Assessing the Impact of Virtual Learning Environments in Higher Education on Student and Staff Mental Well-being
For further details, please see: https://www.kcl.ac.uk/ioppn/study/prospective-students/programmes-of-study/pgr/fundedresearchopportunities/ed-lissdtp-2019.aspx
Supervisors:
Dr Eleanor Dommett & Dr Nicola Byrom
In partnership with Student Minds, the student mental health charity.
Project
All universities use online platforms called Virtual Learning Environments, typically to provide resources, reading lists, chat forums and lecture recordings. Universities are striving to increase use of such platforms. Two key assumptions underpin this i) students and staff are comfortable in digital environments, and ii) students appreciate the flexibility of this type of education which gives 24/7 educational provision. These assumptions are untested, and we believe if they are incorrect the increased use of virtual learning environments could be detrimental to staff and student mental health. For example, their use may contribute to a greater loneliness as more work is done remotely and create pressure to work longer hours due to the 24/7 availability.
Student mental health has been identified as a significant concern amongst key stakeholders. A recent large-scale international study identified that 31% of students screened positive for at least one common mental health disorder in the past year (Auerbach et al., 2018). Although less researched, there is evidence of increasing mental health problems in academic staff, with many a risk of burnout (Watts and Robertson, 2010). A recent survey found that 43% of academic staff exhibited symptoms of at least a mild mental disorder; this is almost twice the figure for the general population (Gorczynski et al., 2017). Although many factors contribute to mental health problems, no research has investigated the role of virtual learning environments. Given this gap in current knowledge, the aim of this project is to better understand the impact of digital education on student and staff mental health, specifically focusing on the Virtual Learning Environment, as the most ubiquitous digital tool used in Higher Education.
This research project will use a mixed-methods (focus groups and surveys) to test the assumptions around the use of Virtual Learning Environments and relate their use to mental wellbeing in UK wide university staff and students.
Closing Date: 4th March 2019
Interviews: 15th and 18th March 2019
Supervisors:
Dr Eleanor Dommett & Dr Nicola Byrom
In partnership with Student Minds, the student mental health charity.
Project
All universities use online platforms called Virtual Learning Environments, typically to provide resources, reading lists, chat forums and lecture recordings. Universities are striving to increase use of such platforms. Two key assumptions underpin this i) students and staff are comfortable in digital environments, and ii) students appreciate the flexibility of this type of education which gives 24/7 educational provision. These assumptions are untested, and we believe if they are incorrect the increased use of virtual learning environments could be detrimental to staff and student mental health. For example, their use may contribute to a greater loneliness as more work is done remotely and create pressure to work longer hours due to the 24/7 availability.
Student mental health has been identified as a significant concern amongst key stakeholders. A recent large-scale international study identified that 31% of students screened positive for at least one common mental health disorder in the past year (Auerbach et al., 2018). Although less researched, there is evidence of increasing mental health problems in academic staff, with many a risk of burnout (Watts and Robertson, 2010). A recent survey found that 43% of academic staff exhibited symptoms of at least a mild mental disorder; this is almost twice the figure for the general population (Gorczynski et al., 2017). Although many factors contribute to mental health problems, no research has investigated the role of virtual learning environments. Given this gap in current knowledge, the aim of this project is to better understand the impact of digital education on student and staff mental health, specifically focusing on the Virtual Learning Environment, as the most ubiquitous digital tool used in Higher Education.
This research project will use a mixed-methods (focus groups and surveys) to test the assumptions around the use of Virtual Learning Environments and relate their use to mental wellbeing in UK wide university staff and students.
Closing Date: 4th March 2019
Interviews: 15th and 18th March 2019
Development of a cognitive behavioural intervention for young adults with low self-esteem in the context of stigma or discrimination
For further details, please see: https://kcl-mrcdtp.com/studentships/
Supervisors:
Dr Katharine Rimes, Dept of Psychology, Institute of Psychiatry, Psychology and Neuroscience.
Contact: Katharine.Rimes@kcl.ac.uk
Website: https://kclpure.kcl.ac.uk/portal/katharine.rimes.html
Dr Patrick Smith, Dept of Psychology, Institute of Psychiatry, Psychology and Neuroscience. Contact: patrick.smith@kcl.ac.uk
Website: https://kclpure.kcl.ac.uk/portal/patrick.smith.html
Project description:
Individuals viewed by others as possessing an attribute associated with less value in their social context (e.g. in relation to sex, race, sexual orientation or mental illness) are more likely to experience negative attitudes, discrimination and lower status in power situations (Corrigan, 2000; Link and Phelan, 2001). These experiences can adversely impact on self-esteem (Mak et al., 2007); low self-esteem is a risk factor for mental health problems (Sowislo & Orth, 2013). Conversely, when one has low self-esteem, it can be more challenging to cope with prejudice and discrimination.
The research team are piloting a cognitive behavioural therapy (CBT) intervention for young adults (16-25 years) who have low self-esteem and feel that stigma, prejudice or discrimination contributes to this. The current format involves face-to-face sessions, which are resource-intensive and not widely accessible. This PhD would involve the development and preliminary evaluation of online video modules containing the same advice. These modules would be provided over a set period (e.g. 8 weeks). They would be accompanied by goal setting for new coping behaviours; a facilitator would monitor these and provide support via email.
Objectives:
Year 1: Developing video modules about effective methods for coping with prejudice or discrimination and improving self-confidence, co-produced with young adults with lived experience of such issues. Year 2: Case series of new intervention and refinement. Year 3: Randomised pilot study: intervention versus waiting-list control.
Skills training: Research involving people with lived experiences of psychological difficulties. Psychological intervention development skills. Quantitative and qualitative clinical research methodology.
Two representative publications from supervisors:
Rose, AV, McIntyre, R & Rimes, KA 2018, 'Compassion focused intervention for highly selfcritical individuals: Pilot study' Behavioural and Cognitive Psychotherapy. DOI: 10.1017/S135246581800036X
Smith, P, Scott, R, Eshkevari, E, Jatta, F, Leigh, E, Harris, V, Robinson, A, Abeles, P, Proudfoot, J, Verduyn, C & Yule, W 2015, 'Computerised CBT for depressed adolescents: Randomised controlled trial' Behaviour Research and Therapy, vol. 73, pp. 104-110. DOI: 10.1016/j.brat.2015.07.009
Supervisors:
Dr Katharine Rimes, Dept of Psychology, Institute of Psychiatry, Psychology and Neuroscience.
Contact: Katharine.Rimes@kcl.ac.uk
Website: https://kclpure.kcl.ac.uk/portal/katharine.rimes.html
Dr Patrick Smith, Dept of Psychology, Institute of Psychiatry, Psychology and Neuroscience. Contact: patrick.smith@kcl.ac.uk
Website: https://kclpure.kcl.ac.uk/portal/patrick.smith.html
Project description:
Individuals viewed by others as possessing an attribute associated with less value in their social context (e.g. in relation to sex, race, sexual orientation or mental illness) are more likely to experience negative attitudes, discrimination and lower status in power situations (Corrigan, 2000; Link and Phelan, 2001). These experiences can adversely impact on self-esteem (Mak et al., 2007); low self-esteem is a risk factor for mental health problems (Sowislo & Orth, 2013). Conversely, when one has low self-esteem, it can be more challenging to cope with prejudice and discrimination.
The research team are piloting a cognitive behavioural therapy (CBT) intervention for young adults (16-25 years) who have low self-esteem and feel that stigma, prejudice or discrimination contributes to this. The current format involves face-to-face sessions, which are resource-intensive and not widely accessible. This PhD would involve the development and preliminary evaluation of online video modules containing the same advice. These modules would be provided over a set period (e.g. 8 weeks). They would be accompanied by goal setting for new coping behaviours; a facilitator would monitor these and provide support via email.
Objectives:
Year 1: Developing video modules about effective methods for coping with prejudice or discrimination and improving self-confidence, co-produced with young adults with lived experience of such issues. Year 2: Case series of new intervention and refinement. Year 3: Randomised pilot study: intervention versus waiting-list control.
Skills training: Research involving people with lived experiences of psychological difficulties. Psychological intervention development skills. Quantitative and qualitative clinical research methodology.
Two representative publications from supervisors:
Rose, AV, McIntyre, R & Rimes, KA 2018, 'Compassion focused intervention for highly selfcritical individuals: Pilot study' Behavioural and Cognitive Psychotherapy. DOI: 10.1017/S135246581800036X
Smith, P, Scott, R, Eshkevari, E, Jatta, F, Leigh, E, Harris, V, Robinson, A, Abeles, P, Proudfoot, J, Verduyn, C & Yule, W 2015, 'Computerised CBT for depressed adolescents: Randomised controlled trial' Behaviour Research and Therapy, vol. 73, pp. 104-110. DOI: 10.1016/j.brat.2015.07.009