Papers by Fabienne Vailes
Intercultural Communication Training (ICT) is crucial in the preparation of students who will stu... more Intercultural Communication Training (ICT) is crucial in the preparation of students who will study or work abroad as part of their degree programme. The promotion of key competencies will allow students to become aware of different perspectives, develop a more accurate understanding and appreciation of other cultures, and participate more integrally in the host culture.
I ntercultural Communication Training (ICT) is crucial in the preparation of students who will st... more I ntercultural Communication Training (ICT) is crucial in the preparation of students who will study or work abroad as part of their degree programme. The promotion of key competencies will allow students to become aware of different perspectives, develop a more accurate understanding and appreciation of other cultures, and participate more integrally in the host culture.
Mental health has been characterised by one vicechancellor as ‘undoubtedly one of the biggest cha... more Mental health has been characterised by one vicechancellor as ‘undoubtedly one of the biggest challenges affecting the education sector’ (Chaffin 2018). In The Flourishing Student, Fabienne Vailes offers an interesting and highly practical contribution to a theme – namely the mental health ‘crisis’ among university students – which is exercising many in higher education. The issues relating to student mental health are a challenge to those in senior leadership positions in universities, as well as to practitioners working in directly student-facing roles. While the title of this book signals its particular focus on guiding those in the role of academic tutors, there is useful material here for all with an interest in the subject – which is likely to include many AUA members. The author, on the staff of the School of Modern Languages at the University of Bristol, writes from her perspective as an NLP practitioner and Mindfulness teacher. While the many references to these distinctive methods throughout the book may not appeal to every reader, there is a substantial bibliography with an array of sources for those who wish to follow through the themes of mental health and well-being, which have also featured in previous issues of Perspectives (for example, Click et al. 2017). Vailes quite deliberately approaches the topic of student well-being with a firmly positive focus on student growth and flourishing rather than looking through the rather more typical lens of mental (ill)health. Whilst the author’s approach might be considered refreshing, she is quick to point out that the reflections and guidance presented are not intended to respond to serious mental health conditions or cases of mental health disorder which might be thought to present the most significant challenges in a university setting. After scene setting and background material, the central section of the book presents a flourishing student ‘model’ with an accompanying representation in the shape of a flower. (Cue extensions to the metaphor at this point in the book such that the university becomes a garden.) Personally speaking, I find the floral imagery, carried forward into images on the front and back cover of the book, less helpful than the substance of the model. This is effectively a series of connected facets relating to student growth and flourishing which are explored further in a sequence of well laid-out sections within the central chapter. The author writes thoughtfully on highly pertinent themes for all with an interest in student well-being in a higher education context. Among other topics, Vailes considers student resilience, academic skills development, and the importance of emotional, physical and spiritual health. References are offered for further study of the various themes within the model, and practical exercises are offered – for use both by students and by tutors – as a means of demonstrating some of the theoretical approaches discussed. Following on from this substantial chapter, the remainder of the book seems less satisfactory, perhaps because some of the themes introduced in the later sections (such as a short piece on unconscious bias) are explored in less depth than the earlier topics. Two later chapters on tutors’ skills and self-care in the role of a tutor do, however, raise important questions relevant to staff (rather than student) issues, and there is some interesting material for self-reflection – on topics such as confidentiality and boundaries – which could be a helpful prompt for many staff in student-facing roles. The universities minister has called on the higher education sector ‘to dramatically improve (its) mental health offering for students’, and has announced the development of a new mental health charter for universities (Department for Education 2018). The 2017 publication by Universities UK (UUK) under the banner of ‘stepchange’ in student mental health (Universities UK 2017) presaged the ministerial announcement by inviting higher education to adopt mental health as a strategic imperative, implementing a whole university approach, with students and staff involved at all stages of the journey. Considering student mental health from this strategic point of view implies a wide spectrum of considerations, including matters such as effective institutional leadership, proactive student services, meaningful data to support evidenced interventions, partnerships with external agencies, and a comprehensive monitoring and evaluation regime. Happily, UUK’s stepchange framework does not neglect the development needs of the various staff groups involved in supporting student mental health. In her short handbook for tutors, Fabienne Vailes provides a thought-provoking and practical contribution to this important theme.
Educational Role of Language Journal
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Papers by Fabienne Vailes