A presentation I gave on improving the health and wellbeing of students and staff in higher education at a conference on Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
Measuring Quality of Life - Joint Debate SlidesILC- UK
Presentations from ILC-UK and the Actuarial Profession in partnership with ESRC Joint Debate: Measuring Quality of Life
Speakers:
Professor Ann Bowling, St. George's University of London and Kingston University
Mr Paul Allin, Office of National Statistics
Professor Emily Grundy, London School of Hygiene and Tropical Medicine
Mr Paul Cann, Age UK Oxfordshire
Further details can be found on the ILC-UK website: http://ilcuk.org.uk/record.jsp?type=event&ID=78 and http://ilcuk.org.uk/record.jsp?type=publication&ID=83
Measuring Quality of Life - Joint Debate SlidesILC- UK
Presentations from ILC-UK and the Actuarial Profession in partnership with ESRC Joint Debate: Measuring Quality of Life
Speakers:
Professor Ann Bowling, St. George's University of London and Kingston University
Mr Paul Allin, Office of National Statistics
Professor Emily Grundy, London School of Hygiene and Tropical Medicine
Mr Paul Cann, Age UK Oxfordshire
Further details can be found on the ILC-UK website: http://ilcuk.org.uk/record.jsp?type=event&ID=78 and http://ilcuk.org.uk/record.jsp?type=publication&ID=83
Colette Browning, Professor of Healthy Ageing and Director of Research at Monash University's School of Primary Health Care, presented at our seminar entitled 'Demographic Transition: Addressing the economic and social impacts of an ageing population: Is there a silver lining?' on Thursday 13th November, 2014, in Melbourne.
Held in partnership with National Australia Bank as part of the UNAA Sustainability Leadership Series, this seminar discussed the opportunities and challenges associated with an ageing society.
For more information about this seminar and the UNAA Sustainability Leadership Series please visit www.unaavictoria.org.au/education-advocacy/masterclasses/
Improving the public’s health: Social prescribing, social movements, shaping...John Middleton
Keynote presentation on the role of social prescribing, for better and worse in local public health service delivery 171117 middletonj salford vr 3 full
Rebuilding Shattered Lives: Raising awareness of women’s homelessness, domest...FEANTSA
Presentation given by Anna Page and Mimi Butt
St Mungo’s Broadway, UK, at the 2015 FEANTSA Policy Conference, "Homelessness, A Local Phenomenon with a European Dimension: Key Steps to Connect Communities to Europe", Paris City Hall, 19 June 2015
Health condition and Health seeking behavior of elderly in an Urban set up has been studies by doing household survey with a small sample. In this Elderly person above 60 asked about their health condition and health seeking behavior.
Presentation given by Duncan Dunlop, Who Cares Scotland (U.K.) at the 2013 FEANTSA conference, "Investing in young people to prevent a lost generation: policy and practice in addressing youth homelessness"
http://feantsa.org/spip.php?article1596&lang=en
HEALTH PROMOTION IN OLDER ADULT, POPULATION AGEING - CHALLENGES DETERMINANTS OF ACTIVE AGEING HEALTH STATUS OF ELDERS PREVENTIVE GERIATRICS POLICIES AND PROGRAMMES FOR ELDERLY PEOPLE ADVANCING HEALTH AND WELLBEING Of OLD AGE
Colette Browning, Professor of Healthy Ageing and Director of Research at Monash University's School of Primary Health Care, presented at our seminar entitled 'Demographic Transition: Addressing the economic and social impacts of an ageing population: Is there a silver lining?' on Thursday 13th November, 2014, in Melbourne.
Held in partnership with National Australia Bank as part of the UNAA Sustainability Leadership Series, this seminar discussed the opportunities and challenges associated with an ageing society.
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Improving the public’s health: Social prescribing, social movements, shaping...John Middleton
Keynote presentation on the role of social prescribing, for better and worse in local public health service delivery 171117 middletonj salford vr 3 full
Rebuilding Shattered Lives: Raising awareness of women’s homelessness, domest...FEANTSA
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Health condition and Health seeking behavior of elderly in an Urban set up has been studies by doing household survey with a small sample. In this Elderly person above 60 asked about their health condition and health seeking behavior.
Presentation given by Duncan Dunlop, Who Cares Scotland (U.K.) at the 2013 FEANTSA conference, "Investing in young people to prevent a lost generation: policy and practice in addressing youth homelessness"
http://feantsa.org/spip.php?article1596&lang=en
HEALTH PROMOTION IN OLDER ADULT, POPULATION AGEING - CHALLENGES DETERMINANTS OF ACTIVE AGEING HEALTH STATUS OF ELDERS PREVENTIVE GERIATRICS POLICIES AND PROGRAMMES FOR ELDERLY PEOPLE ADVANCING HEALTH AND WELLBEING Of OLD AGE
Addressing Sexual Assault and Intimate Partner Violence in Medical Care and Education in the U.S. and Globally
Jennifer A. Wagman, PhD, MHS
April 13th, 2018
UCSD HIV & Global Health Rounds
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There has been a lot of debate over the last year about the GrazynaBroyles24
There has been a lot of debate over the last year about
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issues in schools. This has included concerns being
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settings and considers alternative approaches for
policymakers and school leaders.
Exposure to trauma is relatively common among
young people. Without appropriate support, traumatic
experiences can have severe and long-lasting effects.
Challenging behaviour and trauma are associated.
Young people who show challenging behaviour are
more likely than average to have been exposed to
trauma. In some cases, challenging behaviour is a
symptom of trauma.
Thousands of young people are subject to some form of
restrictive intervention in schools in England every year
for challenging behaviour. There is reason to believe that
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health, irrespective of previous trauma exposure.
Young people who have experienced trauma in the past
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harm from restrictive interventions. For example,
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and systemic trauma; while physical restraint can
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interventions may cause harm and potentially drive
even more challenging behaviour.
Positive behavioural support (PBS) may reduce the use
of restrictive interventions. However, it fails to address
the wider system. It supports the young person to
manage their behaviour but does not necessarily do
anything about external circumstances that may be
causing the behaviour.
Trauma-informed schools, in contrast, seek to
minimise the trauma-causing potential of the
school environment. One aspect of this is using
less emotionally harmful alternatives to restrictive
interventions. A trauma-informed school also seeks
to maximise the healing potential of the school
environment. One way of doing this is through teaching
young people about mental wellbeing. Another way is
by creating a positive ethos, providing young people
with a direct experience of reliable attachment figures
and a safe and caring environment.
Executive summary
BRIEFING
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What is trauma?
The American Psychiatric Association’s
Diagnostic and Statistical Manual of Mental
Disorders (DSM-5) defines a traumatic
experience as one in which there is “actual
or threatened death, serious injur ...
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Improving the health and wellbeing of students and universities
1. Improving the health and
wellbeing of students and staff in
universities
Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment
and Preventing Extremism
Dr Justin Varney
National Lead for Adult Health and Wellbeing
Justin.varney@phe.gov.uk
Twitter: DRJV75
2. Public Health England
We protect and improve the
nation's health and wellbeing, and
reduce health inequalities.
Locally focussed
o 4 regions, 9 centres
o 8 K & I hubs
o Other local presence
Key roles:
1. System leadership
2. Health protection
3. Local support
2 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
3. Overview
• Student and staff health
and wellbeing
• Context of violence and
harassment in
universities
• Opportunities for action
at scale
• Looking to the future
3 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
4. Student and staff health and
wellbeing
4 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
5. Profile of the population in 2014/15
Approximately 2.3mil students in the UK
in 161 provider institutions
Just over a quarter study part-time
Just under 60% are studying full-time a
first degree
56.2% of students are women
13% of undergraduates and 38% of
post-graduates are international
students, with the largest proportion from
China
24.5% of FT first degree students are
from ethnic minorities
Inequalities in access for disadvantaged
groups but gap is closing
Just over 400,000 staff working in higher
education in the UK
49% working in academic roles
About a third work part-time
The average age of full-time academic
staff is 43yrs
13.9% of academic staff come from
ethnic minorities and 4.1% declared a
disability
No data is recorded by HESA on sexual
orientation, faith or gender identity
5 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
Source:HESA Dataset 2014/15
6. Why does staff & student health
and wellbeing matter?
• Clear evidence of correlation between
individual health and wellbeing and
productivity, presenteeism and in health
sector patient safety and outcomes
• Poor health and wellbeing impacts on
individual, their peer group and the wider
organisation
• Late intervention is more costly, time
consuming and ultimately less effective
• Reputation and financial risks
6 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
8. Morbidity in England
•But while life expectancy has increased, this hasn’t been matched by
improvements in levels of ill-health.
•So, as a population we’re living longer but spending more years in ill-health.
Indeed, for several conditions, although death rates have declined, the overall
health burden is increasing.
•For example, while deaths rates from diabetes fell by about 56%, the increases
in illness and disability associated with diabetes have been substantial, rising by
around 75% over the last 23 years.
•Sickness and chronic disability are causing a much greater proportion of the
burden of disease as people are living longer with several illnesses.
•Low back and neck pain is now the leading cause of overall disease burden,
with hearing and vision loss, and depression also in the top 10, alongside
diseases with a high mortality you would expect, such as ischaemic heart
disease, COPD and lung cancer.
88 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
9. Context of violence and
harassment
9 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
10. National picture
• 1 in 4 women and 1 in 6 men will endure violence
from a partner, ex-partner or family member during
their adult life in England and Wales.
• Fewer than 1 in 4 people who suffer abuse at the
hands of their partner - and only around 1 in 10
women who experience serious sexual assault -
report it to the police.
• Intimate partner violence has significant and
enduring impacts on individual health, and through
the collateral impacts on children and families,
social networks and employment is an important
public health issue.
• Globally domestic violence is the leading cause of
injury and death to women
Source: Protecting People, Protecting Health: Department of
Health
10 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
11. Inequalities and DV
Domestic violence is a highly gendered issue,
women experience DV more frequently and are
more likely to experience violence over a
prolonged period before accessing support.
However among some groups the gender gap
closes and men experience similar levels of DV
as women, this is true for gay and bisexual men
and men living with disabilities. Women with
disabilities experience more abuse than women
without disabilities.
11 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
12. Health Consequences of Domestic Violence
• Violence against women can have fatal results like homicide or suicide, 112
women are killed as a result of a domestic violence each year in England.
• 43% of women who experience intimate partner violence reporting an injury
as a consequence of this violence
• Enduring violence can lead to depression, post-traumatic stress disorder,
sleep difficulties, eating disorders, emotional distress and suicide attempts.
• Women how have experienced intimate partner violence are twice as likely
to have experience depression and problem drinking.
• Sexual violence, particularly during childhood, can lead to increased
smoking, drug and alcohol misuse, and risky behaviour in later life. It is also
associated with perpetration of violence and being a victim of violence.
Source: WHO Violence Against Women Factsheet
12 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
13. Cost of domestic violence
• In November 2009 Sylvia Walby of the University of Leeds estimated the
total costs of domestic violence to be £15.7 billion a year. This is broken
down as follows;
• The costs to services (Criminal Justice System, health, social services,
housing, civil legal) amount to £3.8billion per year.
• The loss to the economy – where women taking time of due to injuries – is
£1.9 billion
• Domestic Violence also leads to pain and suffering that is not counted in the
costs of services. The human and emotional costs of domestic violence
amount to £10 billion per year.
Source: http://www.leeds.ac.uk/sociology/people/swdocs/researchsummarycosstdomesticviolence.pdf
13 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
14. Domestic violence and abuse
• Domestic violence is a preventable cause of death, disability and ill
health, particularly for women. In England 2 women are killed each week
by a partner or ex-partner. (Office of National Statistics) Domestic violence
occurs across the life course and in every community and socio-economic
group.
• By adopting a public health approach violence can be prevented.
Violence shows one of the strongest inequalities gradients with emergency
hospital admission rates for violence being around five times higher in most
deprived communities than in the most affluent.
• Violence prevention is a critical element in tackling other public health
issues. Violence impacts on mental wellbeing and quality of life, prevents
people using outdoor spaces and public transport and inhibits the
development of community cohesion.
14 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
15. University context
During their time as a student, 1 in 7 women have reported physical or sexual
assault and 2 in 3 women have reported sexual harassment.
National Union of Students (2010). Hidden Marks. A study of women students’
experiences of harassment, stalking, violence and sexual assault.
Domestic abuse also affects staff. It is a hidden workplace issue, yet 75% of
people who endure abuse experience it at work. Sexual assault and domestic
abuse can have a significant impact on an individual’s health and wellbeing. It
can also negatively affect their ability to learn, grow and thrive.
Walby, S. (2009.) The Cost of Domestic Violence: Up-date 2009. Lancaster University
15 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
16. Opportunities for action at scale
16 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
17. Taking a whole system
approach
• Leadership and culture
• Education and awareness
• Policies & procedures
• Support for people enduring and
for perpetrators
17 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
18. UK Task Force Report Recommendations
Universities, working with students’ unions, should take an institution-wide approach to tackling violence against women,
harassment and hate crime and carry out a regular impact assessment of their approach
Universities should embed a zero-tolerance approach to sexual violence, harassment and hate crime, highlighting up-front the
behaviours that are expected from all students, as well as ensuring staff understand the importance of fostering a zero-tolerance
culture
Universities should develop a clear and accessible response procedure and centralised reporting system for dealing with
incidents of violence, harassment or hate crime, working with relevant external agencies where appropriate
Existing guidance available to universities on managing situations where a student's disciplinary offence may constitute a criminal
offence should be reviewed. Such guidance can be critical in assisting universities to manage cases and provide appropriate
support to students. This review has been carried out and new guidelines are published alongside today’s report
Universities develop and maintain partnership working as a fundamental component of preventing and responding to violence
against women, harassment and hate crime. Partners – including the police, community leaders and specialist services – can be
vital in supporting students, ensuring staff are well-trained and assessing the nature and scale of the issues affecting students at a
given time
Universities UK should hold an annual national conference for the next three years to facilitate the sharing of good practice on
matters related to the work of the taskforce
Universities UK should work with relevant bodies such as the NUS, JISC and Reclaim the Internet to assess what further support
may be needed to tackle the growing prevalence of online harassment and hate crime
18 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
19. PHE Work on Domestic Violence
The Intervention Initiative developed by University of West of England to
support universities in England to implement an evidence-based bystander
intervention programme to prevent intimate partner violence.
Faith Action toolkit for Faith Leaders, building on the AVA resource,
providing case studies and lived experience reflections on how faith leaders
can better respond to members of their congregation experiencing or
perpetrating DV.
AVA E-learning for Healthcare professionals, supporting the
implementation of the NICE guidance through a free e-learning resource for
healthcare professionals.
Report on Domestic Violence and Disability
Podcast series of talks on DV and PHE blogs to raise profile of the issue.
19 Preventing and Responding to Domestic Abuse in Workplaces: The 16 Days of Action Toolkit19 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
20. University Bystander Intervention Programme
• Led by University of West of England
• Based on international evidence base and experience, particularly Scottish
and US experiences
• A free evidence-based educational programme for the prevention of sexual
coercion and domestic abuse in university settings, through empowering
students to act as prosocial citizens
• Eight structured taught modules lasting 60mins each delivered by peer
facilitators and academic leads
• http://www1.uwe.ac.uk/bl/research/interventioninitiative/abouttheprogramme.
aspx
20 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
21. Structure of the toolkit
1. Introduction
2. Culture and gender
3. Rape and sexual assault
4. Domestic abuse
5. Bystander options
6/7/8 Role play
Supported with
• Slides
• Teaching notes
• Handouts
• Additional resources
21 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
“Before taking part in this course I didn’t
realise just how common sexual abuse in
universities is. I was aware of it, and had
experienced it myself, but I never spoke
about it to peers and presumed that was
normal. Since taking the course I feel so
much more supported in my views, and
more confident to speak up and raise
awareness about an issue that I now know
affects so many others.
“I think it’s great that this course is
compulsory. Every university should be
doing it.”
Emma, UWE Student
22. 16 Days ofAction Employer Toolkit
Commissioned Corporate Alliance Against
Domestic Violence
Rationale:
• In 2011, 1/3rd of Domestic homicide
occurred in a workplace.
• Workplaces are a space that individuals
are separate from their partners
Free web resource to support employers
to take action to raise awareness and take
action to support staff
Over 5,000 businesses engaged to date
www.16daysofaction.co.uk
22 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
25. Looking ahead to the future
25 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
26. Looking to the future
A third of five year old children in the UK will live to
100yrs old
In a 100yr life the three stage model of education,
employment and retirement is likely to morph into
multiple periods of all three phases throughout life
Millennial generation are already the most ethnically
blended and globally contextualised of any generation
to date, and the centennials coming behind them are
likely to take this even further as digital neo-natives
Risks of the 6s assessment/appraisal
Opportunities of dark data
Experience and connection rule!
26 Protecting and Supporting Students: Promoting Wellbeing, Confronting Harassment and Preventing Extremism
75% of people who endure violence are targeted at work
56% of women impacted will miss 3 days a month of work
Cost to business is estimated at over £1.9 billion