“Coming into Presence” as Mentally Ill in Academia: A New Logic of Emancipation

Skogen, Rochelle

doi:10.17763/haer.82.4.u1m8g0052212pjh8

Cited by 15 publications

(11 citation statements)

References 19 publications

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“…The included studies were conducted across five countries: eight studies were from the USA, 13 , 23–29 four from the UK, 30–33 three from Canada, 34–36 one from New Zealand 37 and one from Germany. 38 The publication years of the studies ranged from 2009 to 2023.…”

Section: Resultsmentioning

confidence: 99%

“…The study designs employed in these included studies were diverse, and included five qualitative interviews, 26 , 29 , 31 , 35 , 38 four surveys, 13 , 23 , 30 , 32 three case studies, 24 , 28 , 37 three autoethnography, 25 , 34 , 36 an autobiography 27 and a mixed-method. 33 Sample sizes varied significantly, ranging from 1 to 549 participants.…”

Section: Resultsmentioning

confidence: 99%

“… 23 , 24 , 35 The occupational groups examined included university or college members 13 including professors, 25 , 27 , 28 , 34 , 36 , 37 academics, 26 , 38 lecturers, 32 librarians, 23 , 24 , 35 teachers 28 , 29 , 33 and school staff. 30 , 31 The studies focused on various non-visible disabilities, including mental health conditions, 13 , 23–27 , 31 , 32 , 34 , 35 , 38 learning disabilities and differences 28 , 29 , 33 , 36 , Autism 30 and Asperger’s syndrome. 37 …”

Section: Resultsmentioning

confidence: 99%

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Disclosing non-visible disabilities in educational workplaces: a scoping review

Hassard,

Yildrim,

Thomson

et al. 2024

British Medical Bulletin

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Introduction a sizable proportion of the working population has a disability that is not visible. Many choose not to disclose this at work, particularly in educational workplaces where disability is underrepresented. A better understanding of the barriers and facilitators to disclosure is needed. Sources of data this scoping review is based on studies published in scientific journals. Areas of agreement the reasons underpinning disclosure are complex and emotive-in-nature. Both individual and socio-environmental factors influence this decision and process. Stigma and perceived discrimination are key barriers to disclosure and, conversely, personal agency a key enabler. Areas of controversy there is a growing trend of non-visible disabilities within the workplace, largely because of the increasing prevalence of mental ill health. Understanding the barriers and facilitators to disability disclosure is key to the provision of appropriate workplace support. Growing points our review shows that both individual and socio-environmental factors influence choice and experience of disclosure of non-visible disabilities in educational workplaces. Ongoing stigma and ableism in the workplace, in particular, strongly influence disabled employees’ decision to disclose (or not), to whom, how and when. Areas timely for developing research developing workplace interventions that can support employees with non-visible disabilities and key stakeholders during and beyond reasonable adjustments is imperative.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Disclosing non-visible disabilities in educational workplaces: a scoping review

Hassard,

Yildrim,

Thomson

et al. 2024

British Medical Bulletin

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“…Professional workers in the education sector face unique mental health challenges. Academic professionals are noted as exhibiting a spectrum of mental health issues, including stress (Berg, Huijbens & Gutzon Larsen, 2016;Craft & Masegerg-Tomlinson, 2015), depression (Deaville, 2009), anxiety (Berg et al, 2016), and bipolar disorder (England, 2016;Skogen, 2012). A recent RAND Europe (2017) report detailed that about 37% of academics A Gendered Analysis of Work, Stress and Mental Health, Among Professional and Non-Professional Workers 5 have common mental health disorders and those levels of burnout appear higher among university staff than in the general population.…”

Section: Work-related Mental Health Of Professional Workersmentioning

confidence: 99%

A Gendered Analysis of Work, Stress and Mental Health, Among Professional and Non-Professional Workers

Bourgeault

Park

Kohen

et al. 2021

P&P

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This study examines the differences in mental health experiences of workers in professional and non-professional roles, with a particular focus on the influence of gender. We examine: i) the perceived mental health of a subset of professional workers including accounting, academia, dentistry, medicine, nursing, and teaching, chosen because they represent different gender composition and sectors; and ii) work stress and work absences. Statistical analyses were applied to data from the Canadian Community Health Survey and a related Mental Health and Well-Being survey. Those in the selected professions reported better mental health, higher job satisfaction, and a lower prevalence of mental disorders, but higher self-perceived life and work stress compared to workers in non-professional roles. Workers in these professions reported higher job security and higher job control, but also higher psychological demands. Women in these professions showed significantly higher physical exertion and lower job authority and higher rates of work absences.

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“…The problems inherent to student evaluations have been well documented in literature. Recently, the impact of teaching evaluations on staff wellbeing has been highly scrutinised, in light of the dramatic consequences various factors (including students' comments) have had on mental ill-health in the academic and educational workplace (England, 2016;Skogen, 2012).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Departing from anonymous and quantitative student feedback: Fostering learning and teaching development through student evaluations

Bartkowiak-Théron

McShane

Knight

2020

JALT

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The Police Studies program at the University of Tasmania (UTAS), Australia has been growing exponentially since 2015. Since then, UTAS became the only Australian university teaching police across several jurisdictions. One key to this success has been the improvement of teaching and learning via an incremental yet drastically altered approach to student experience and feedback. In 2017, rather than relying on student evaluations that were not engaging individuals positively, innovative and alternative means were sought to ensure communication and feedback could contribute to teaching and learning development, as well as collaborative staff and student development. Student evaluations became qualitative only and fully identified. This radically changed the feedback provided to both police and UTAS lecturers teaching recruits at the police academy. This paper analyses the changes that occurred after teaching staff decided to completely depart from anonymous and quantitative student evaluations. Eighteen (18) police educators teaching at the Tasmania Police Academy (both police and UTAS staff) were invited to provide their views on those changes. Via an exploratory study of staff experience (67% surveys were returned), and in light of recent literature in tertiary education, we contest current assumptions about, and practice in, student feedback. Our approach arguably disputes traditional and historical thinking on the normative role and format of student data in evaluating the quality of a learning experience. We argue that this innovative, transparent and accountable feedback unlocks ways to embed students within curriculum improvement, teacher development, and learning experience.

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“Coming into Presence” as Mentally Ill in Academia: A New Logic of Emancipation

Cited by 15 publications

References 19 publications

Disclosing non-visible disabilities in educational workplaces: a scoping review

Disclosing non-visible disabilities in educational workplaces: a scoping review

A Gendered Analysis of Work, Stress and Mental Health, Among Professional and Non-Professional Workers

Departing from anonymous and quantitative student feedback: Fostering learning and teaching development through student evaluations

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