I do agree with this statement. I also understand that not only the educators but the staff of an education institution should be ready to deal with our students "mental health". When we decide to work in an education institution - this been the institution that is forming a human being in to a professional - we need to understand that there's a lot to deal with, starting from personal backgrounds and ending with issues with socialization in the classroom. This all actually comes attached to what can be called "mental health". It's more a matter of helping them understand that the path they have chosen has many challenges and that this will sooner or later affect them - sometimes positively, other times not that much - but that the finality of it will be to turn them in to agents of change.
Joseph,
These are well placed words. Maybe the lines are not drawn very clearly between motivation and mental health. But certainly we must be cognizant of a student's emotional state. Most of us would probably agree, that if a student is not feeling well, he or she will not be very receptive to ideas and content. If their mental health borders a clinical diagnosis, then, the student is beyond the scope of the classroom. If it is simply an issue of esteem, and we can raise their spirit and their sense of self-worth, then they will be in a better frame of mind to learn and grow mentally.
As teachers I would propose that we have some responsibilities to recognize the difference and take action to arrange for help for someone in need.
Well-stated, Joseph. Thanks!
Excellent examples, Lucy, of how we can help them establish and maintain positive mental health, or perhaps we should call it mental well-being, a belief they are going to be all right. I think the word "health" throws some. Then again, even if we include some of the pathologies of the mental health field, there are sources to which they can be referred through the school. In k-12 systems, teachers are taught to recognize certain signs and symptoms and take action, referring the situation to authorities. I think anyone who works with students on a regular basis can also contribute here. It could make a difference.
Mark, I think you are right. When we see students flagging, or missing class or late with assignments, these can be warning signs. They may give excuses, such as a grandmother that died, but we know that is not the real reason for their poor performance. The old saying, "It takes a village" applies here, as it applies to all of us in all situations. Just as we would express concern and reach out to co-workers or associates that may go through rough periods, we can do the same with students. They look up to us. They may remember us for the rest of their lives, long after we have forgotten them. We should take the time to extend a hand and make sure they retain their vision.
I think that the concept of mental health is broader than focusing on pathologies and treatment. It encompasses helping to encourage and motivate students. If they have a negative self-image, if they are not empowered, if they do understand how to build self-efficacy, then we have a responsibility to help them see the way, to help them overcome their own blind spots. This is what I think is meant when it is said that we are in two fields - education and mental health. When you think about it, education can be a key building block for mental health.
We are definately in the mental health business, if you define mental health as helping to ensure the mental well being, the postive outlook, and the improved vision for that student's future. As the module discusses, our HABEs can affect our mental health, our attitudes and our outlook for the future. As instructors we have an opportunity, even an obligation, to offer positive direction, formative feedback, coaching on personal habits and encouragement to all of our students. Some may be seriously hindered by their self-image or their fears, uncertainties and doubts. They may challenge us and our own mental health at times. But we must persist and treat them as not only customers, but as we would our own children. Someone once told me that for the short duration of the course, we are the most important person in that student's life. What they meant was that student looked up to us, for learning, for vision, for guidance, and most importantly for acceptance. It is easy to become frustrated and criticize, but that does not help their mental health or motivation. We must always strive to believe that the student can succeed, and we are their partner in this quest.
Thanks, Timothy.
Anyone in a position of leadership, whether in a business or in a classroom, will be more effective if they consider the emotional and morivational needs of those they are leading.
I agree with this to a certain extent. While I am not a licensed mental health counselor, many of our students will come to me and my colleagues with personal issues that are impacting their education. It is our job to help them with those as well by listening and offering any advise if we have it. So in that sense, it certainly feels like we are in that bussiness as well some days.
Mental health seems to cover a multitude of sins in my book. By some definitions we certainly are and in another senario we are not. Is it really our business to determine if a student is capable of learning a particular subject? Some people are limited by which side of their brain is the most exercised. A truely balanced person (student) can tap into the artistic and or the logical side of thinking almost at will. I personally do not believe that a person is limited to being right or left brained, only people that don't bother to use the side they don't like or are not familiar with. If you mean is it our job to access this condition then yes, we are in the mental health business.
Thanks, Scott.
What are some things you do intentionally to determine what state of mind your students may be in? What do you do intentionally to put them in a good state of mind for your classes?
Yes I would agree, if a student is not in the "right frame of mind" their education will suffer. So in a round about way we as educators need to evaluate the " mental health" of students. In this way we can see what state of mind they are in and how it effects their ability to learn.
I absolutely agree. I find that I spend a great deal of time helping students overcome mental blocks or deal with personal issues. By doing so, I almost always earn a little more respect from the student, which usually translates to better work. It is an important aspect of our jobs.
Absolutely. I even went back to school to learn more abiout the mental health business. Everyday if we listen we see this on a daily basis. There is not a day going by that someone doesn't need me to be a listiener.
Constant contact is a strategy that I use to personally keep retention high in my classroom....I am always checking in with the student..whether in class or in the halls.
Good point, Monica. What are your college's "constant contact" strategies?
I believe that constant contact is the best strategy. With most of our students facing varied and pressing challenges everyday the best way to assist them is to always monitor the "pulse" of the challenges they maybe running into at any given moment.
Monica,
What are one or two of the most common challenges your students face as they work toward their goals? What are your college's main strategies for addressing these challenges?
The business of providing an education and as you say...the business of mental heath. Most of our students are there to change their lives..we are there to help them do that
Jon,
CCA statistics tell us that over 2/3 of the students attending career colleges are the first person in their family to attend college.
Thanks for paying attention to your students and meeting their needs.
