These were the four case studies we used in the session at the L&T away day, with our notes:
Case study 1
A tutee of yours, Anisha, emails saying that she is feeling very stressed and she doesn’t think she can go on any longer. You’ve been worried about her lack of engagement generally: Anisha’s attendance is irregular, and when she does attend she appears anxious and sits away from the other students in the group. You’ve read the email from Anisha, and are due to go to a meeting in 5 minutes. There isn’t clarity in the email about what Anisha means and you are concerned. You will be busy in meetings and seminars for most of the day, what do you do?
- Refer to the Cause For Concern framework
- The priority is to make contact with Anisha to find out more details. This could mean that you are late for the meeting, but the student’s safety is paramount.
Level 1: no harm to themselves or others. Refer to SSGT.
Level 2: if the student is considering suicide, but you don’t think there is an immediate threat then you will need to contact the SSGTs or Student Services initially.
Level 3: if there is an immediate risk, then you call 999.
- If you can’t get hold of the student, please pass on the information to an SSGT, email Elizabeth McDermott, the Counselling and Guidance Manager with responsibility for crisis situations (e.mcdermott@brighton.ac.uk). If none of the above are available please contact Student Services, 01273 643584 and advise them that this a cause for concern issue. There is always a rota for manager on call throughout the week and front of house will have access to this and can refer on.
- You will need to follow-up. Although the Student Services staff may not be able to explain what has happened in detail, they can reassure you that actions have been taken. Consider ongoing monitoring of attendance and engagement for this student.
Case Study 2
During a one to one tutorial with Tarik, he says that he been diagnosed with ADHD. Tarik hasn’t disclosed this to the university before, he’s worried about being stigmatised. You are aware that he has handed in work late on two occasions, but he is clear that he doesn’t want support from the DDT. What do you do?
- Provide information about what support is available and explain the benefits. Encourage Tarik to access support, although it is his decision ultimately.
- Staff have a responsibility to pass on disability disclosures to the DDT. Tarik will be contacted and offered support which he can decline. The disclosure will not appear on his student record unless Tarik chooses to take up the support offered.
- Legal obligation to pass on the information as indicated by ‘Reasonable adjustments’ under Section 91, sub section 9 of the Equality Act, 2010. Regardless of whether the student wishes to pass on the information – they can opt out later in the process (taken from University Disability Disclosure policy).
Case Study 3
A student, Emily, comes to see you and tells you in confidence that she is worried about another student on her course, Maria (your personal tutee). She tells you that her friend has been taking a lot of drugs, engaging in risky behaviour and spending a lot of time alone in her room. Emily also has seen scars on Maria’s legs and arms and thinks she is self-harming. She asks you for advice and not to reveal any details of the student concerned to anyone else. Can you disclose this information, and what do you advise Emily?
- Explain the confidentiality policy (that you would only breach it if there is a danger to the student or to others). Maria may be at risk but as this has not come directly from the student concerned, it is third party information at present.
- Advise Emily to contact SSGTs for support as she may be distressed, the information she is giving you may need further clarification/questioning to elicit more details and it’s possible that Emily may be giving you information that is not correct.
- Refer information on by email to Elizabeth McD and SSGT. SSGT would, if possible, find a way to contact the student about another issue e.g. on pretext of checking attendance (and so could the PT). The student is more likely to discuss their circumstances in a 1-2-1 (from our experience).
Case Study 4
Anwar, your tutee, has disclosed sensitive information to you that you found quite upsetting. You have signposted the student to relevant support and he left feeling much better. You, however, do not. What support is available for you?
- SSGTs are very happy listen and offer support, as is David Watson.
- You can talk to Student Services – call the front desk in the first instance.
- The university also has access to an independent telephone counselling service (DAS) that you can call in or out office hours. Helpline number is 0117 934 2121 (office hours) and 0344 893 9012 (24 hours) or 0844 893 9012.
- Staff Welfare Advice Service – Confidential service via Occupational Health. Contact OH on 01273 643579 to arrange an appointment. They can provide face to face support and in specific circumstances, free counselling.
