{"id":10049,"date":"2019-07-18T14:58:28","date_gmt":"2019-07-18T18:58:28","guid":{"rendered":"https:\/\/www.med.unc.edu\/biochem\/?p=10049"},"modified":"2019-08-08T12:31:07","modified_gmt":"2019-08-08T16:31:07","slug":"amid-concerns-about-grad-student-mental-health-one-university-takes-a-novel-approach-alli-schad-dr-jean-cook-science-magazine","status":"publish","type":"post","link":"https:\/\/www.med.unc.edu\/biochem\/news\/amid-concerns-about-grad-student-mental-health-one-university-takes-a-novel-approach-alli-schad-dr-jean-cook-science-magazine\/","title":{"rendered":"Amid concerns about grad student mental health, one university takes a novel approach – Alli Schad & Dr. Jean Cook – Science Magazine"},"content":{"rendered":"
\"photo
ISTOCKPHOTO\/KATARZYNABIALASIEWICZ<\/figcaption><\/figure>\n

University campuses are hotbeds of mental health concerns,\u00a0including among graduate students<\/a>. But the demand for counseling services often outstrips capacity, according to\u00a0a 2018 report<\/a>.<\/p>\n

At the University of North Carolina (UNC) in Chapel Hill, students seeking mental health support are frequently referred to providers off campus. \u201cIt\u2019s not that they can\u2019t get treatment; they certainly can. \u2026 But it\u2019s also not easy to set up,\u201d says Jean Cook, an associate dean of graduate education at UNC who oversees the university\u2019s biological and biomedical sciences Ph.D. program. Students have to arrange transportation, and for grad students there\u2019s an added layer of complexity because they may have to explain why they need to take multiple hours out of their day to travel to an appointment off campus, she adds.<\/p>\n

To get around that issue and to provide more specialized help for graduate students, Cook helped spearhead a novel solution: In 2017, UNC\u2019s medical school hired Alli Schad\u2014a mental health counselor who is entirely dedicated to serving biomedical Ph.D. students and medical students. At first, administrators thought that they\u2019d see a surge of pent up need that would taper off over the course of a few months, Cook says. But the demand didn\u2019t subside, so in April the school hired a second counselor.<\/p>\n

Science<\/em>\u00a0Careers spoke with Schad about what her job entails and what she\u2019s learned about the mental health needs of Ph.D. students. This interview has been edited for clarity and brevity.<\/p>\n

\"Jean
Jean Cook, PhD, Associate Dean for Graduate Education, Professor of Biochemistry & Biophysics and Pharmacology<\/figcaption><\/figure>\n

Q: What are some of the more common mental health issues that you see?<\/strong><\/p>\n

A:<\/strong>\u00a0I work a lot with students who are experiencing anxiety and depression, as well as students who are concerned about their peers\u2019 mental health and how to support them. When I started the job, I did a needs assessment\u2014which involved surveying our biomedical Ph.D. students about their issues and what kind of support they wanted\u2014and found that, of the 195 who responded, 56% of our students were experiencing anxiety and 59% were suffering from depression.<\/p>\n

I haven\u2019t taken a look at the top reasons students come in, but I can tell you about certain themes that come up. One is concerns with PIs [principal investigators]\u2014for instance, how to deal with different personalities and how to navigate expectations, set expectations, or clarify expectations.<\/p>\n

Grad school can be challenging because it\u2019s so different from the undergraduate experience. When you\u2019re an undergrad, the path is really laid out for you; it\u2019s clear what you have to do next to meet your goals. When you embark on a graduate program, it\u2019s a lot more ambiguous and students sometimes struggle because they don\u2019t have a set timeline.<\/p>\n

Another big one involves learning how to navigate having a professional life and a personal life. There\u2019s this implicit or explicit notion in academia that you must be working all the time. It\u2019s not uncommon for students to be in the lab 60 hours a week, but it\u2019s important to be able to take a break. They\u2019re not automatons; they\u2019re not just data producing machines. They\u2019re human beings. And there\u2019s so much more to life than work.<\/p>\n

What I tell them is: When we take time to address other parts of our life that feed us\u2014that bring us joy, that bring us contentment, that bring us a sense of peace\u2014we can more fully show up for work, and we can be more OK with working when we\u2019re there. I\u2019m a huge fan of being able to hit the pause button and attend to other things that are important in your life. I think it\u2019s absolutely vital.<\/p>\n

Q: Why do you think it\u2019s helpful to have someone in your position\u2014someone who is embedded within a graduate program?<\/strong><\/p>\n

A:<\/strong>\u00a0One reason is accessibility. We were intentional about putting my office in a location that\u2019s very convenient to students, so they can just pop in, and it doesn\u2019t take a lot of extra time away from their day. I think that makes a big difference.<\/p>\n

I\u2019m also really familiar with the program. I know what students are experiencing at different points of their education, and what the main triggers are for stress. A generalist provider might have amazing counseling skills, but they might not understand the demands of grad school or where Ph.D. students can go to find extra help. For instance, if a student is grappling with what career they want to pursue, I\u2019ll point them to the office of graduate education\u2019s career resources; someone else might not know they exist.<\/p>\n

I\u2019d also say: Why not invest in people who are admitted to a program? When students are healthier mentally, they\u2019re more likely to finish their program and to engage with their work and be more productive. I would dare to say that, in the end, hiring someone like me would probably save a program money.<\/p>\n

Q: Some students may be hesitant to see a counselor because of potential stigma. Do students ever worry about seeking help from someone who is in their building, or who they might otherwise see at work? Is that ever awkward?<\/strong><\/p>\n

A:<\/strong>\u00a0My office is tucked away in a little spot where people essentially won\u2019t be outed\u2014they won\u2019t feel as if they\u2019re seen; we were very careful about that. At the same time, people know me through things other than individual counseling, such as leading workshops and meeting with faculty and staff. When I walk down the hall, students almost always say hi. But of course, the work that I do is confidential, and it\u2019s important that it remains confidential. So if students avoid eye contact, which sometimes they do, that\u2019s totally OK too. It\u2019s up to them.<\/p>\n

Q: What advice do you have for readers who might be on the fence about whether they should go see a counselor, who aren\u2019t sure whether their particular issue is serious enough to merit seeking outside help?<\/strong><\/p>\n

A:<\/strong>\u00a0If you think maybe you should see a counselor, go ahead and see a counselor. Give it a chance and see if it\u2019s a good fit. There\u2019s really nothing to lose in that, and it\u2019s better than suffering through something alone.<\/p>\n

Mental health has been stigmatized. But one thing that I have found helpful is when people go back to their labs after meeting with me and talk to other people about it. And then there\u2019s this snowball effect, where their lab mates come and meet with me to seek support. I think that\u2019s helpful for changing the culture of addressing mental health.<\/p>\n

Q: You mentioned that you meet with faculty members as well. What do you discuss with them?<\/strong><\/p>\n

A:<\/strong>\u00a0Part of my job is to advocate on behalf of student mental health. Sometimes it takes an outsider to bring awareness to see what\u2019s happening within one\u2019s home. And I have been welcomed at the table to provide feedback, as well as to make suggestions.<\/p>\n

When we think about supporting student mental health, it\u2019s important to not just put the burden on the student and say there\u2019s something wrong with your mental health; we\u2019ll give you the support to address it. That\u2019s great\u2014but it\u2019s also important to think about the culture that we\u2019re perpetuating. Our mental health isn\u2019t just something in and of us\u2014it comes from the environment we\u2019re in and the experiences that we have.<\/p>\n

Having conversations is a good way to change culture. For instance, the high work demands that are part of science have been long standing, and they speak very much to the dedication of scientists. But I also wonder: At what cost? Part of my job is to open up conversations about those kinds of things, to ask, \u201cDo we have to perpetuate a culture that negatively impacts the mental health of people within the system? Or is it possible to make small changes to better support people?\u201d<\/p>\n

Story courtsey of Katie Langin<\/a>, the associate editor for\u00a0Science<\/em> Careers. July 11, 2019.<\/p>\n","protected":false},"excerpt":{"rendered":"

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