Assessing the impact of support

available to level 3 students with

anxiety.

http://www.kirstyhanly.co.uk/wp-content/uploads/2013/05/Anxiety-words.jpg

Sian Gabriel

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Sian Gabriel
Abstract

(This will be written at the end) This report – ensure it includes aims, state hypothesis, methodology,
findings and conclusion.
Contents page
1. Introduction

2. Review of literature
2.1. Anxiety
2.2. Risk Factors
2.3. Interventions
2.4. Previous Research
2.5. Standards/Legislation/Guidance
2.6. Conclusion

3. Methodology

4. Data

5. Results

6. Discussion

7. Conclusion

8. Recommendations

9. References

10. Bibliography

11. Appendix
 1. Introduction

There is robust data on the prevalence of mental illness in adolescence currently, for

example recent research in 2015 conducted by Anxiety UK suggests that as many

as 1 in 6 young people will experience an anxiety condition at some point in their

lives and therefore, 5 people in a class may be living with anxiety whether that be

OCD, social anxiety and shyness, exam stress, worry or panic attacks. The NSPCC

in 2016 reported an increase in counselling sessions for anxiety and the association

of colleges (AOC) declared 2016/17 as a ‘year of mental health’ as they reported an

increase of over 85% in the mental health needs of students. This is reflected in a

college in Kent where every year the number of students with mental health issues

who are on level 3 courses within the college rises (add data) with anxiety being the

largest issue for a substantial percentage of students. Despite the evidence of these

increases according to The good Childhood inquiry: health research evidence ‘it is

estimated that as many as 60-70% of children and adolescents who experience

clinically significant difficulties have not had appropriate interventions at a sufficiently

early age. Many of the students at the selected college have not had earlier

interventions or support from their previous education establishments which could

have an impact on later success, Anxiety UK in 2015 reported that untreated anxiety

or depression can have a significant impact on employment, income and relationship

stability in adult life.

As a personal tutor the pressures increase annually due to the increase in students

with anxiety however, due to the tutorial hours decreasing the demand for pastoral

support for students have increased. a survey completed by the association for
colleges in 2017 showed that most colleges due to funding cuts mean that just 40%

of further education colleges are able to employ a full-time counsellor or mental

health worker.

Evidence shows that for mental health there are interventions that are very effective

in improving outcomes, so why when anxiety is still one of most common mental

health concerns with nearly 300 thousand young people in Britain these individuals

are still suffering in silence and may not be aware of the interventions available to

them.

The purpose of this research is to explore the factors related to an increase in level 3

students with anxiety at the selected college and to explore the percentage of level 3

learners who know the available support and if they access this support. Do the

current interventions used with the students with anxiety have an impact and the

availability of these interventions. Could the practice currently being used be

effectively improved or do they have a positive impact?

My research will try to answer these questions and will hopefully improve the

knowledge I have of appropriate mental health interventions for adolescents gaining

an understanding of the present and in turn the knowledge and evidence will

encourage the best actions for the future.

Evidence has firstly been gathered through data gathering from the last three years

of enrolled students to evidence the increase in students with anxiety and then the

completion of an ethnographic style of research in the format of an anonymous

questionnaire to gather evidence of the factors related to this increase and the

students knowledge of the interventions available and the impact these interventions

have made. A questionnaire to staff of level 3 learners, support mentors and

counsellors will gather evidence of if they feel there has been an increase in students

with anxiety, the impact the interventions used by themselves on students with

anxiety have and any improvements that could be made. Literature will also be used

to research the interventions currently used and any suggestions made on the

questionnaires.

This research is in the format of a report and will be offered to senior management

within the college and to the support team to review current interventions and to

implement any changes if seen necessary.

2. Review of literature
The literature review was carried out to collate academic literature related to anxiety

issues and the factors causing anxiety in adolescents, the interventions available

with their strengths and limitations. According to Boswell and Cannon (2014),

literature review method is an analytical summary of specific research findings

relating to the study subject.

(To be written in detail)

2.1 - Anxiety – definitions
- Mental health and behaviour in schools
Department for Education (2016). Mental health and behaviour in schools.
Departmental advice for school staff. p.42-43
2.2 - Risk factors
- More children report anxiety, NSPCC says.
NSPCC (2006) Anxiety a rising concern in young people contacting childline.
Available at: https://www.nspcc.org.uk/what-we-do/news-opinion/anxiety-rising-
concern-young-people-contacting-childline [Accessed: 8/11/17]
- Anxiety and Terrorism
Bell, E. (2017) Anxiety and Terrorism. Therapy Today, 28(2),42.
- Half of Schools struggle to get mental health support for pupils.
Place 2 Be (2017) Half of schools struggle to get mental health support for pupils.
Available at: https://www.place2be.org.uk/our-story/news/half-of-schools-struggle-to-
get-mental-health-support-fo-pupils.aspx
- Anxiety surge
Strode, C (2017) Trump Anxiety? Time to Unplug From The 24-hour News Cycle.
Available at: m.huffingtonpost.co.uk/cal-strode/trump-anxiety-time-to-
unp_b_15541444.html [Accessed: 8/11/17]
2.3 – Interventions
- Westminister MP’s debate the benefits of mindfulness
British Association for Counselling and Psychotherapy. (2016). Westminster MP's
debate the benefits of mindfulness. Therapy Today, 27(8), 48.
- How effective are cognitive behaviour therapies for major depression and
anxiety disorders? A meta-analytic update of the evidence.
Cuijpers P et al. (2016) How effective ae cognitive behaviour therapies for major
depression and anxiety disorders? A Meta-analytic update of the evidence. World
psychiatry, 15(3), 245-258. Available at
http://onlinelibrary.wiley.com.doi/10.1002/wps [Accessed: 8/11/17]
- We need to talk about love.
Geraghty, A. (2016) We need to talk about love. Therapy Today, 27(1), 20-23.
- My supervisor said to me: ‘silence is a process and, if you stick with it, if you
don’t put any demands on the client to anything, something will come out’.
Chatura, D. (2017) My supervisor said to me: ‘silence is a process and, if you stick
with it, if you don’t put any demands on the client to anything, something will come
out’. Therapy Today, 28(1),
- Children’s wellbeing
British Association for Counselling and Psychotherapy. (2016). Children's Wellbeing.
Therapy Today, 28(3), 47.
- Epigenetics, Evolution and the mind
Heigham, S (2017) Epigenetics, Evolution and the Mind. Therapy Today, 28(3), 34-
37
- Overcoming panic
Silove, D & Manicavasagar, V (1997). Overcoming Panic. Robinson Publishing LTD:
London. p.55-58
- Overcoming social anxiety and shyness. Self-help course
Butler, G. (2007) Overcoming social anxiety and shyness. Self-help course. London:
Robinson
2.4 - Previous research
- The invisible problem? Improving Students Mental Health.
Brown, P. (2016) The invisible problem? Improving Students Mental Health. Oxford:
Higher Education Policy Institute.
- Supporting mental health and emotional well-being among younger students
in further education.
Warwick, I., Maxwell, C., Statham, J., Aggleton, A. & Simon, A. (2008) Supporting
mental health and emotional well-being among younger students in further
education. Journal of Further and Higher Education, 32(1),
- Challenges to addressing student mental health in embedded counselling
services: a survey of UK higher and further education institutions.
Broglia, E., Millings, A. & Barkham (2016) Challenges to addressing student mental
health in embedded counselling services: a survey of UK higher and further
education institutions. British Journal of Guidance & Counselling.
- Rethinking human suffering
Joseph, J. (2017) Rethinking human suffering. Therapy Today, 28(4), 28-31.
- Supporting children’s wellbeing and mental health in a school environment.
British Association for Counselling & Psychotherapy. (2017) Supporting children’s
wellbeing and mental health in a school environment.
- Further education and mental health. The experiences of further Education
students in 2017.
National Union of students (2017). Further education and mental health. The
experiences of further Education students in 2017. London: NUS.
- What could they be thinking? Understanding the adolescent brain.
Nagel, M. (2017) The adolescent Brain. University & College Counselling.
2.5 – Standards/legislation/guidance
- Fraser, M. & Blishen, S. (2007) Supporting Young People’s Mental Health. London:
Mental Health Foundation.
- A whole school framework for emotional well-being and mental health.
Stirling, S. & Emery, H. (2016) A whole school framework for emotional well-being
and mental health. London: NCB.
- 2010 public health white paper, healthy lives, healthy people.
- 2011 cross government mental health strategy, no health without mental
health. Implementation framework for the strategy published in 2012. Follow
up strategy 2014.
- Chief medical officers report 2012.
- health select committee inquiry into childrens and adolecsents mental health
and CAMHS
- Wise up.
Cowburn, A. & Blow, M. (n.d.) Wise up. Prioritising wellbeing in schools. London:
youngminds
- Promoting children and young people’s emotional health and wellbeing.
Lavis, P. (2015) Promoting children and young people’s emotional health and
wellbeing. Public Health England: London.
- College values (add)
2.6 - Conclusion
3. Methodology
Questionnaire – 30 level 3 learners. Wanted more however the support team were
reluctant for this to happen – explain.
Explain why questionnaires over other ways of collecting data
Explain questions used and why
Why did I use questionnaires and interviews with staff
How did I collate the mental health stats from the college?
4. Data
- Explain table – where did this information come from
WKAC L3 FT Students only

No. with declared Mental

Total No Students Issues % of Total

16-18 19+ Total 16-18 M 19+ M Tot M % 16-18 %19+ % Total

17/18 1014 229 1243 32 14 46 3.16% 6.11% 3.70%

16/17 861 293 1154 26 12 38 3.02% 4.10% 3.29%

15/16 988 336 1324 29 14 43 2.94% 4.17% 3.25%

- Collate data and explain if there has been an increase or decrease over 3
years
- Collate data from the questionnaires
- Collate data from the interviews.
5. Results
- What does the above data say?
6. Discussion
- Compare the collected data with the literature research
7. Conclusion
- Answer the questions in the introduction using the research
8. Recommendations
- Are there any other interventions from above research which could be used to
support level 3 learners with anxiety?
- From the research is there anything else that can be done to support learners with
anxiety?
9. References
10. Bibliography
 11. Appendix
(Add questionnaire)