Contradictions and Predicaments in Instructors’ Boundary Negotiations of Students’ Health Disclosures

Price, Sarah F.; Carmack, Heather J.; Kuang, Kequing

doi:10.1080/10410236.2020.1712525

Cited by 4 publications

(1 citation statement)

References 32 publications

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“…While we have seen that quite often these boundaries appear thinner in the encouragement of open mental health discourses, the boundaries seem to be more prominent when student mental health levels are perceived as reaching a more severe level that might best be handled by a trained professional. The challenge of managing such boundaries when attempting to resolve matters of student health has been observed in multiple studies (Hughes and Byrom 2019;Marais 2023;Price, Carmack & Kuang 2021). Staff members most frequently cited a lack of clinical expertise as a limit to engaging into personal matters of wellbeing with students e.g.…”

Section: Nathan Academicmentioning

confidence: 99%

Exploring the Wellbeing Landscape of a University in New Zealand: The Staff Perspective

Avery

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<p><strong>The mental health and wellbeing of students in universities around the world has become a subject of frequent and intense discussion in recent years, exacerbated by the recent COVID-19 pandemic. Furthermore, a distinct movement both within academia and in wider public discourse has been critical of changes in education concerning freedom of speech, risk aversion, and understandings of mental health and wellbeing. To date, little research has explored the university staff perspective, not only on student wellbeing, but also in relation to these critical perspectives. This thesis attempts to address this gap by gaining the perspectives of staff at Victoria University of Wellington, using 15 semi-structured interviews (3 health services staff and 12 teaching staff). The thematic analysis has been divided into 3 chapters: staff perspective on critical viewpoints, staff perspective on their pastoral care role, and staff perception of the state of student wellbeing, followed by a discussion of the main findings. Overall, staff perspectives on student wellbeing were found to be complex and varied. Staff communicated some concerns over risk-aversion and censorship, while also adopting a new hyper-lenient approach to coursework accommodations. They almost unanimously reject the categorization of modern students as “snowflakes”, and they also reject any loss to academic integrity or knowledge production capacity as a result of prioritizing student wellbeing. While staff perceive a general decline in student wellbeing caused by multiple factors, evidence is lacking for the perception of a ‘crisis’, and most staff do not seem to desire changes to their pastoral care duties. These findings are discussed in relation to various critical perspectives on modern education and therapeutic discourses, and the implications for the university and higher education in general.</strong></p>

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Section: Nathan Academicmentioning

confidence: 99%

Exploring the Wellbeing Landscape of a University in New Zealand: The Staff Perspective

Avery

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Disclosure Catalysts in Student Disclosures of Personal Health Information to College Instructors

Zengaro

Carmack

Buzzelli

et al. 2020

Health Communication

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Talking to Instructors about Mental Health during the COVID-19 Pandemic: Investigating the Associations between College Students’ Willingness to Communicate about Mental Health, Perceptions of Social Support Availability, and the Risk of Disclosure

Meluch

Starcher

Hannah

et al. 2022

Southern Communication Journal

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Contradictions and Predicaments in Instructors’ Boundary Negotiations of Students’ Health Disclosures

Cited by 4 publications

References 32 publications

Exploring the Wellbeing Landscape of a University in New Zealand: The Staff Perspective

Exploring the Wellbeing Landscape of a University in New Zealand: The Staff Perspective

Disclosure Catalysts in Student Disclosures of Personal Health Information to College Instructors

Talking to Instructors about Mental Health during the COVID-19 Pandemic: Investigating the Associations between College Students’ Willingness to Communicate about Mental Health, Perceptions of Social Support Availability, and the Risk of Disclosure

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