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OverviewThe REAL University Challenge: Helping students to become flourishing life-long learners. As a tutor you want to help students to flourish not only academically but in all aspects of their university lives: mentally, emotionally, physically, socially and spiritually. But with students reporting stress and anxiety at an all-time high, and academic staff under more pressure than ever before, you could use some help. In this new, post-pandemic edition of the classic guide, Fabienne Vailes reveals how you can help your students develop a 'tool box' of well-being techniques that will support them through university and beyond, and ensure your own well-being at the same time. She finishes with thoughts on how universities can implement systemic changes that support flourishing at an institutional, not just at an individual, level. Fabienne Vailes is an expert on emotional and mental well-being within the education sector. She is on a mission to change the face of education - embedding well-being into the curriculum to create an environment where both students and staff flourish and become empowered lifelong learners to succeed both academically and in the workplace. Full Product DetailsAuthor: Fabienne Vailes , Professor Jenny HillPublisher: Practical Inspiration Publishing Imprint: Practical Inspiration Publishing Edition: 2nd edition Dimensions: Width: 14.00cm , Height: 1.70cm , Length: 21.60cm Weight: 0.342kg ISBN: 9781788603331ISBN 10: 1788603338 Pages: 258 Publication Date: 26 April 2022 Audience: General/trade , College/higher education , General , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsTable of Contents Introduction Welcome to The Flourishing Student What is the aim of this book? Why a book on mental health? Why a book on HE in particular? What is this book about? Who is this book for? How to use this book PART I – GAINING UNDERSTANDING AND CLARITY Chapter 1 – Setting the scene – The current state of student mental health in the UK’s Higher Education The general picture What about student health? Why are students reporting getting increasingly stressed? The issues with our language uses of the words ‘mental health’ Mental health – a definition The confusing impact of multiple negative modifiers Why so much negativity? The language we use matters The danger of labelling oneself and others The difference between behaviour and identity Becoming aware of the stigma around mental health The rise of mental health awareness Wellbeing and the rise of the concept of embedding wellbeing in the curriculum Chapter 2 – Time for clarity and understanding – a real need for mental health literacy The different stages of mental health and why it matters What’s the difference between a disorder and a normal stress response? Clarification – for whom are the interventions in this book suggested? The stress response – what happens in our body The stress response – an issue in the 21st century? Why stress is good for us The stress vulnerability model The stress bucket Factors of influence on mental health – biological (genetics) and environmental (epigenetics), cultural and social The good news – neuroplasticity – our capacity for change What does it mean for the HE sector? Important final points to consider PART II – THE IMPLICATIONS FOR EDUCATION Chapter 3 – Time for a new model? Emotional, cognitive, physical, social, spiritual health – always kept separate What if they are all a ‘continuum’ – Corey Keyes’s model as an exemplar The mental health continuum: from languishing to flourishing in life What is a flourishing student versus a languishing individual? WHO’s definition of health and link with the new concept of ‘flourishing student’ Chapter 4 – A new model based on students’ stories The flourishing student model The university as a garden The environment The roots The stem Life and academic skills The head of the flower Emotional health Cognitive health Physical health Social health Spiritual health Openness Curiosity Flexibility Resilience Language How we communicate PART III – THE TUTOR’S OWN TOOLBOX Chapter 5 – It all starts with you – the flourishing tutor How is your mental/physical/social/emotional/spiritual health doing? Your role – not in isolation but part of a whole How to create a community instead of an ‘institution’ which fosters resilience, diversity and student voices Chapter 6 – Your skills Listening skills and empathy Time Confidentiality Know your limits – what to say, not to say Boundaries, boundaries, boundaries – do you know where to refer your students? Guiding rather than leading Can you recognize what is going on with your tutees? Chapter 7 – How to bridge the student’s skill gaps Conscious incompetence versus unconscious competence How to bridge the gap between knowledge Letting go of our own labels/bias – how do you define students’ success? The 5 elements that foster wellbeing Chapter 8 What next? Understanding Awareness A toolbox The need for a systemic approach Mental Health charter and whole university approach A potential model? Appreciative Inquiry From one colleague to another Sharing with others References IndexReviewsThe Flourishing Student is an excellent tool for those in higher education who seek to understand the students of today, learn how best to encourage them, and help them succeed in a university setting. * The Journal of the Scholarship of Teaching and Learning for Christians in Higher Education * Author InformationFabienne Vailes is an expert on emotional and mental well-being within the education sector. As an educational expert with almost 25 years’ experience in the sector, Fabienne is on a mission to change the face of education – embedding well-being into the curriculum to create an environment where both students and staff flourish and develop the mental agility and resilience to succeed both academically and in the workplace. Fabienne has extensive experience of teaching across all age groups (from nursery to primary, secondary, FE and HE as well as adult learners). She is currently Language Director at the University of Bristol, specializing in Intercultural Competence and Communication. She has an unusually wide appreciation of the issues facing learners (and teachers) at all levels. Tab Content 6Author Website:Countries AvailableAll regions |
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