RMIT Open Press
Melbourne, Australia
Mental Wellbeing Essentials (Student course) by RMIT Mental Wellbeing Initiatives is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
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Attributions
This textbook includes material adapted from third party works under Creative Commons licences. In the case of multiple downstream adaptations, links to original works are included within the attribution statement where possible.
RMIT Mental Wellbeing Initiatives. (2022) Mental wellbeing essentials. RMIT Open Press.
“Mental wellbeing essentials” by RMIT Mental Wellbeing Initiatives is licensed under CC BY-NC 4.0
Lisa Chee, Ian Kolk, Sophie Langley, Emily Russell and Michael Swadling.
Bronwyn Gresham, Jennifer Hurley, Ian Kolk, Sophie Langley, Michelle Matheson and Kathryn Smyth
This book is provided under a Attribution-NonCommercial 4.0 International licence except where otherwise noted and the RMIT University Logo and cover design.
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RMIT Open Press.
This open textbook was adapted and created by the staff of RMIT University. The authors gratefully acknowledge the content contributions of past and present RMIT staff, including Vanna Garrick and Bronwyn Gresham. Mental wellbeing essentials was primarily adapted and customised from the following key resource, however other openly licenced content is also incorporated:
RMIT Mental Wellbeing Initiatives (2021). Mental wellbeing essentials. RMIT University
By Dr. Lisa Cianci
RMIT Indigenous design: ‘Luwaytini’ by Mark Cleaver, Palawa.
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Welcome to *Enter your Learning Institution’s name* Mental Wellbeing Essentials course!
This course is made up of three modules covering:
Remember these topics can be sensitive, so it’s good to consider if this is the right time for you to do this course.
It’s OK to exit the course at any time or to reach out to supports. *Enter your learning institution’s Student Crisis Support Line details in here*.
I
The path of study often takes twists and turns. Some of them you don’t expect, others can range from being really great to incredibly challenging.
Learning about and investing in your mental wellbeing is like preparing for the path ahead. It can help you get through the tough times and give you energy in the tank for your studies and those around you.
Knowing where you are at along the path helps to determine what you might need. When things are more challenging, we need to take even more action to protect our health and wellbeing.
Research says that good mental health and wellbeing helps to:
We all experience struggles from time to time. Just like in the wider community, tertiary students are not immune to experiencing distress or mental health conditions. 1 in 4 tertiary education students experience a mental health issue each year.
The *Learning Institution* community understands the importance of supporting each other. By completing this course you are contributing to *Learning Institute*’s positive action to reduce stigma around mental ill health and foster a community of care and support.
A discussion on mental health from Yamam & Mus (1:32 min)
One or more interactive elements has been excluded from this version of the text. You can view them online here: https://rmit.pressbooks.pub/mentalwellbeingessentials/?p=34#video-34-1
(A discussion on mental health from Yamam & Mus” by RMIT Wellbeing)
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://rmit.pressbooks.pub/mentalwellbeingessentials/?p=34#h5p-3
A state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to her or his community.
– World Health Organisation, Definition of Mental Health
There is no shortage of extra pressure to juggle when you are studying. Balancing studies, work and other aspects of life can be a real challenge.
You are not alone.
Whilst everyone’s experience is unique, there are some common stressors that students can experience. These include:
Student experiences by RMIT Wellbeing Initiatives. (1:07). Listen to this audio clip to hear students speaking about their experience.
One or more interactive elements has been excluded from this version of the text. You can view them online here: https://rmit.pressbooks.pub/mentalwellbeingessentials/?p=38#audio-38-1
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://rmit.pressbooks.pub/mentalwellbeingessentials/?p=38#h5p-4
Some stress is beneficial – it can activate and motivate us. Without any stress we would be unlikely to get anything done at all. But too much stress over long periods isn’t good for us.
Each individual has a different capacity for managing stress.
Your capacity to manage stress is influenced by your genetics, temperament, personality, upbringing, and previous significant life events. It is also influenced by the actions or strategies you use to cope.
Imagine a bucket as representing your ability to cope with stress.
Distress is the point at which demands have exceeded the capacity to cope.
When you or others aren’t coping, reach out for help or use a healthy coping strategy that works for you. It’s human to need another person’s support. Call a friend, phone a helpline or talk with a counsellor or GP.
Asking for help isn’t a sign of weakness. It’s a sign that you’re strong enough to know that you could be better but need some help to get there. Even if someone else needs to give you the push, it is your strength that takes the first step.
– Lauren, Student
I know first hand what’s it’s like to have a mental illness, and how being at uni and studying can make it that much harder to deal with and can affect your work. There is always someone to reach out to, there is always someone feeling the same way. You’re not alone.
– Brigette, Student
On a typical day, each of us is sitting somewhere along a continuum of wellbeing ranging from ‘flourishing’ right through to ‘significant distress’. Being aware of how you or others are feeling is often the first step to moving in the right direction and helps with deciding the kind of action you might take.
We move along this continuum depending on the demands we’re facing and the supports available to us.
If we spend too long in the significant distress zone, then we are at risk of experiencing a mental health condition.
It’s good to take action to support your wellbeing wherever you are on the continuum.
Click on each of the plus signs along the continuum image below. Explore the kinds of experiences and actions you or others might experience.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://rmit.pressbooks.pub/mentalwellbeingessentials/?p=45#h5p-2
Here are some key points to take away from this module.
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This module outlines practical ways you can support others. Don’t worry – you are not expected to be a counsellor, have all the answers or go it alone. Taking notice, showing you care and seeking professional support when needed, are great ways that you can help.
Trust the signs
If you’ve noticed signs that someone might be struggling or you are feeling concerned about them, it can be difficult to know what to do next.
Below are a few ways you might become concerned about someone else:
They share that they are facing problems, and/or disclose that they’re not coping at the moment.
When you notice changes like the ones above, it may leave you wondering, how concerned should I be? The general rule is that there is a greater level of concern:
Once you have identified your level of concern, you are better placed to decide on the action you might take and/or who you might reach out to for assistance.
When you are worried about someone showing many signs of ‘common distress’ or moving into the ‘significant distress’ end of the continuum it is good to get some professional support to help.
There are a range of services that can give you guidance or provide professional support. These supports are helpful to keep as a reference so that you can access them when you need it.
Visit the *Learning Institute*’s website for a full list of *Learning Institute*’s and community-based supports *links to student supports site of your institution*.
Later in this module you will learn tips for how you can have conversations with someone you’re concerned about and who can support you in an emergency.
If you have an additional role such a mentor, club leader, volunteer or trip organiser it is important to know your responsibilities for assisting others in distress, raising concerns and the obligations for privacy, confidentiality and reporting.
You may also need to be aware of additional obligations for assisting students under the age of 18 years.
For more information contact your club program coordinator (or equivalent) or if the matter relates to concerning, threatening or inappropriate behaviour, contact *Learning Institute’s safer community unit, or equivalent*.
If you’re worried about someone, or your instincts and observations tell you they might not be okay, one way to give a person an opportunity to open up is to have a conversation with them and share your concerns.
Remember checking in with others is not about being perfect or being heroic. It’s about being human, being kind to yourself and getting support along the way.
Of course, part of being ready to ask if someone else needs support is making sure that, emotionally and psychologically, you’re in a place where you’re ready to hear their response – that means checking in on your own wellbeing. If you don’t think now is a good time for you, consider whether there’s someone else you could ask to have that kind of conversation with the person you’re concerned about.
Helpful resources
If you’re ready to have a conversation with someone you’re concerned about, here are some tips to keep in mind.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://rmit.pressbooks.pub/mentalwellbeingessentials/?p=69#h5p-13
Some situations and concerns need to be handed over to trained professionals, such as Emergency Services or specialists.
Dangerous, risky or really concerning behaviour
If you or a fellow student is at immediate risk of harm it is essential to get assistance. An emergency situation might include someone:
Disclosure of past harm
If a fellow student discloses an experience of unwanted or threatening behaviour including sexual harassment or assault, we encourage you to connect with the *Learning Institute Safer Community unit or equivalent* for support with guidance and advice.
Stay safe. Assess the safety of you and others in the situation.
Seek immediate support by contacting:
Look after yourself and debrief with a counsellor, GP, mentor or teacher.
Debriefing and talking things through can help you let go of the stress and process the conversation. It means that you don’t need to carry the burden alone. It’s important to respect an individual’s privacy as much as possible. So be conscious about who you speak with and what you share.
The *Learning Institute student counselling service – link* or the *Learning Institute crisis line – link* are good avenues for you to speak more freely about how you have experienced a situation, as they are trained professionals.
Here are some key points to take away from this module.
1. Notice the signs and identify your level of concern
2. Ask ‘are you OK?’ or seek professional support
3. Know where to reach to out for support
4. Debrief and look after your own wellbeing
For more information on support available to students, visit *Learning Institute student support services*.
III
Life is full of challenges, whether that’s in the world around us and our environment, closer to home with our family and friends, or our mind and body health.
Learning, studying and being there for others is easier when you look after your own mind and body too. This module is about building self-care resources.
Self-care includes strengthening healthy habits for staying well, increasing skills to support the tough times, and finding ways of being that offer the potential to grow through experience.
Self-care means taking a genuine interest in yourself, because you matter too.
At first, this can feel uncomfortable, selfish or in conflict with one’s culture or heritage.
Yet, we know that people who take care of themselves are more able to care for others and cope more effectively when faced with stress and challenge.
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://rmit.pressbooks.pub/mentalwellbeingessentials/?p=88#h5p-12
Self-care involves self-awareness. This involves taking regular moments to notice what is impacting on your wellbeing.
Self-care can entail participating in one’s community, spending time with family, spiritual groups and nature.
Self-care can also involve solo activities, like going for a walk, healthy self-talk and mindfulness practice.
A discussion on approaches to self care with Yamam & Mus (0:42 min)
One or more interactive elements has been excluded from this version of the text. You can view them online here: https://rmit.pressbooks.pub/mentalwellbeingessentials/?p=90#video-90-1
(“A discussion on approaches to self care” by RMIT Wellbeing)
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://rmit.pressbooks.pub/mentalwellbeingessentials/?p=90#h5p-11
Being there for someone in their time of distress can sometimes have an impact on you. In moments that you are feeling empathy or imagining yourself in the shoes of others, your own stress and emotions can sometimes be activated as well.
These are times that you need to take extra care to look after yourself and your needs.
Photo by Ilias Chebbi on Unsplash
If you have been supporting someone in distress you might notice feeling:
These are all normal human responses. Notice when they show up for you and take time to understand what is occurring in your body and mind.
Being kind to yourself helps you make good decisions and is essential for self-care.
Scheduling your self-care activities and setting reminders helps to keep on track.
*Here, insert resources for students – e.g. wellbeing reminder wallpapers “one of these wallpapers to use on your device as a handy reminder to take time out for you”. Examples have been provided below.*
Research shows there are five simple things you can do as part of your daily life – for study, work and home life – to build resilience, boost your wellbeing and lower your risk of developing mental health problems.
These simple actions are known internationally as the Five Ways to Wellbeing: Connect, Be Active, Keep Learning, Give, and Take Notice.
Regularly practising the Five Ways is beneficial for everyone (and for anytime along the continuum) to enhance our wellbeing when life is going well and support us when faced with stress.
Connect: Talk and listen, be there, feel connected.
Give: Do something nice for someone, show your appreciation, do something nourishing for yourself.
Take Notice: Pay attention to the present moment and remember the simple things that give you joy.
Keep Learning: Embrace new experiences, see opportunities, surprise yourself.
Be Active: Moving our bodies supports our emotional and mental wellbeing.
If you’d like to learn more about the Five Ways to Wellbeing, check out more resources from the Mental Health Foundation (NZ) and Wellbeing SA.
Here are the key points to take away from this module.
1. Self-care is about being proactive and taking care of your mind, body and world.
2. It is normal to experience some stress when helping others, so it’s important to take extra care of yourself at these times.
3. Regular practise in self-care is the key to enhancing our wellbeing and supporting us through tough times.