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Medical discourse currently dominates as the defining framework for madness in educational praxis. Consequently, ideas rooted in a mental health/illness binary abound in higher learning, as both curriculum content and through institutional procedures that reinforce structures of normalcy. While madness, then, is included in university spaces, this inclusion proceeds in ways that continue to pathologize madness and disenfranchise mad people.
Earlier this year, UUK published a refreshed version of its strategic framework,Stepchange: mentally healthy universities, calling on universities to prioritise the mental health of their students and staff by taking a whole university approach to mental health.
The Stepchange approach and shared set of principles inform the …
Social workers are among the largest group of professionals in the mental health workforce and play a key role in the assessment of mental health, addictions and suicide. Most social workers provide services to individuals with mental health concerns, yet there are gaps in research on social work education and training programmes. The objective of this open access scoping review is to examine literature on social work education and training in mental health, addictions and…
With World Mental Health Day this Saturday, a new Nuffield Trust report discusses how more people might be attracted to apply to study mental health nursing, and the reasons why they might currently be less likely to do so.