amount of support provided to people with mental illness.
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