Graduate research students

Graduate research candidates experience higher psychological distress and prevalence of mental health issues than normative populations. Contributing factors are multi-faceted. In one large wellbeing survey, students nominated finances, social support, academic advising and career prospects as frequent concerns. Intrinsic motivation, cultivating a researcher identity and relating to the scholarly community contribute to student sense of wellbeing. Stress affects study progress, and challenges associated with work and life integration may pose risk of non-completion for some. A recent study by Barry and colleagues suggests mindfulness training shows some promise as a stress management tool for candidates.

(Ben - perhaps link to survey http://ga.berkeley.edu/wp-content/uploads/2015/04/wellbeingreport_2014.pdf)

Recognising the importance of wellbeing for academic success, The Australian Council of Graduate Research (ACGR) convened a Forum in September 2019 which was attended by university leaders, experts and students from the Council of Australian Postgraduate Associations (CAPA) keen to share knowledge of evidence-based strategies to support the mental health of graduate research students sector-wide.

(Ben could you attach this link to ‘Forum’

https://www.acgr.edu.au/about/key-initiatives/wellbeing-and-mental-health/).

What can I do to help?

Consider Preventative Strategies:

Encourage realistic student expectations and reflection

  • Suggest candidates attend inductions and university events. Are there colleagues closer to completion willing to share their experiences and tips?
  • Acknowledge the emotional aspects of the research journey. Some students keep a reflective journal as they progress through their candidature.

Advise students about how to proactively create a supportive work environment

  • Encourage students to connect with peers and colleagues across the university. Is peer mentoring or group supervision an option?
  • Be mindful of students more likely to become isolated e.g. new international students, part-time students with multiple roles.

Share your supervision framework

Share your supervision framework with candidates early on including:

  • Your supervisory style and expectations about student roles and responsibilities.
  • Preferred modes of communication and frequency of meetings.
  • The purpose of constructive feedback.
  • Your willingness to address any issues that arise in the supervisory relation and supervision process.

Promote positive wellbeing strategies:

  • Open dialogues about the importance of optimising mental health and wellbeing.
  • Invite students to develop stress management and wellbeing plans.
  • Discuss student strengths and skills and how they apply them. Which skills do they need to develop next?
  • Identify periods of peak pressure such as preparing for confirmation and leading up to final submission.
  • Support students to set clear, achievable goals and to return to their sense of purpose when they are feeling de-motivated.
  • Recognize when students are in the grip of perfectionism or the ‘imposter syndrome.’
  • Promote problem solving, time management and the benefits of study-work-life integration.
  • Inform candidates they are welcome to discuss stressors when they arise and promote help seeking action when issues contribute to psychological distress.
  • Highlight access to student support services as part of ongoing professional practice and self-care. UON Counselling and Psychological services (CAPS) holds regular workshops on managing procrastination and perfectionism and provides online counselling sessions.

Observe early signs of stress, periods of low coping and emerging mental health issues

  • Observe early signs of concern such as students missing meetings, withdrawing from shared work-spaces, failing to submit work, or becoming tearful or frustrated in meetings.
  • Raise your observations with them as early as possible.
  • Consider reaching out to the student if they haven’t been in contact with you for a while.
  • Students who are enrolled part-time, studying off campus and those not working in research team may be more isolated.

(Ben this is a good video if we link to it - https://vimeo.com/178783222

From Spotlight: Research Supervision

Enhancing Student Wellbeing Project

http://unistudentwellbeing.edu.au/teaching-practice/supervision/)

Amber’s clip C0006

1.43-158 talks about postgrad students having multiple responsibilities.

2.59-3.45 identifies pressures to focus less on self care.

7-8.07 gives great advice for postgrad students starting out to build a network and sense of belonging, and stick to their time management plan.

8.43-10.16 supervisor helpful asking ruok and accommodating needs when anxious.

11.26-12.10 importance of good communication with her supervisor

Possible quote – I think that perhaps if I didn’t have a supervisor who was very open and supportive in terms of mental health and you know those sorts of things I’m not sure I’d still be studying.

Amber’s clip C0007

0-57 experience leading up to confirmation and imposter syndrome.

Hugh and Georgia’s clip

Hugh 2.20-3.02 pressures for international post grad students

2.54 Hugh “a perfect storm of stress and pressure”.

4.18-5.06 Hugh international students – student perception of power and need for cultural sensitivity.

Georgia 5.15-5.40 academic staff ..open a window to allow a genuine conversation.