by Bill Sheate
……While all around you are not!
I’m reluctant to suggest this might be my last Coronavirus blog on the subject – it is likely to be for 2020 at least! I never anticipated a series when I posted the first one back in March this year [1]. But Covid-19 continues to dominate the headlines – with the recent end of a second lockdown, new tiered levels of restrictions, the start of the first vaccinations, Christmas holidays and maybe a third lockdown after that (seems quite likely!)? How are you supposed to navigate the deluge of information, different restrictions and competing claims? How is this continuing to impact on your own mental health and well-being - as a student or as a member of staff? …..[Read more]
by Bill Sheate
Learning to live with Covid-19, mindfully….
As Universities re-open for the new academic year this autumn students and staff are facing a whole new world, a very different experience to one we may be used to or have come to expect.
Big lectures with hundreds of students are no more.
Online video recorded lecture material and online live meetings are the new order of the day.
And maybe some small group teaching or lab working, where possible, in 'bubbles' of various sizes.
But social events on campus are hugely curtailed.
Covid-19 has created it's own existential anxieties for many while for some the risks seem overblown. But as I've discussed in my previous Coronavirus blogs (1-4), this spectrum of perception is normal, depending on your own personal circumstances……. [Read more]
by Bill Sheate
Seeking help for anxiety early can make all the difference to your life at University - don’t leave it to get worse
As students begin a new life at University over the coming weeks (September/October 2018), or return to continue their courses of study, many will already have previous experience of mental health issues while some may develop them at University, often in response to the stresses and strains that come with university life (work, relationships, being away from family, finances etc). Typical problems include: ……..
