SRC Meeting 21 July 2020 Agenda and Documentation

Student Representative Council Agenda – 26 May 2020
AGENDA
STUDENT REPRESENTATIVE COUNCIL

Notice is hereby given of a meeting of the Student Representative Council
Date: Tuesday, 21 July 2020

Time: 1.00 pm QLD | 1.00 pm NSW & VIC | 12.30 pm SA | 11.00 am WA
Conference ID: Zoom: 97138521354 Password: 993329
1* Opening of Meeting Ms Gilewska
2* Recording of those Present and Apologies Ms Connor
3* Declarations of Conflict of Interest Ms Gilewska
4* Starring of Additional Items Ms Gilewska

Items starred are for consideration. Unstarred items will be approved/noted en bloc
5*  Confirmation of Minutes and any Business Arising from the previous meeting held Ms Gilewska
on Tuesday, 26 May 2020
6*  Review of Action Sheet Ms Gilewska
FOCUS ITEM
7*  Student Portal DJx Ms MacLean
MATTERS FOR DISCUSSION
8*  CQUni Career Connection Ms Dunne
9*  Mind Waves Strategy Ms Taylor
MATTERS FOR NOTING AND INFORMATION

12 Other business Ms Gilewska
Next Meeting
The next meeting of the Student Representative Council will be held on Tuesday,
25 August 2020.
Agenda items for this meeting are to be submitted no later than 9.00 am on
Monday, 17 August 2020.
13 Closure
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Student Representative Council Agenda – 26 May 2020
Ms Gilewska
Chair
 Denotes documentation attached
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Student Representative Council – 26 May 2020
MINUTES

Unconfirmed minutes of the meeting of the Student Representative Council
Date: Tuesday, 26 May 2020

Time: 1.00pm, Australian Eastern Standard Time (AEST)
Conference ID: Zoom: 988-6780-0340
PRESENT: Ms N Gilewska (Chair) Mr N Patel

Ms E Bryson Ms E Potts
Ms M Armstrong Ms S Rose (Deputy Chair) 2:25pm
Ms T Bratt Ms C Sibley 1:25pm
Mr B Godar Ms S Tinney
Ms M Goldenberg Ms H Thompson
Mr J Mukherjee Ms R Tumpa2.02pm
IN ATTENDANCE: Ms K Brock Ms D Kelly (Secretary)

Mr K Carige Ms J Morgan 2:00pm
Ms L Carton Ms J Perry
Ms S Connor Ms T Rutherford 2:00pm
Ms A Croft Dr S Roy
Ms J Duignan-George Ms V Roome
Ms K Harrington Ms M Swarbrick
Mr P Heilbuth Mr C Veraa
Mr P Jeric
APOLOGIES: Mr M Dela Luna
1. OPENING OF MEETING
The Chair declared the meeting open at 1.00pm, acknowledging the Traditional Owners of the lands on which the
Student Representative Council (SRC) meeting took place and paying respect to First Nations Peoples and their
Elders, past, present, and future.
The Chair advised that Ms Leanne Williams, Mackay Whitsunday Representative had tendered her resignation,
effective immediately. The Chair farewelled and thanked Ms Williams for her commitment to the SRC and wished
her well.
The Chair introduced incoming member Ms Hannah Thompson, Alumni Representative, and welcomed her to her
first meeting.
2. DECLARATIONS OF CONFLICT OF INTEREST
The Chair asked for declarations of conflict of interest. No declarations were declared.
3. STARRING OF ADDITIONAL ITEMS AND ADOPTION OF UNSTARRED ITEMS
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The Chair invited members to ‘star’ any additional items of business that they wished to discuss. ‘Unstarred’ items
would then be accepted en bloc.
Resolution:
The Student Representative Council resolved as recommended with respect to all unstarred items.
4. CONFIRMATION OF MINUTES AND ANY BUSINESS ARISING FROM PREVIOUS MEETING
The Student Representative Council considered the minutes of the meeting held on Tuesday, 21 April 2020.
Resolution:
The Student Representative Council confirmed the minutes of the meeting held on Tuesday, 21 April 2020 as a true
and accurate record of that meeting.
5. REVIEW OF ACTION SHEET
Item 1: Suspension of Moodle Access

Item carried over to the next meeting.
Item 2: Nomination of SRC members to sit on University Committees

Ongoing – Ms Sharon Connor, Coordinator, Student Representative Council encouraged members to submit
expressions of interest via email to sit on Committees. Once Committees are finalised, student nominations will
be sent.
Part A: Reports and recommendations to

the University Council and/or University Management
Nil.
Part B: Matters finalised or remaining for discussion
6. VIRTUAL ORIENTATION
Ms Victoria Roome, Coordinator, Corporate Events and Graduation and Ms Maegan Swarbrick, Coordinator,
Student Communications spoke to this item.
Due to COVID-19 restrictions, students commencing study in Term 2, 2020 are unable to attend campus for
orientation. A Virtual Orientation event has been proposed to enable students to engage with University staff,
students and alumni. To combat webinar fatigue, presentations will be short, fast paced, and have a high
production quality through the use of recording studios. It is hoped that future on-campus events will include a
webinar option to benefit students who are unable to attend in person.
Following a presentation outlining how the University proposes to run the virtual orientation over Term 2,
members discussed the following:
• Absence of goodie bags and stalls due to virtual orientation
• Developing sessions and how they are to be delivered
The possibility of including 360-degree virtual tours to enable students to familiarise themselves with
their campus when possible
Ms Emily Bryson, South Australia Region Representative, highlighted the importance of students completing the
Foundations of Academic Integrity unit and suggested sending goodie bags to the first 50 students to complete
the unit. Ms Roome supported the initiative.
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Resolution:
The Student Representative Council discussed the running of a Virtual Orientation over Term 2, 2020.
7. DIGITAL BADGE LOOK AND FEEL
Dr Sherre Roy, Lecturer, Educational Development, spoke to this item.
Dr Roy noted the importance of design in creating digital badges for micro-credentials and advised that the badge
should protect the reputation of CQUniversity whilst being visually appealing, providing the impression of value,
distinction and exclusivity.
Members were presented with the following design proposals and asked to vote for their preferred design:
• Extra-Curricular – Proposal 1
• Professional Development – Proposal 2
• Non-Credit Bearing – Proposal 1
• Credit Bearing (Aligned to AQF Award) – Proposal 1
• Qualification Level Credentials (AQF Award) – Proposal 1
• Industry Partnerships – Proposal 2
Ms Joanne Perry, Deputy Vice President - Students, asked how this proposal integrates with eQuals. Dr Roy
advised that it’s anticipated that micro-badging will be displayed on eQuals until Term 2, 2020.
Resolution:
The Student Representative Council discussed the digital badges and provided recommendations for preferred
designs.
8. INTEGRATION OF OFFICE365 TOOLS
Mr Pavle Jeric, Associate Director, Online Systems, spoke to this item.
Mr Jeric delivered a presentation outlining the Learning Environment Experience Project. The project proposed
the integration of Office365 tools into the Digital Learning Environment including Moodle and Microsoft Teams in
order to foster collaboration, the co-creation of a knowledge-base useful for revision, and insight into the
curriculum and its design.
Members were advised that the CQUni mobile application could not operate Moodle as they were two separate
applications and Moodle would open in another browser.
Members discussed:
• Operational functions of the new Moodle platform
• Possible changes to the CQUni Mobile Application
• Rollout of the new Moodle for Higher Education students prior to VET students
Members also discussed the following regarding Microsoft Teams:

• Chatbot functionality now available in summarise
• Mobile device integration
• Upgrades with performance issues to prevent loss of work.
• Lecturers are still predominantly utilising Zoom for video conferencing and classes, however, a number of
Academic staff are making the move to Teams for a more streamlined process
• A number of other functions available to utilise in Teams, like recording ability and transcribing of
meetings.
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Resolution:
The Student Representative Council discussed the integration of Office365 tools with the Moodle platform and
Microsoft Teams.
9. CQUNIVERSITY CERTIFICATE OF ENGAGED LEADERSHIP
Ms Tanya Rutherford, Student Leadership and Student Mentor Programs, spoke to this item.
Ms Rutherford provided an overview of the Certificate of Engaged Leadership offered by CQUniversity for
students who demonstrate their leadership qualities by undertaking volunteer work at the University. Although
the Certificate is not an accredited AQF level program, it supports students’ personal and professional
development and incorporates the three areas of the Social Change Model of Leadership: Self, Group (or Team),
and Society.
Ms Rutherford acknowledged that the program was difficult to locate within the Moodle page. She will discuss
this with Student Communications and request that it is better promoted. Ms Rutherford encouraged members
to participate in the program and meet to discuss course content.
Ms Connor confirmed information regarding the Certificate of Engaged Leadership would be distributed to all
members and encouraged group participation.
Resolution:
The Student Representative Council discussed completing the Certificate of Engaged Leadership as a collective.
10. WORKING PARTY FOR THE STUDENT LEADERSHIP CONFERENCE
Ms Tanya Rutherford, Student Leadership and Student Mentor Programs, spoke to this item.
Ms Rutherford informed members that due to the uncertainty of COVID-19, the Student Leadership Conference
will be facilitated online in 2020.
CQUniversity has delivered an annual Student Leadership Conference for up to 100 students since 2015, and SRC
members have been given the opportunity for sponsored attendance as part of their professional development.
The conference itself is provided free however accommodation and travel are at the expense of the attending
student, with a number of students being funded through an annual sponsorship competition.
Ms Rutherford is seeking 3-5 students to participate in a virtual working group for the 2020 Student Leadership
Conference. Ms Rutherford advised that the working group will be responsible for planning all facets of the virtual
conference, which aims to engage with 100 students. It is proposed that the working group commence
discussions in June and have final details decided by August.
Members also discussed:
• Approaching CQUniversity alumni to be main guest speakers

• Preferred time to run Conference is the week prior to Term 3 commencing
• The possibility for the conference to be run as a 2 week online intensive to allow for more reflection
Mr Jeet Mukherjee, Rockhampton and Yeppoon Region Representative enquired whether the conference could
be run face to face with restrictions likely to be eased later in the year and Ms Rutherford advised that due to
budgetary and border restrictions as well as planning requirements, it will still take place online.
Ms Rutherford requests that expressions of interest be sent via email to: studentleadership@cqu.edu.au.
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Resolution:
The Student Representative Council discussed taking part in a working group for the Student Leadership
Conference.
11. OTHER BUSINESS
11.1 Student Representative Council Clothing Drive
Ms Sharon Connor, Coordinator, Student Representative Council provided an update on the SRC clothing drive.
Due to COVID-19, several campuses are operating with skeleton staff and will be unable to participate until on-
campus activities are allowed. As a result, the clothing drive will be limited to the Rockhampton area and the
Brisbane campus. Many donations have been received in Rockhampton and invitations will be sent to
international students (in the first instance) in the region to view clothing in groups of two at specified times.
Brisbane campus is prepared and will allow students to view what is on offer when they collect grab and go
meals.
11.2 State Government Funding Support for International Students
Mr Neel Patel, Postgraduate International Representative enquired about Government support for International
students. Ms Joanne Perry, Deputy Vice President - Students, confirmed she would be meeting with the
Queensland Government regarding funding for Queensland based students however no criteria or application
process have been provided yet. Ms Perry encouraged students to monitor emails for further updates.
International students based in Victoria have had funding announced recently and applications to go live this
week for application. Due to government reporting requirements, the University must ensure that all criteria are
fully assessed to meet requirements. Ms Perry advised that at this stage the NSW Government have not provided
financial support for International students however there is information available for crisis accommodation.
Mr Jeet Mukherjee, Rockhampton and Yeppoon Region Representative, expressed concern that International
students did not meet the criteria to apply for a CQUni Cares Emergency Grant. It was clarified that International
students are eligible to apply through the International student department due to additional requirements to be
met.
12. NEXT MEETING
The next meeting of the Student Representative Council will be held on Tuesday, 21 July 2020.
Agenda items for this meeting are to be submitted no later than 9.00 am on Monday, 13 July 2020.
13. CLOSURE
The Chair declared the meeting closed at 2.53pm.
MS NATALIA GILEWSKA
CHAIR
Page 5 of 5
Action Sheet – for 21 July 2020 Meeting
Item Date Reference Action By Action Required Status
1. 16/7/19 Suspension of SRC Members Agenda item presented by Dr Jeannette Delamoir
Moodle access with the aim to have students start the conversation
on what they thought about the practice of students
being locked out of moodle for unpaid fees and FAI
lockouts.
27/8/19 Grant Sheean Mr Sheean raised another agenda item to continue

the discussion on providing students with alternatives
to full suspension of Moodle due to non-payment of
fees. Alternatives included partial suspension of
Moodle and payment plans. Members are requested
to continue exploring alternative solutions.
24/9/19 Mr Sheean will provide an update at the November

meeting
29/11/19 Grant Sheean Agenda Item 6 – This item was endorsed, with the
proposed changes to Table A to be submitted to
VCAC.
21/04/2020 SRC Members Ms Joanne Perry, Deputy Vice-Chancellor, Student

Experience, reported that as a result of COVID-19,
Moodle access for students who had not paid fees by
census date would not be suspended during Term 1
2020. Ms Perry also advised that additional changes
are planned for an improved collection process. It was
decided that given current circumstances the item
should remain on the action sheet pending a more
suitable time for discussion by VCAC.
Page 1 of 2
Action Sheet for 21 July 2020 Student Representative Council meeting
Item Date Reference Action By Action Required Status

2. 24/04/2020 Nomination of SRC Sharon Connor Ms Connor confirmed she had sent members a list of
members to sit on CQUniversity Committees and advised students
University interested in a particular committee to email the SRC
Committees Coordinator who would obtain an invitation for the
member to attend the meeting as a guest. Students
were reminded to be aware of time commitments
for each committee as these may vary across the
University.
3. 26/05/2020 Student Leadership Natalia Gilewska Follow up with members for nomination on the
Conference Student Leadership Conference working group
Working Group
Page 2 of 2
STUDENT REPRESENTATIVE
COUNCIL
STUDENT PORTAL (DJx)

Meeting Date: Tuesday, 21 July 2020 Submitted by: Victoria MacLean
Senior Project Manager, Digital Services
Action required: For discussion
Strategic Plan Alignment: Our Students
Recommendation:
That Student Representative Council discuss the new Student Portal, which aims to deliver and provide feedback
following the meeting.
Issue:
The Digital Journey Experience (DJx) project will deliver a new Student Portal that will provide a personalised,
guided experience to help students get started and stay organised, by surfacing relevant information at the right
time. As part of this experience, a key objective is to provide a seamless, intuitive experience across the
frequently utilised CQUniversity systems. The platform that will be delivered this year will provide new
capabilities and channels for communicating to students and this foundation will be continuously developed
based on real-time data and feedback. The features and high-level designs of the new Student Portal will be
shown, followed by an opportunity to ask questions and provide feedback. There will also be opportunity to
provide feedback following the meeting via various channels.
Background:
The DJx program is one of the streams within the IT Transformation (ITx) component of the board CQU Renew
Program. The focus of DJx is to provide an overarching, multi-device platform to deliver a personalised student
experience across the entirety of the student journey. Via this platform, students will be enabled to connect to
relevant tiered support services, communications/coaching and course content seamlessly and intuitively, on their
device of choice. The implementation of this program is phased over multiple years with the delivery of the brand
new Student Portal being the key milestone for 2020.
Rationale:
This presentation will provide an overview of the plans and high-level designs and features of the new Student
Portal to raise awareness of new capabilities that will be delivered and the future opportunities that this provides,
as well as provide an opportunity for feedback and questions.
Consultation:
• Students and staff have been actively participating in Focus Groups and interviews to validate prioritisation of
features and functionality and providing feedback on designs and usability
Conclusion:
SRC members to discuss the new Student Portal and opportunities this provides to support an improved digital
student experience into the future.
Attachment:
• N/A
COUNCIL
CQUNI CAREER CONNECTION MENTORING PROGRAM

Meeting Date: Tuesday, 21 July 2020 Submitted by: Colleen Dunne
Alumni Programs Coordinator
Action required: For noting
Recommendation:
That the Student Representative Council discuss the Alumni-Student mentoring platform and consider for
integration/promotion.
Issue:
A presentation about the CQUni Career Connection mentoring program, what it is, and how it can benefit
students.
Background:
CQUni Career Connection is an online mentoring tool connecting students and alumni (graduates) for one-on-one
career conversations. Nearly 300 alumni mentors have signed up to the program and are waiting to give advice
and guidance to students. The program is completely online, meaning location is not a barrier to participation
Rationale:
Alumni can provide advice and valuable guidance to students. Mentees can request a variety of services including
informational interviews, mock job interviews and resume reviews. Students drive their mentoring experience,
controlling which mentors they meet with and whether it is a one-off session or a series of consultations with the
same or different mentors.
Consultation:
• Sharon Connor – Coordinator, Student Representative Council
Conclusion:
This presentation will explain what the CQUni Career Connection mentoring program is, and how it is beneficial to
students.
Attachment:
• J_PA5_180442_StudentAlumniMentoring
Your opportunity to get
your dream career
Get advice, coaching, and career preparation from
the people who have been there before you.
CQUni Career Connection is an online mentoring tool connecting students and
alumni (graduates) for one-on-one career conversations. More than 200 alumni
mentors are waiting to give you feedback and career advice.
SIGN UP NOW Following their mentoring consultation,

Signing up is easy, and takes 72% of students felt confident or
just a few minutes. The online very confident to speak with
tool means you can participate
industry professionals.
no matter your location, without the
need to exchange contact details. At “I had a great interaction with my
every step of your journey, CQUniversity mentor – they were helpful, kind
mentors will be there for you. and willing to share the skills and
To sign up visit cqu.evisors.com experience to help me.”
MOCK INTERVIEWS “Great knowledge on how you can
Practice for your big break the ice on your dream career.”
interview with professionals
who can support you SIGN UP NOW
to land your dream job. For more information contact
careers@cqu.edu.au, or visit
RESUME CRITIQUES
Have company and industry
cqu.evisors.com
insiders critique your resume
or cover letter.
CAREER CONVERSATIONS
Take the hassle out of
networking – talk directly to
someone who’s been there
and done that.
CRICOS: 00219C | RTO: 40939 | J_PA5_180442 StudentAlumniiMentoring

COUNCIL
MINDWAVES STRATEGY
Meeting Date: Tuesday, 21 July 2020 Submitted by: Ms Leonie Taylor
Project Coordinator Mind Waves
Action required: For discussion
Recommendation:
That Student Representative Council discuss the promotion of the Mind Waves Strategy.
Issue:
Promotion of the Mind Waves Strategy and opportunities for partnering together in 2020 and beyond.
Background:
Mind Waves CQU Mental Health and Wellbeing Strategy was launched by VC on the 5 May 2020 this year for
Phase 1 of the project we are working on Implementation and Promotion. This includes embedding mental health
and wellbeing into curriculum, policy and events or activities to break down the stigma and encourage
conversations around mental health and wellbeing. While ensuring it is everyone’s business for their individual
needs as well as others around them.
Rationale:
N/A
Consultation:
• Vice Chancellor’s Office
• Marketing
• Counselling
• Careers and Events Team
Conclusion:
Opportunity to promote Mind Waves and explore opportunities for the Mind Waves initiatives to be supported by
SRC members. We would also like to attend a future meeting to gather some feedback to make our engagement
with students more accessible and SRC’s guidance around ways to do this better.
Attachment:
• Mind Waves Strategy which is also found on the Mind Waves Website.
RELEASED MAY 2020
CQUNIVERSITY’S MENTAL HEALTH STRATEGY 2020–2022

PURPOSE: To develop a mental health
strategy that promotes student and staff
mental health and wellbeing, and provides
a positive educational and workplace
experience via a healthy, resilient,
inclusive, compassionate and
connected University community.
CONTENTS
Executive Summary 1
Introduction 3
The Strategy: Mindwaves 4
Strategic Focus Areas 6
Guiding Principles 15
Acknowledgements 16
References 17
Appendices 18
Appendix 1: Background and
Literature Review 18
Appendix 2: Strategic Focus Areas –
Opportunities and Gap Analysis 20
Appendix 3: Strategic Focus Areas -
Current Initiatives and Recommendations 25
Appendix 4: Consultant List 33
CQUNIVERSITY'S MENTAL HEALTH STRATEGY 2020–2022
EXECUTIVE SUMMARY
Australia currently lacks an overarching mental
health ‘architecture’ and the extent of mental
health conditions in the community is extensive.
CQUniversity plays a central role in all aspects
of the development of individuals, communities,
societies and cultures, locally and globally.
In Australia, one in four Australians is currently experiencing depression or anxiety (or
both). When compared to the general public, university students are five times more
likely to be diagnosed with a mental health difficulty, with seventy-five per cent of
mental ill health developing before the age of 25. The Australian Institute of Health and
Welfare (2012) reported that university students affected by mental ill health had been
shown to have:
» Lower educational achievement
» Increased impairment
» Increased chance of enrolment cancellation
» Decreased employment
» Negative learning and teaching experience
» Higher absenteeism
For international and Indigenous students there are additional factors that exacerbate
their risk of developing mental ill health. These factors include being away from home
and their usual support network, missing family culture, foods, language and religious
practices, as well as work, study and financial pressure.
There is a lack of research on the mental health of mature age students which presents
a research opportunity that aligns to CQUniversity’s aim to become one of Australia’s
most engaged universities, undertaking globally-relevant research that benefits regions
and communities.
CQUniversity is proudly Australia’s most inclusive university, with the highest ratio of
mature-age students, those with Aboriginal and Torres Strait Islander background, first-
in-family and low socio-economic backgrounds. Vulnerable groups are at a higher risk of
experiencing mental health difficulties, including ethnic minority and Indigenous students,
international students, single-parent students, or students who identify as lesbian, gay,
bisexual, transgender or intersex (LGBTI) people and other sexuality and gender diverse
people and communities.
Women are at a higher risk than men for depression, anxiety and eating disorders yet
more men commit suicide than women. LGBTI are at an increased risk of experiencing
psychological distress, self harm and suicide compared to the general population
(Leonard et al., 2015). This demonstrates a critical need to support such groups, as
CQUniversity continues to expand student diversity through its inclusion agenda (see
Appendix 1: Background and Literature Review). Attrition is an issue in the Australian
education sector and is both student-–and institutionally–driven. Recommendations for
addressing attrition have focused consistently on increasing support and services for
students. CQUniversity already invests strongly in providing student support services,
however there is an innovative opportunity to address attrition through directional
1
MINDWAVES
change. It is recommended that the University adopts the Mental Health

Strategy known as Mind Waves. Through the implementation of the Mind
Waves framework, CQUniversity will move beyond traditional educational and
work place views of health, and instead place an emphasis on recognising the
symbiotic relationship between health, education and the workplace.
It is recommended that the University draws on Positive Psychology, which
is the scientific study of wellbeing and resilience, and has a focus on the
conditions that enable individuals and communities to thrive. Positive
Education draws from Positive Psychology which has been defined as
'education for both traditional skills and for happiness'. We broaden this
definition as 'applied positive psychology in education and the university
community'. Mind Waves, as the University’s Mental Health Strategy, will
act to support and help to build on, promote and develop University-wide
initiatives to be embedded throughout our curricula and community.
CQUniversity will be one of Australia’s leading Positive Educational institutions.
KEY STATISTICS: THE AUSTRALIAN PICTURE
20% 45%
20% of adults 45% of adults
will experience will experience
a mental health a mental health
condition every condition in
12 months their lifetime
UNIVERSITY STUDENT STATISTICS

University students are 5x more likely
to be diagnosed with a mental health
difficulty in comparison to same aged
peers who aren't studying.
UNIVERSITY STAFF STATISTICS CLOSER TO HOME: CQUNI STAFF

Top 3 Employment Assistance Program (EAP) presenting issues
$10.9 billion annual ANXIETY
productivity cost to
businesses due to mental PERSONAL STRESS
health condition DEPRESSION
CLOSER TO HOME: CQUNI STUDENTS 41% OF STUDENTS
The top two

presenting
ANXIETY 35.21% 18.31%
of these sessions categorised as
REGISTERED FOR
INCLUSION AND
ACCESSIBILITY INDICATE
of counselling services were
issues are: PERSONAL STRESS STUDY RELATED 'Placement Related Concerns' THEY HAVE A MENTAL
HEALTH CONDITION
2
INTRODUCTION
CQUniversity strives to be a Positive Education University. The University will promote a
holistic view of health and wellness, and draw on the following health recommendations
and blueprints to do so:
» The Wicked Problem of University Student Mental Health (Veness, 2016).
» Okanagan Charter: An International Charter for Health-Promoting
» Universities and Colleges (Okanagan Charter, 2015).
» A Framework for Promoting Student Mental Wellbeing in Universities
(Baik & Larcombe, 2016).
Mind Waves is an internally-developed, evidence-based, Mental Health Strategy
influenced by positive psychology theory and practice. This strategy highlights the
importance of a stepped care approach that involves mental health promotion, early
intervention, targeted intervention and the provision of treatment and support services.
It recognises that for cultural shift to occur, change is required at the institutional
and individual level. The proposed activities will build upon the existing services and
initiatives provided by the University with the aim of creating a sustainable, coordinated
and collaborative response to student and staff mental health needs (See Appendix 1:
Background and Literature Review).
CONSULTATION
The Occupational Health and Safety Unit of People and the Culture Directorate
partnered with the Student Experience and Governance Directorate to develop and
drive this strategy with collegial expertise, support, contribution, and commitment
from schools, professional peak bodies, community and other key stakeholders. (See
Appendix 2: Consultation List).
PURPOSE
To develop a mental health strategy that promotes student and staff mental health and
wellbeing, and provides a positive educational and workplace experience via a healthy,
resilient, compassionate and connected University community.
SCALE AND SCOPE

This strategy will be implemented over the next three years via a whole-of-university
approach. The implementation of both short term and longer-term initiatives will be
monitored and evaluated for effectiveness. A formal review will be conducted annually
to determine what longer- term initiatives are required based on the University’s needs.
APPROVAL AUTHORITY
The approval authority for this document is the Vice-Chancellor and President.
3
MINDWAVES
THE STRATEGY:
MINDWAVES
VISION
CQUniversity is actively supporting the mental health and social and
emotional wellbeing of our students and staff, while also engaging with
the broader community to advocate and promote an inclusive, resilient
and supportive society.
PURPOSE
To develop a mental health strategy that promotes student and staff mental health and
wellbeing, and provides a positive educational and workplace experience via a healthy,
resilient, inclusive, compassionate and connected University community.
POSITIVE EDUCATION: A STRENGTH BASED APPROACH

Mind Waves is strength-based strategy drawing on a Positive Education
model that promotes student and staff wellbeing by:
i. Understanding, recognising and developing individual’s
strengths and abilities. To build and maintain resiliency through self-care.
ii. Empowering individuals to be decision makers in their academic
learning and personal development.
iii. Building upon individual’s life skills to help them to better cope with
adversity and to flourish (Seldon & Martin, 2017).
HEALTH PROMOTION
CQUniversity takes a positive approach with a focus on the interconnectedness
between an individual and their environment, recognising that:
i. Individuals who have choice and control over their health will
have better health outcomes.
ii. The community a person studies, works and lives in has a direct
impact on their health.
iii. A “whole of University approach” is required.
4
STEPPED CARE
Mind Waves recognises the importance of a stepped care model to ensure that students
and staff receive the support relevant to their needs. The three-tiered model (shown
below) demonstrates how the strategy is relevant for the three population groups.
INSTITUTIONAL APPROACH: Offering Health Promotion

and prevention initiatives for all students and staff.
TARGETED ASSISTANCE: Offering Early Intervention initiatives for
students and staff with identified coping concerns.
INDIVIDUAL INTERVENTION: Providing treatment,
services, and crisis response management for students
and staff with mental health concerns.
MINDWAVES FRAMEWORK
Governance
for Mental
Health and
Wellbeing Mental Health
Access to Awareness
Services and Wellbeing
Promotion
Research,
Engaging STUDENT Innovation
Curricula and and Evidence
Training
AND STAFF Informed
WELLBEING Action
Early Supportive and

Identification Connected
and Response Environment
Value Indigeous
Communities
Figure 1. Mindwaves Framework. Adapted from A Framework for Promoting

Student Mental Welling in Universities (Baik, C & Larcombe, W, 2016).
5
MINDWAVES
STRATEGIC FOCUS AREAS

The Mind Waves Framework (see page 5) includes eight focus areas designed
to promote student and staff wellbeing. The focus areas which progress from an
institutional approach through to individual intervention to ensure the mental health
needs all population groups are addressed, are expanded upon below;
1
GOVERNANCE FOR MENTAL HEALTH AND WELLBEING
Objective: To establish an inclusive and responsive institutional culture that
recognises the mental health and wellbeing needs of students and staff through
organisational structure, policy development and review. Institutional Governance is
to ensure the practice of legislation that protects the rights of students and staff with
mental illness and ensure a safe and healthy working environment for all.
Activities:
» 1.1: Undertake policy development and review to ensure that recognition of
mental health and wellbeing is included within key policies (over three years).
» 1.2: Incorporate Mental Health and Wellbeing objectives into Institutional Planning
(over three years).
» 1.3: Include student wellbeing within the terms of reference of relevant university
committees (over three years).
Measures of Success:
» University policies incorporate mental health and wellbeing and accommodate
the needs of students and staff in reaching their
study and work goals.
2
MENTAL HEALTH AWARENESS AND WELLBEING PROMOTION
Objective: Develop and implement mental health awareness education, training and
resources for all students and staff to enhance mental health literacy, reduce stigma
and encourage help-seeking behaviours.
Activities:
» 2.1: Establish an online Mental Health and Wellbeing platform for staff and
students providing ready access to resources, e-mental health programs, current
University activities, training dates and information (first year).
» 2.2: Provision of Mental Health First Aid to Students and Staff (in first
year and ongoing).
» 2.3: Professional and academic staff to be provided opportunity to
attend Aboriginal and Torres Strait Islander Mental Health First Aid courses (in
first year and ongoing).
» 2.4: Establish Mental Health Literacy guidelines and print and online promotional
materials and resources for students and staff to address mental health
awareness, resilence building skills, stress management, mindfulness, self-care,
managing emotions, help seeking and supporting peers and colleagues who are
experiencing mental ill health (over three years).
6
» Development and availability of Online Mental Health and Wellbeing Platform and
proportion of students and staff who have actively
engaged with the online platform.
» Availability and take up of Mental Health First Aid training.
» Development and dissemination of guidelines, promotional
materials and resources.
3
RESEARCH, INNOVATION AND EVIDENCE-INFORMED ACTION
Objective: To evolve as an engaged and innovative Research Institution undertaking
globally relevant research that benefits students, staff, and the wider community. To
continue enhancing CQUniversity's research profile with concentration on healthy
behaviours at work, self-care, rest and play, psychology and wellbeing, public health
and health promotion.
Activities:
» 3.1: Increase research in mental health, self-care, resilience and wellbeing
in the applied tertiary education setting (over three years).
» 3.2: Establish procedures for responsible data collection and analysis so that
action taken is responsive to the needs, circumstances and health of students
and staff (over three years).
» 3.3: Ensure that research and innovation contribute evidence to guide the
formulation of mental health, resilience and well-being enhancing policies and
practices (over three years).
» 3.4: Trial and evaluate the effectiveness, acceptability, feasibility, acceptability and
sustainability of the Mindful Self-Care and Resiliency Program (MSCR) within the
Educational Setting (over three years).
» 3.5: Provision of an Introduction to MSCR continuing professional development
program to be offered to students involving pre and post survey and three month
follow-up to measure psychological capacity, confidence, burnout and resilience
(over three years).
» Evidence of research and publications in the area of mental health, resilience and
wellbeing in tertiary education.
» Future mental health strategy activities designed and implemented based on
data collected to meet the needs of students and staff.
» Policy development and review draws on evidence-based research
to enhance outcomes for students, staff and community.
» MSCR program 5-year license with one train-the-trainer and three trainees to
ensure MSCR program is sustainable at CQUniversity.
» MSCR program data demonstrates medium to large effect changes
in resilience, coping, self-care and compassion satisfaction.
» Provision of Introduction to MSCR program and data that demonstrates
improved functioning in students who participate.
7
MINDWAVES
4
SUPPORTIVE AND CONNECTED UNIVERSITY ENVIRONMENT
Objective: To create an inclusive and supportive University environment (social,
physical and digital) that provides students and staff with opportunities for
meaningful participation in activities that build a sense of connection and belonging
and improves learning, and professional and personal development. Also, to
promote an environment that assists members to accept diversity, adapt to change
and embrace challenges more effectively.
Activities
» 4.1: Provide cohesive, engaging and inclusive activities and events on physical
campuses and online that foster a sense of belonging for students from
diverse backgrounds (e.g. ‘Pop Up Cultural Lunches’, University Mental Health
Day, Harmony Day, NAIDOC Week, R U OK Day, Green Ribbon Day, Yoga and
Mindfulness sessions) (in first year).
» 4.2: Audit and enhance physical ‘health spaces’ (health spaces defined as
physical spaces where students feel safe for private study; collaborative learning,
privately accessing health and wellbeing resources; social interaction and
relaxation activities) across campuses and establish new ‘health spaces’ as
required (in first year).
» 4.3: Build connections and partnerships with student societies
e.g. Student Representative Council, and student groups at risk of isolation or
discrimination, e.g. Indigenous students; international students; students with
a disability; LGBTI students; ‘mature age’ students and online learning students
(over first two years).
» 4.4: Audit and enhance student facilities to ensure access to healthy food options
and food preparation equipment; bicycle storage; and sporting facilities (over
three years).
» 4.5: Establish a virtual campus with its own infrastructure to detect,
acknowledge and assist online students (over three years).
» 4.6: Establish a peer-to-peer program for students and staff to provide options for
a safe and accessible first point of contact person when seeking connection or
support (second and third year).
» Proportion of students who report a sense of belonging to
the university community.
» Number of events held, offering of activities and the proportion
of students and staff who attend.
» Ratio of ‘health spaces’, bicycle storage, food preparation equipment
and sporting facilities to on campus student population.
» Evidence of established partnerships with student groups
and the proportion of students and staff involved.
» Proportion of students who have actively engaged with the virtual campus.
» Evidence of established peer-to-peer program, number of trained
peers and proportion of students and staff who have sought support from
the program.
8
5
VALUING INDIGENOUS COMMUNITIES’
CONTEXT AND PRIORITIES
Objective: Nurture a strong university community that promotes social and
emotional wellbeing and a sense of belonging and supports our Indigenous
people journeying through education by (i) recognising that a holistic and whole-
of-life view of health is essential to achieve positive life outcomes for Indigenous
peoples, and (ii) adopting and working within the Social and Emotional Wellbeing
framework to understand mental health and mental health disorders from an
Aboriginal and Torres Strait Islanders’ perspective.
Indigenous communities in Australia have experienced extreme adversities or
trauma. SEWB framework recognises the cultural resilience to adapt and positively
overcome devastating circumstances. The SEWB framework embraces the cultural,
spiritual, physical, psychological and emotional connections to identity through
language, dance, song, ceremonies and traditional healing bringing strength to
those impacted by history and intergenerational trauma. SEWB recognizes the
cultural differences between Aboriginal and Torres Strait Islander people with their
connections back to country, land and sea and how it is important to have
a sense of belonging (Gee et al. 2014).
Activities:
» 5.1: Establish culturally-safe spaces on our campuses where our Indigenous
students are attending (one to two years).
» 5.2: Deliver social and emotional support programs targeting Indigenous
students and promote referrals to relevant support services (first year).
» 5.3: Utilise current structures within the Indigenous tutorial assistance scheme to
ensure Indigenous students are in receipt of mentoring to support better mental
health well-being while studying (first year).
» 5.4: Professional and academic staff to be provided opportunity to attend
Aboriginal and Torres Strait Islander Mental health first aid courses and suicide
prevention training "Deadly Thinking" (first year and ongoing).
» 5.5: Provide curriculum opportunities for students and staff to develop an
understanding of and respect for Aboriginal and Torres Strait Islander traditional
and contemporary cultures (one to three years).
» Proportion of Indigenous students who report a sense of belonging
to the university community.
» Ratio of culturally-safe spaces on campuses to Indigenous
student population.
» Number of Indigenous students in receipt of mentoring under the Indigenous
tutorial assistance scheme.
» Proportion of staff attending Aboriginal and Torres Strait Islander Mental health
first aid courses and "Deadly Thinking" suicide prevention training.
» Evidence of curriculum and evidence of increased student and staff
understanding and respect for Aboriginal and Torres Strait Islander traditional and
contemporary cultures.
9
MINDWAVES
6
EARLY IDENTIFICATION AND RESPONSE
Objective: To ensure students and staff are equipped with the knowledge and skills
to recognise and respond to early signs of distress and mental health difficulties in
themselves and others.
Activities:
» 6.1: Disseminate Staff Guidelines: Responding to a Student in Distress and
accompanying resources via print and online modes, and development of online
and face-to-face training for staff (first year and ongoing).
» 6.2: Ongoing provision of Accidental Counselling and First Response: Student in
Distress training for staff via face-to-face mode (first year and ongoing).
» 6.3: Develop online and print resources for students and staff and offering of face
to face sessions for students on recognising early warning signs, help seeking
and supporting peers and colleagues who are experiencing mental ill health (first
two years).
» 6.4: Establish clear internal and external referral pathways to refer students and
staff with mental health vulnerabilities and ensure
the University response is timely and coordinated (first year).
» Staff Guidelines distributed to all staff, availability and take up of online and face
to face training.
» Availability and take up of First Response: Student in Distress training
by staff and tracking of feedback via evaluation survey.
» Evidence of development of print and online resources, take up by students and
staff, and provision, and take up of face-to-face sessions
for students, monitoring participation and feedback.
» Evidence of increase and efficiency (timely and coordinated) in referrals and take
up by student and staff of University provided services.
10
7
ENGAGING CURRICULA AND TRAINING
Objective: To build student self-efficacy, academic buoyancy, resilience and
employability skills by integrating self-management skills, mindfulness and mental
health skills in the curricula and by affording choice and flexibility in learning (Baik &
Larcombe, 2016; Veness, 2016). To upskill staff to understand the diverse needs of
students and adopt teaching practices that optimise student learning and wellbeing.
Activities:
» 7.1: When undertaking curriculum review during the normal course review
process, ensuring course load and assessment design affords flexibility (for
example studying a part time load, where possible, and depending on the
course accreditation), capacity to offer alternative assessment where possible,
and progression pathways (for example supporting students to transition from
Vocational Education to Higher Education and obtain exit awards) offered (over
three years).
» 7.2: Promote careers service to enhance student employability (first year).
» 7.3: During the normal course review process, review assessment policies
and practices to ensure students receive regular, informative feedback on their
learning and progress (first year).
» 7.4: During the normal course review process, encourage the incorporation of self-
management competency units (teaching topics such as stress management, self-
regulation, communication and conflict resolution skills, self-care, problem solving
and goal setting) into the curriculum (over three years).
» 7.5: Provide professional learning for all Senior Executives and teaching staff
about the university's obligations under the Disability Discrimination Act (1992)
(over three years).
» 7.6: As access to ‘expert’ resources are available, (i) develop strategies and
resources to equip students with knowledge and skills to cope with curriculum
materials that are potentially triggering (due to experience of mental illness or
histories of abuse, discrimination or trauma), and (ii) educate teaching staff about
appropriate response in the event of this (two to three years).
» Portion of courses that offer flexible course loads and
exit/interim opportunities.
» Data on students accessing career service and statistics on students
who obtain employment at completion of degree.
» Development of self-management units.
» Proportion of students who complete self-management competency units.
» Proportion of Senior Executives and teaching staff who attend training and
demonstrate comprehensive understanding of Disability Discrimination Act,
assessed via training evaluation survey.
» Development and dissemination of Student Guidelines to equip students with
knowledge and skills to cope with curriculum materials that are triggering (due
to experience of mental illness or histories of abuse, discrimination or trauma),
proportion of students accessing online and print resources, and proportion of
teaching staff who engage in education about appropriate response to support
students in the event of this.
11
MINDWAVES
8
ACCESS TO SERVICES AND SUPPORT
Objective: To ensure students and staff who are experiencing mental illness have
direct access to relevant services, reasonable academic adjustments and treatment
and to ensure that the University response is timely, coordinated, compassionate
and culturally sensitive.
Activities:
» 8.1: Enhance access to treatment and support services by reducing barriers
(awareness, perception, referral pathways, adequate resourcing) (first year).
» 8.2: Establish service agreements with external providers of mental
health services e.g. headspace and Adult Mental Health (over three years).
» 8.3: Provide online group mental wellbeing programs, delivered by
the Wellness Centre (first year).
» 8.4: Ensure effective and coordinated response to student critical incidents
(specifically mental health crises) via implementation of student critical incident
policy and procedure and ongoing review (first year).
» 8.5: Provide counselling support to students and staff who have been involved in
a critical incident (first year and ongoing).
» 8.6: Foster active student involvement in the development, review
and evaluation of student services (first two years).
» Proportion of students accessing student support services e.g. Counselling,
Careers, Indigenous student support, Inclusion and Accessibility, Student
Advocacy and Academic Liaisons.
» Proportion of students experiencing barriers to treatment access (e.g. part time,
online learning, ‘mature age’, students with a disability, Indigenous students,
international students, LGBTI students) who engage with services.
» Average waiting times for services
» Ratio of number of counsellors to the student population
» Proportion of students applying for special consideration related
to mental wellbeing.
SCALE AND SCOPE

This strategy will be implemented over the next three years via a whole-of-university
approach. The application of both short term and longer-term initiatives will be monitored
and evaluated for effectiveness. A formal review will be conducted annually to determine
what longer- term initiatives are required based on the University’s needs.
12
KEY DEFINITIONS AND LANGUAGE

The key definitions and language of this strategy include:
DISABILITY
Disability in relation to a person means:
a. total or partial loss of the person’s bodily or mental functions; or
b. total or partial loss of a part of the body; or
c. the presence in the body of organisms causing disease or illness; or
d. the presence in the body or organisms capable of causing disease or illness; or
e. the malfunction, malformation or disfigurement of a part of the person’s body; or
f. a disorder or malfunction that results in the person learning differently from
a person without the disorder or malfunction; or
g. a disorder, illness or disease that affects a person’s thought processes, perception of
reality, emotions or judgement or that results in disturbed behaviour; and includes a
disability that:
h. presently exists; or
i. previously existed by no longer exists; or
j. may exist in the future (including because of a genetic predisposition
to that disability); or
k. is imputed to a person.
To avoid doubt, a disability that is otherwise covered by this definition includes behaviour
that is a symptom or manifestation of the disability.
HOLISTIC
Refers to the recognition that people and their behaviours are complex, and
consideration of all aspects of a person’s life as a total entity is integral to understanding
health and illness. Holistic approaches use the biopsychosocial model which refers to
a person’s biological system, psychological system and their social systems. These
systems are interrelated and each system can affect–and be affected by–any of the
other systems (Caltabiano, Sarafino & Byrne, 2008).
MENTAL HEALTH
An individual state of wellbeing where one can realise their own potential, can cope with
the normal stresses of life, can work productively and fruitfully, and is able to make a
contribution to their community (WHO, 2011).
MENTAL ILLNESS
A clinically-diagnosable disorder that significantly interferes with an individual’s cognitive,
emotional or social abilities. The diagnosis of mental illness is generally made according
to the classification system of the Diagnostic and Statistical Manual of Mental Disorders
or the International Classification of Diseases
(Muir-Cochrane, Barkway & Nizette, 2014).
MENTAL ILLNESS PREVENTION

Prevention includes reducing the incidence, prevalence, recurrence of mental disorders,
time spent with symptoms, risk factors for mental illness, preventing or delaying
recurrences and decreasing the impact of disease on the affected person, their families
and society (WHO, 2014).
13
MINDWAVES
POSITIVE EDUCATION
Positive Education is a scientific approach to education that blends academic learning
with the development of character strengths and the promotion of wellbeing. It focuses
on building upon strategies to defend against low self-esteem, depression and anxiety
(Seldon & Martin) Positive Education teaches and equips people with life skills, such
as: perseverance and passion, optimism, resilience, growth mindset, engagement and
mindfulness (Oades et al., 2011).
PSYCHOLOGICAL DISTRESS
Psychological distress is largely defined as a state of emotional suffering with
symptoms of depression (e.g., sadness, worthlessness and hopelessness) and anxiety
(e.g., feeling unease, tense and restless). These symptoms can also be linked with
somatic symptoms, such as insomnia, headaches and lethargy (Drapeau, Marchand &
Beaulieu‑Prevost, 2010).
REASONABLE ADJUSTMENTS
Also known as accommodations are the tangible and practical considerations and
measures made to the learning and/or working environment in order for students
and staff with disabilities to fulfil the inherent requirements of academic courses and
their professional duties. CQUniversity fulfils its positive duty to provide reasonable
adjustments based on consultation. Examples of reasonable adjustment include the
provision of materials in alternative formats, specialised equipment or modification
of premises.
WORK-RELATED STRESS
Describes the physical, mental and emotional reactions of workers who perceive that
their work demands exceed their abilities and available resources (Worksafe NSW, 2018).
14
GUIDING PRINCIPLES
Complementing the Mind Waves framework, CQUniversity’s mental health strategy
uses Positive Psychology concepts that support an ‘education for both traditional
skills and happiness'. Through adopting and adapting Martin Seligman’s psychological
theory of wellbeing, ‘PERMA’ model (Seligman, 2011), our University will be a
leading Positive Educational university. PERMA has five core elements that guide the
University's principles:
P Positive Emotions: Feeling positive emotions, such as joy, gratitude,
interest and hope.
E Engagement: Being fully absorbed in activities that use skills yet
challenge you.
R Relationships: Having positive, authentic relationships.
M Meaning: Belonging to and serving something that you believe
is bigger than yourself.
A Accomplishment: Pursuing success, winning achievement and mastery.
CQUniversity’s Dr Andrew McClelland expands on these principles with GENR-P:
G Green space: Creating green space or having access to green space enhances
wellbeing and reduces stress.
E Exercise: Focusing on physical activity that enhances or maintains physical fitness,
and overall health and wellness.
N Nutrition: Actively consuming a nutritionally dense, whole food balanced diet.
R Rejuvenation: Relates to taking breaks and holidays/weekends.
P Play and fun: Benefits learning, happiness, creativity and relaxation.
15
MINDWAVES
ACKNOWLEDGEMENTS
This strategy and the concept of Mind Waves was drafted in 2018 by the primary
authors, Mrs Jana Paris Richardson, Project Coordinator, People
and Culture Directorate, Mr Sean Peckover, National Occupational Health
and Safety Manager, and Dr Bethany Mackay, Coordinator, Counselling, Student
Experience Directorate and Ms Leonie Taylor, Coordinator, Mind Waves, Counselling
Student Experience Directorate. Special thanks to Ms Joanne Perry,
Deputy Vice-Chancellor (Student Experience and Governance).
The authors acknowledge that this strategy has been developed through the collegial
expertise, support, contribution and commitment from key stakeholders, schools,
professional peak bodies, and communities. The authors acknowledge that the Report to
the Winston Churchill Memorial Trust: The Wicked Problem of University Student Mental
Health by Dr Benjamin G. Veness has provided invaluable guidance to the development
of this strategy.
Correspondence on this document should be directed to:

Student Counselling
Student Experience Directorate
CQU University Australia
T: 07 4930 9456
Email: counselling@cqu.edu.au
16
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Australian Institute of Health and Welfare (AIHW). Australia’s LaMontagne, A. D., Martin, A., Page, K. M., Reavley, N. J.,
Health thirteenth biannual report. Canberra: AIHW;2012. Noblet, A. J., Milner, A. J., Muir-Cochrane, E., Barkway, P.,
Baik, C. & Larcombe, W, (2016). A Framework for Promoting Nizette, D. (2014). Mosby’s Pocketbook of Mental Health.
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https://internationalhealthycampuses (2011). Towards a positive university. The Journal of Positive
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Schmidt, C. W., (2007). Environmental connections: A deeper
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17
MINDWAVES
APPENDICES
APPENDIX 1: BACKGROUND
AND LITERATURE REVIEW
STUDENTS
From a historical perspective, universities have aimed to develop cultures of excellence.
However, attrition and student psychological distress remain a significant concern to
universities (Oades et al., 2011). International research on psychological distress in
university students confirms that mental health problems are common (Wynaden et
al., 2014). Positive Education is ‘the development of educational environments that
enable the learner to engage in established curricula in addition to knowledge and skills
to develop their own and others’ wellbeing’ (Oades et al., 2011). Positive Education is
facilitated through positive universities and aims to increase positive emotions, meaning
and engagement, and decrease mental health issues, such as stress, depression and
anxiety (Oades et al., 2011). One-in-four Australians is currently experiencing depression,
anxiety or both (Beyond Blue, 2018). When compared to the general public, university
students are five times more likely to be diagnosed with a mental health difficulty, with
seventy-five per cent of mental ill health developing before the age of 25 (Usher &
Curran, 2017). The Australian Institute of Health and Welfare (2012) reported that university
students affected by mental ill health had been shown to have:
» lower educational achievement
» increased chance of enrolment cancellation
» negative learning and teaching experience
» increased impairment
» decreased employment
» lower income and standard of living; and
» higher absenteeism.
Research indicated that women are at higher risk than men for depression, anxiety and
eating disorders (Eisenberg, Hunt & Speer, 2012). However, more men commit suicide
than women (Ibrahim, et al., 2013). International students, single parent students or
students who identify as lesbian, gay, bisexual, transgender or queer (LGBTI) have an
increased vulnerability to experiencing mental health difficulties. Additionally, ethnic
minority or Aboriginal students are at higher risk for mental illnesses than Caucasian
students (Eisenberg, Hunt, Speer & Zivin, 2011). While CQUniversity prides itself on
being an inclusive University through widening participation, this inclusiveness also
raises a heightened need to prioritise health and wellness to support success. Through
the Bradley Review of Higher Education (2008), the Australian Government proposed
a target that 40 per cent of 25-34-year-olds will have a minimum of a Bachelor-level
qualification by 2020. This is a testing target given that current attainment is only 29 per
cent. The Bradley Review also stipulated that 20 per cent of undergraduate enrolments
in higher education should be students from low socio-economic backgrounds.
CQUniversity responded to the Australian Government’s call to action and is Australia’s
most inclusive university, with the highest ratio of mature age students, those with
Aboriginal and Torres Strait Islander backgrounds, first-in-family and low socio-economic
backgrounds. CQUniversity continues to expand student diversity through its inclusion
agenda, however student retention and completion rates remain a challenge and,
conversely, inclusivity is one of a number of factors contributing to student attrition and
non-completion rates (CQUniversity Annual Report, 2017). This identifies a direct need to
contribute to student mental health and wellbeing.
18
ACADEMIC AND PROFESSIONAL UNIVERSITY STAFF

Mental illness is a significant issue in Australia. Approximately 45% of Australians
aged between 16 and 85 have experienced a mental illness at some point in their
life (Australian Bureau of Statistics, 2008). An employee may develop a psychological
illness before commencing employment or during employment. A total of 3.2 days per
employee are lost each year through work place stress, and stress-related workers’
compensation claims are estimated to cost over $10 billion annually (Beyond Blue,
2018). Despite global interest in workplace mental health, there is a paucity of research
focused on the mental health of university staff, particularly in the Australian university
educational setting. While some Universities have developed mental health strategies,
few have a comprehensive approach to address both staff and student mental health.
Research indicates that job stress and other work-related psycho-social hazards are
emerging as the leading contributor to the burden of occupational disease and injury
(LaMontagne et al., 2014). Psychological safety in the workplace is founded on the
capacity to work and express oneself without fear of negative consequences and is
paramount to employee wellbeing (WHO, 2014). Research has shown that external
work locus of control is a perceived lack of personal control over one’s work life and
is associated with a poorer sense of workplace psychological safety. Data from the
CQUniversity VOICE Engagement Staff Survey 2018 identified wellness as a priority
(Voice Project, 2018). Through this strategy, CQUniversity will strongly respond to this
urgent public health crisis and will improve psychological safety, health and wellbeing
within the University community.
19
MINDWAVES
APPENDIX 2: STRATEGIC FOCUS AREAS

– OPPORTUNITIES AND GAP ANALYSIS
1
STRATEGIC FOCUS AREA ONE
GOVERNANCE FOR MENTAL HEALTH AND WELLBEING
The University has duties under the Disability Discrimination Act (1992) (DDA) and
the Work Health and Safety Act (2011) to protect the rights of staff and students with
mental illness, and to ensure a safe and healthy working environment.
Opportunities and gap analysis:

» Develop a University policy on mental health.
» Develop mental health general support guidelines.
» The Student Behaviour Misconduct Policy requires revision and upgrade to address
misconduct related to sexual harassment and assault (matters of this nature
to be dealt with differently to a standard behaviour misconduct, (i.e. sensitive,
trauma‑informed response, prompt turnaround times).
» Staff responding to forms of behaviour misconduct involving sexual harassment
and/or assault (and/or that causes psychological harm) or where the offender is
experiencing psychological disturbances, need to be equipped with the skills to
manage the complaints and have a trauma-informed response.
2
STRATEGIC FOCUS AREA TWO
MENTAL HEALTH AWARENESS AND WELLBEING PROMOTION
Wellness initiatives enhance understanding and encourage help-seeking behaviours.
Raising awareness and promoting health and wellbeing is critical for helping to address
the stigma surrounding mental health, and aids in advocating for increased knowledge of
self-care and healthy behaviours.

» There is a lack of health promotion and early intervention services available to
students. CQUniversity Student Counselling is a reactive service with service
provision focused on treatment services.
» There is a call for services and initiatives that promote wellness, for example,
offering mindfulness groups, stress management groups, and providing
psychoeducation information about staying healthy and well.
» The provision of such services will prevent healthy students and staff moving into
an unhealthy range.
» There are minimal psychoeducation and health promotion initiatives provided to our
international students despite the fact that they are at a high risk of developing mental
illness due to culture shock, homesickness and loneliness. Providing additional support,
education and health promotion activities will help ensure a greater number of international
students adjust healthily to studying in Australia, thereby avoiding anxiety and depression.
» There is a lack of clarity surrounding existing support services available to staff and
students. For instance, there is some confusion among staff and students as to the
differences between the CQUniversity Wellness Centre, Counselling and Wellbeing
services and the Employment Assistance Program.
20
» Enhanced normalising and anti-stigma programs for different mental health

conditions would help to educate staff and students, and assist in reducing negative
assumptions and shame about mental illness.
» E-health programs are lacking for online students and staff which provide ample
opportunity to connect and assist in reducing isolation, and loneliness. Aligning
offerings, communication and evaluation would contribute to efficiency, long-term
sustainability and the overall impact of implemented programs.
3
STRATEGIC FOCUS AREA THREE
RESEARCH, INNOVATION AND EVIDENCE-INFORMED ACTION
CQUniversity aims to become one of Australia's most engaged universities, undertaking
globally-relevant research that benefits regions and communities. CQUniversity's
strengths and corresponding research foci include healthy behaviours at work, rest and
play, psychology and wellbeing, public health and health promotion.

» Aim to increase research in mental health and wellbeing in the applied tertiary
education setting.
» Aim to assist with mental health outcomes for rural and regional Australia
» Ensure that research and innovation contribute evidence to guide the formulation of
health enhancing policies and practices.
4
STRATEGIC FOCUS AREA FOUR
SUPPORTIVE AND CONNECTED UNIVERSITY ENVIRONMENT
A welcoming supportive university environment that supports student and employee
engagement has a positive impact on benefiting mental health. Universities that
create opportunities for meaningful participation help members feel connected and
to have a sense of belonging which improves learning, and professional and personal
development. Supportive environments assist members to adapt to change and
embrace challenges more effectively.

» A majority of CQUniversity’s students study via online, hence it is recommended
that a form of virtual campus, with its own infrastructure to detect, acknowledge and
assist online students, is developed.
» There is ample opportunity for cross-collaboration within academic communities to
implement and evaluate initiatives to support University mental health initiatives.
» There are opportunities to build facilities and provide equipment for ‘health spaces’
across all campuses (physical and virtual – where students and staff feel safe) to
support mental health and wellbeing.
» Providing physical structures and amenities that are inclusive of LGBTI communities,
such as the inclusion of gender-neutral bathrooms across campuses.
» Ensuring that all campuses are inclusive of people with a disability.
Ensuring that all campuses are inclusive of minority groups, including International
Students, LSES, Indigenous and LGBTI.
21
MINDWAVES
5
STRATEGIC FOCUS AREA FIVE
VALUING INDIGENOUS COMMUNITIES’
Aboriginal and Torres Strait Islander students comprise 1.7% of all domestic
on-shore students. This is an increase of 8.3% compared to 2016 in the first half of
the year (Australian Government, Department of Education and Training, 2017). With
our University being part of the increased participation of Aboriginal and Torres Strait
Islander, we are responsible for ensuring and supporting the mental health needs of our
students journeying through education.
Drawing from the Indigenous Health and Wellbeing: The Importance of Country Report
(Ganesharajah, 2009), a key aspect of improving Indigenous wellbeing is exploring the
relationship between land and wellbeing. Aboriginal definitions of health recognise that
a holistic and whole-of-life view of health is essential to achieve positive life outcomes
for Indigenous peoples. Dadirri is a concept that describes inner, deep listening, quiet,
still awareness and waiting. Miriam Rose Ungunmerr-Baumann (2003) posits that:
“Ngangikurungkurr means ‘Deep Water Sounds’. Ngangikurungkurr is the name of
my tribe. The word can be broken up into three parts: Ngangi means word or sound,
Kuri means water, and kurr means deep. So the name of my people means ‘the Deep
Water Sounds’ or ‘Sounds of the Deep’. This talk is about tapping into that deep spring
that is within us.
Many Australians understand that Aboriginal people have a special respect for
nature. The identity we have with the land is sacred and unique. Also, there are
many Australians who appreciate that Aboriginal people have a very strong sense of
community. All persons matter. All of us belong.”
The significance of having culturally-safe spaces within our campuses is important.
The Indigenous people of Australia have a depth of spirituality that can enrich non-
Indigenous people. With this knowledge, short–and long–term strategies to establish
these safe spaces are taking place. By understanding
and providing these spaces, campus-by-campus will contribute to the health and well-
being of our Indigenous cohort of students.
22
6
STRATEGIC FOCUS AREA SIX
EARLY IDENTIFICATION AND RESPONSE
It is critical that staff and students can recognise and respond to early signs of distress
and mental health difficulties. Academic and professional staff with front line access
to fellow staff and students are well placed to notice and react to an early indication
for concern.

» Pre-screening or self-screening for mental health concerns to promote
help-seeking are currently not available. Such self-screens can alert and support early
identification of mental health concerns for staff and
students and should be investigated further.
» There are a lack of resources to ensure consistent whole-of-university training to
equip staff and students to effectively respond to early indicators of distress.
7
STRATEGIC FOCUS AREA SEVEN
ENGAGING CURRICULA AND TRAINING
Mental health and wellbeing is supported through curricula, and learning experiences
foster intrinsic interests and communicate the value of knowledge and skills being
developed. Mental wellbeing is also supported when the curricula design and learning
experiences build self-efficacy and resilience, afford choice and flexibility in choice, and
create social connections. There is a growing body of research showing the benefits of
integrating mental health skills education in the university curricula, in particular, helping
students develop self-management skills, mindfulness and resilience (Veness, 2016).
These skills are linked to employability, and a focus on upskilling staff within universities
is an important component of supporting staff health and wellbeing.

» Develop opportunities to provide consistency within the curriculum and develop
instructional designs which can influence student and staff health and wellbeing.
» Develop opportunities to promote a broad range of strategies to support resilience
and enhance mental health on and off campus, and consult with community partners.
» Utilise existing campus training and initiatives that can improve interpersonal and
intrapersonal competencies, and personal resilience.
» Transitional points for schools and divisions can strain coping strategies and diminish
mental health. With support, transitions may provide opportunities to build awareness
and personal management skills. Integrating family support during the transition to
university can be strengthened.
23
MINDWAVES
8
STRATEGIC FOCUS AREA EIGHT
DIRECT SERVICE AND SUPPORT
Internal and external mental health services and support assist students and staff with
issues that may negatively impact their study and working capacity. A range of services
and training is provided to meet the needs of the campus community population.

» There is a critical need to resource more counsellors to i) reduce student wait
times for accessing the student counselling service, ii) ensure adequate response
times in the event of urgent student needs and critical incidents, to iii) meet ethical
responsibilities and mitigate risk, and to iv) prevent staff burnout.
» There is a lack of clarity surrounding existing support services available to staff and
students. A more universal approach to promoting wellbeing is needed.
» While the Employee Assistance Program is available to staff and their immediate
families, waiting times for appointments are exceptionally long and can exacerbate
difficulties with mental health or personal issues.
» There are opportunities to provide more online services for all students and staff,
in particular those studying or working via online mode, with a specific focus on
loneliness and isolation.
» There are subgroups of students and staff who would benefit from targeted
initiatives, like peer support, and health / mental health and wellbeing programs (for
example early intervention programs to build coping strategies for managing anxiety,
depression and stress).
» These programs could be accessed while students and staff are waiting for
individualised treatment services.
» Barriers to accessing internal and external services include stigma, service locations,
working hours, staff resources, wait times and cost.
» Crisis management protocol and training for the campus community are critical.
24
APPENDIX 3: STRATEGIC FOCUS

AREAS - CURRENT INITIATIVES
AND RECOMMENDATIONS
1. GOVERNANCE FOR MENTAL
HEALTH AND WELLBEING
KEY FOCUS
CURRENT UNIVERSITY INITIATIVES
AREA ELEMENTS
GUIDELINES » Staff guidelines: responding to a student who makes » Respect. Now.
a disclosure of sexual violence Always.
» Staff guidelines: responding to a student in distress » Mental Health
World Day
POLICY AND » Required Leave of Absence Policy

PROCEDURES » Student Critical Incident Policy
» Student Behaviour Misconduct Policy and Procedures
RECOMMENDATIONS
Expand what we offer
» Increase training opportunities for students and staff to build personal resilience,
self‑care and well-being, and to promote academic and professional success.
» Expand available resources for parents/families.
» Increase holistic health-promoting activities and events.
» Undertake review of Student Behaviour Misconduct Policy and Procedure.
Enhance what we do and develop new initiatives

for the campus community
» Focus on resilience training and wellness courses.
» Develop a University Mental Health Policy.
» Increase support during critical transition times for all members
of the campus community.
» Establish a Safer Communities Coordinator/Unit as a central receiving entity to
manage student related matters where involving sexual harassment and/or assault
and/or misconduct that causes psychological harm.
25
MINDWAVES
2. MENTAL HEALTH AWARENESS

AND WELLBEING PROMOTION
KEY FOCUS
AREA ELEMENTS
MENTAL HEALTH » R U Ok Day » Respect. Now.
AWARENESS » University Mental Health Week Always.
AND STIGMA » Orientation
» Employee and Family Assistance Programs
REDUCTION presentation: Top
» Australia Mental Health Week
Ten Tips to Thrive
» Employee and Family Assistance Programs at University
» Lectures targeting stress management and resilience » Mental Health
provided by student counselling World Day
MENTAL HEALTH » Employee and Family Assistance Programs » Mental Health First
LITERACY » First Response Training (staff) Aid Training
PERSONAL » Faith and spiritual centres

WELLBEING » Ally Program (LGBTI)
CULTURE » Campus Life - social and physical activities
RECOMMENDATIONS
Expand what we offer » Recruit student and staff ‘Mind Waves
» Health promotion initiatives to be Champions’ with lived experience to act
increased and target the whole as first point of contact, referral, stigma
University population. reduction and be empowered by sharing
» Provision of mental health literacy their stories.
should be expanded to include and » Establish a peer-to-peer program,
selectively target diverse, vulnerable recruiting both staff and students
and at-risk students and staff. as ‘Mind Wave Connectors’ trained
and supervised to provide first point
Enhance what we do and of contact and referral options for
develop new initiatives for colleagues and peers respectively.
the campus community
» Create collective long-term strategies
that measure long-term outcomes
and impact on the University campus
community.
» Develop a central website to provide
efficient and effective access to mental
health information, apps and online
programs for students, faculty, and
staff. Involve on campus champions in
developing, planning
and marketing initiatives.
26
3. RESEARCH, INNOVATION AND

EVIDENCE-INFORMED ACTION
KEY FOCUS
AREA ELEMENTS
RESEARCH » International Consortium for Occupational Resilience
» Appleton Institute
» Queensland Centre for Domestic and Family
Violence Research
RESEARCH » Communities of Practice session – managing

HIGHER DEGREES Research Higher Degree student wellness from
SUPERVISORS the supervisor perspective
RECOMMENDATIONS
Expand what we offer Enhance what we do and
» Programs for sleep and
develop new initiatives for
circadian physiology.
» Implement the International Consortium
» Develop evidence-based programs to
for Occupational Resilience ‘Mindful
support healthy sleep.
Self-Care and Resiliency Program’
» Develop programs to support drug and/
(MSCR) for Executives and Leaders.
or alcohol addictions.
» Research the efficacy of the Mindful
Self-Care and Resiliency Program
for CQUni and within the Educational
setting (via International Consortium
for Occupational Resilience).
» Ongoing evaluation of student services
to improve service effectiveness and
delivery.
27
MINDWAVES
4. SUPPORTIVE AND CONNECTED

UNIVERSITY ENVIRONMENT
KEY FOCUS
AREA ELEMENTS
FACILITIES AND CAMPUS » Work locations with formal considerations » Recreational and social
DESIGN, INCLUDING for healthy building design areas like the Birdcage Bar
PHYSICAL SPACES AND » Sporting facilities » Green space
BUILT ENVIRONMENT
» Visual creative art displays
on and in buildings
PROVIDE SOCIAL » Campus Life committees » Australian

OPPORTUNITIES FOR THE » Student clubs and societies University Games
CAMPUS COMMUNITY TO » Social activities
» Chancellor’s Cup
CONNECT
RECOGNITION AND » Vice-Chancellor’s Award for Excellence » Student Voice Awards

REWARD SCHEMES » Vice-Chancellor’s Award for Exemplary Practice » University medals for
in Learning and Teaching first-class Honours degree
» Vice-Chancellor’s Awards for Outstanding
» Contributions to Learning and Teaching
EMERGING AND CURRENT » Student Leadership Conference » Senior Leadership

LEADERS » Staff Conference and Expo Conference
WORKPLACE » Optional workspace ergonomic modifications » Student Clubs

ENVIRONMENT » A policy that bans smoking on all work grounds and Societies
RECOMMENDATIONS
» Student Residences (Rockhampton)
have a pet dog that lives at the student
residences and is the responsibility
» Policy or guidelines for healthy nutrition
of the students. Expand this initiative
and catering.
to each campus that provides
» Onsite bicycle storage facilities.
accommodation.
» Safe area for students at each campus,
» Increased internal divisional/
where students can access information
school awards.
about mental health services in privacy.
» Foster a sense of belonging
» Establishment of a virtual
through clubs and societies
campus infrastructure.
» Recognise professional and academic
» Peer to peer program.
emerging leaders.
28
5. VALUING INDIGENOUS COMMUNITIES’

KEY FOCUS
AREA ELEMENTS
INDIGENOUS » Indigenous Student Support Team
SUPPORT SERVICES » Indigenous Tutorial Assistance
» Tertiary Entry Program
RECONCILIATION » Equality » Employment

ACTION PLAN » Integration » Sustainable
» Greater study opportunities
WELLBEING » Exploring culturally safe spaces on campus.
EVENTS AND » National Reconciliation Week » NAIDOC Week

ACTIVITIES
RECOMMENDATIONS
Expand what we offer » Explore professional and academic staff
» Advance health promotion through to attend Aboriginal and Torres Strait
engagement and an informed Islander Mental health first
understanding of local and Indigenous aid courses.
communities’ contexts and priorities, » Creation of culturally safe spaces on
and consideration of vulnerable and most CQUniversity campuses where
transitioning populations. our Indigenous students are attending.
» Utilise current structures within the » Providing practical and lived experience
Indigenous tutorial assistance scheme of success is important, an Australian
to ensure Indigenous students are in government website
receipt of mentoring to support better https://www.thinkyourway.edu.au
mental health well-being while studying. provides our University with opportunities
» Indigenous support team to deliver to advance and enhance our abilities
social and emotional support programs working with Aboriginal and Torres Strait
to through the terms. Islander students, families and the
community.
Enhance what we do and
» Develop initiative that supports
all Australian students with an
understanding of and respect for
Aboriginal and Torres Strait Islander
traditional and contemporary cultures.
» Develop curriculum that supports
all Australian students with an
understanding of and respect for
Aboriginal and Torres Strait Islander
traditional and contemporary cultures.
29
MINDWAVES
6. EARLY IDENTIFICATION
AND RESPONSE
KEY FOCUS
AREA ELEMENTS
PROVIDE ACCESS TO EARLY » Staff Guidelines: Responding to a student » First Response:
IDENTIFICATION TOOLS in distress (in draft). Student in Distress,
AND RESOURCES THAT ACT » Staff Pocket Size Guide: Responding Training for staff.
AS A FIRST INDICATOR FOR to a student in distress.
POSSIBLE DISTRESS
BUILD PEER-TO-PEER » Occasional lectures provided to students » Occasional lectures

SUPPORT SYSTEMS addressing stress management, study provided to staff by
AND STRUCTURES FOR skills and resilience counselling team on how
STUDENTS AND STAFF » Student Mentor Program to support students to
TO BE ABLE TO CONNECT manage workload and
WITH OTHERS AND stress and engage in
APPROPRIATE RESOURCES self care.
PROVIDE SCREENING FOR » Employee and Family Assistance Program » Student Readiness
EARLY IDENTIFICATION, Questionnaire (students
SELF-MANAGEMENT self report if they are
AND REFERRAL seeking support services)
SUPPORT STUDENTS » Academic liaisons » Monitoring Academic

IDENTIFIED AS BEING Progress (MAP) process
AT ACADEMIC RISK
RECOMMENDATIONS
» Adequately resource staff to
deliver First Response: Student
in Distress Training to all staff
» Routinely offer Mental Health First Aid
and student leaders.
Training and Accidental Counselling
» Expand on educational apps to enable
Training to staff.
students and staff to identify mental
» Adapt First Response: Student in
distress in both self and others.
Distress Training to cater to students
» Enhance and promote student case
and ensure adequate staff resourcing to
management strategies to provide a
provide training to students.
sense of belonging for students and
» Online mental illness support groups.
help those students at academic risk.
» Online group mental wellbeing
programs through the
Wellness Centre.
» Develop bystander
intervention programs.
» Offer Mental Health Triage.
30
7. ENGAGING CURRICULA
AND TRAINING
KEY FOCUS
AREA ELEMENTS
PROGRESSION » Skills for Tertiary Education » Start Uni Now
PATHWAYS Preparatory Studies
» Skills for Education and Employment
FLEXIBILITY » Flexible, mixed-mode study » Residential schools

IN STUDY
UNIVERSITY COURSES » Graduate Diploma of Positive Psychology » Master of Clinical Psychology

» Graduate Certificate in Positive Psychology » Graduate Diploma in Health Ageing
» Graduate Certificate Mental Health » Graduate Certificate in
» Graduate Diploma Mental Health Nursing Healthy Ageing
» Master of Mental Health Nursing » Health Care Work in the Community
» Diploma of Work Health and Safety » Bachelor of Social Work (Honours)
» Assisting Clients with Self-Medication » Certificate II in Health
Support Services
» Bachelor of Psychological Science (Honours)
» Certificate IV in Work Health
» Bachelor of Psychological Science
and Safety
» Master of Domestic and Family
» Certificate IV in Disability
Violence Practice
» Sexual Decision Making – Positive
» Graduate Diploma of Domestic and
Youth Development
Family Violence Practice
INTERPERSONAL » Mindfulness Programs » Career counselling/advising

COMPETENCE » 10,000 Steps program » Self-management programs
INTRAPERSONAL
» Student Orientation » Zero tolerance programs
COMPETENCE PERSONAL
SKILL DEVELOPMENT
RECOMMENDATIONS
Expand what we offer » Resilience programs.
» Promote assessment design that » Develop a staff training matrix.
affords flexibility. » Increase support during critical transition
» Increase availability of programming and times.
training for students, schools and » Incorporate self-management
staff to build personal resilience and competency units into pedagogy.
wellness, and to promote academic Teaching topics such as stress
and professional success. management, emotional awareness
and emotion regulation, social
Enhance what we do and
communications skills, problem
solving, self-care and teach soft skills.
the campus community Completion of unit to be included on
» Micro credentials. student transcript.
» Curriculum mapping by diverse
students’ interest, capabilities
and prior learning to support.
» First Response Mental
Health Officers.
31
MINDWAVES
8. ACCESS TO SERVICES AND SUPPORT

KEY FOCUS CURRENT UNIVERSITY
AREA ELEMENTS INITIATIVES
CONFIDENTIAL, ACCESSIBLE » Wellness Centre is a psychology » Student counselling service provides free
CLINICAL CARE, INCLUDING clinic that provides low cost, and confidential counselling to all students.
COUNSELLING, MEDICAL AND high-quality assessment and
PSYCHOLOGICAL SERVICES therapy services
CRISIS INTERVENTION AND » Well defined emergency

MANAGEMENT SERVICES response structure including a
Crisis Management Team.
» Critical Incident Policy, and
Student Critical Incident
Response Team
SUPPORT SERVICES AND » Studiosity » Health and Welfare services, such as

STUDENT LIAISONS » Accessibility physiotherapy, podiatry and chiropractic
services which are also available to the public
» Student Mentors
» Ally program that provides LGBTI Support
» Indigenous Student Support
with zero tolerance approach to bullying
» Student Advocacy and discrimination
» Counselling » Multi-faith chaplaincy
» Academic Learning Support » Academic Learning Centre
» Financial Assistance » Academic Liaisons
EFFECTIVE REFERRAL » Wellness Centre develops » Employee Assistance Program

PROTOCOLS integrated health services in » Personal and community-based support
consultation with other treating
» Student Counselling service utilises a triage
health professionals including
referral process when a student
GP’s, specialist doctors
is referred to the service
RECOMMENDATIONS
Expand what we offer International Student Support and
» Work with external organisations to Careers, student advocacy and
increase capacity in schools, alternate Academic Liaisons.
locations and through various modalities Enhance what we do and
and hours of services including the
provision of 24-hour access to mental
health resources and services.
» Improve referral protocols in counselling
» Strengthen targeted mental
and case management to improve
health support for at-risk,
access to service timeframe.
vulnerable populations
» Develop further training for
» Ensure adequate resourcing to meet
crisis management.
demand of student counselling service
» Develop intercultural competence
and employ a senior counsellor to
in mental health.
assist with managing critical incident
response.
» Ensure adequate resources of student
support services that target high-risk
groups, Inclusion and Accessibility
and Indigenous Student Support,
32
APPENDIX 4: CONSULTANT LIST

NAME POSITION
PROFESSOR NICK KLOMP Vice-Chancellor and President
MR ALASTAIR DAWSON Senior Deputy Vice-Chancellor (International and Services)
MS JOANNE PERRY Deputy Vice-Chancellor (Student Experience and Governance)
PROFESSOR PIERRE VILJOEN Deputy Vice-Chancellor (Engagement, Campuses

and Mackay-Whitsunday Region)
PROFESSOR GRANT STANLEY Deputy Vice-Chancellor (Research)
PROFESSOR SUSAN KINNEAR Dean of Graduate Studies
PROFESSOR JULIE BRADSHAW Deputy Dean, Learning and Teaching
MS KARI ARBOUIN Associate Vice-Chancellor (Townsville and North West QLD region)
MS BARBARA MILLER Director, People and Culture
MR CHRIS VERAA Director, Student Experience
MS MELINDA MANN Deputy Director, Student Life and Wellbeing
MR MARK WILLIAMS Manager, Student Residences
MS DEBORAH FRIEL Manager for Professional Development
DR GEMMA MANN Lecturer, Access Coordinator Rockhampton (LGBTI Consultancy)
DR SHARLEEN KELEHER Academic Casual, School of Human, Medical and Applied Sciences
PROFESSOR MARGARET MCALLISTER Professor, Nursing, School of Nursing, Midwifery and Social Sciences
PROFESSOR ANDREW MCCLELLAND Senior Lecturer, Head of Course, Positive Psychology
MS CAROLE DAWES Executive Officer, Engagement and Campuses Division
MR MARK TARANTO Deputy Chair, Student Representative Council
MS LEONIE TAYLOR Coordinator, Indigenous Student Support
MS CATE ROONEY Coordinator, Inclusion and Accessibility
PROFESSOR DESLEY HEGNEY Professional Research Fellow, Research Division
PROFESSOR HELEN HUNTLY Provost, Tertiary Education Division
33
CONNECT
www.cqu.edu.au/connect
@CQUniversityAustralia
@CQUni
@CQUniversity
@CQUniversity
@CQUni
cqunilife.com
CRICOS: 00219C | RTO: 40939 | J_BK_200241

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Student Representative Council Agenda – 26 May 2020

STUDENT REPRESENTATIVE COUNCIL

Date: Tuesday, 21 July 2020

1* Opening of Meeting Ms Gilewska

2* Recording of those Present and Apologies Ms Connor

3* Declarations of Conflict of Interest Ms Gilewska

4* Starring of Additional Items Ms Gilewska

6*  Review of Action Sheet Ms Gilewska

MATTERS FOR DISCUSSION

8*  CQUni Career Connection Ms Dunne

9*  Mind Waves Strategy Ms Taylor

MATTERS FOR NOTING AND INFORMATION

STUDENT REPRESENTATIVE COUNCIL

Date: Tuesday, 26 May 2020

PRESENT: Ms N Gilewska (Chair) Mr N Patel

IN ATTENDANCE: Ms K Brock Ms D Kelly (Secretary)

APOLOGIES: Mr M Dela Luna

2. DECLARATIONS OF CONFLICT OF INTEREST

3. STARRING OF ADDITIONAL ITEMS AND ADOPTION OF UNSTARRED ITEMS

4. CONFIRMATION OF MINUTES AND ANY BUSINESS ARISING FROM PREVIOUS MEETING

5. REVIEW OF ACTION SHEET

Item 1: Suspension of Moodle Access

Item 2: Nomination of SRC members to sit on University Committees

Part A: Reports and recommendations to

Part B: Matters finalised or remaining for discussion

7. DIGITAL BADGE LOOK AND FEEL

Dr Sherre Roy, Lecturer, Educational Development, spoke to this item.

8. INTEGRATION OF OFFICE365 TOOLS

Mr Pavle Jeric, Associate Director, Online Systems, spoke to this item.

Members also discussed the following regarding Microsoft Teams:

9. CQUNIVERSITY CERTIFICATE OF ENGAGED LEADERSHIP

10. WORKING PARTY FOR THE STUDENT LEADERSHIP CONFERENCE

Members also discussed:

• Approaching CQUniversity alumni to be main guest speakers

11. OTHER BUSINESS

11.1 Student Representative Council Clothing Drive

11.2 State Government Funding Support for International Students

12. NEXT MEETING

The Chair declared the meeting closed at 2.53pm.

27/8/19 Grant Sheean Mr Sheean raised another agenda item to continue

24/9/19 Mr Sheean will provide an update at the November

21/04/2020 SRC Members Ms Joanne Perry, Deputy Vice-Chancellor, Student

Item Date Reference Action By Action Required Status

STUDENT PORTAL (DJx)

Strategic Plan Alignment: Our Students

CQUNI CAREER CONNECTION MENTORING PROGRAM

Strategic Plan Alignment: Our Students

SIGN UP NOW Following their mentoring consultation,

CRICOS: 00219C | RTO: 40939 | J_PA5_180442 StudentAlumniiMentoring

Strategic Plan Alignment: Our Students

CQUNIVERSITY’S MENTAL HEALTH STRATEGY 2020–2022

change. It is recommended that the University adopts the Mental Health

KEY STATISTICS: THE AUSTRALIAN PICTURE

UNIVERSITY STUDENT STATISTICS

UNIVERSITY STAFF STATISTICS CLOSER TO HOME: CQUNI STAFF

CLOSER TO HOME: CQUNI STUDENTS 41% OF STUDENTS

The top two

SCALE AND SCOPE

POSITIVE EDUCATION: A STRENGTH BASED APPROACH

INSTITUTIONAL APPROACH: Offering Health Promotion

Early Supportive and

Figure 1. Mindwaves Framework. Adapted from A Framework for Promoting

STRATEGIC FOCUS AREAS