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Speaker 1: We've had many conversations on the show about coping with

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Speaker 1: mental health challenges and about how first time students in

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Speaker 1: particular often struggle to make the adjustment to university life.

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Speaker 1: And I want to go back to those topics in

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Speaker 1: Family Matters today and talk about what kind of support

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Speaker 1: is available for a student on campus who is feeling

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Speaker 1: completely overwhelmed. You know, take a moment to imagine what

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Speaker 1: it is like. Maybe you remember it for yourself, but

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Speaker 1: even if you don't, imagine being a brand new student

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Speaker 1: far away from home, an entirely strange environment that you've

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Speaker 1: been catapulted into, distant from all of your usual support structures,

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Speaker 1: and whether you're facing a medical emergency, you've maybe been

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Speaker 1: a victim of mugging or similar crime, maybe you're grappling

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Speaker 1: with some kind of personal trauma, things are different. You

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Speaker 1: are far away from the support structures you would once

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Speaker 1: have turned to, where you could have gone to a

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Speaker 1: mom or a dad, or a friend or a sibling,

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Speaker 1: or perhaps a teacher that you knew well. You're now

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Speaker 1: sitting potentially in a residence room in a town thousands

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Speaker 1: of kilometers from home, not really knowing anybody well enough

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Speaker 1: to entrust them with your emotions and your trauma. What

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Speaker 1: do you do and where do you turn for help?

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Speaker 1: It's a question I want to discuss today with one

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Speaker 1: of the companies that's involved in trying to help on

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Speaker 1: South African campuses. With me on the line is Tammy

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Speaker 1: Dex who is National Trauma Support Coordinator at ER twenty

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Speaker 1: four and as I say, they have a presence on

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Speaker 1: a number of South African campuses to try and be

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Speaker 1: that friendly face on the end of the line or

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Speaker 1: in person who might be available to help when help

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Speaker 1: is needed. Tammy, thank you so much for joining us

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Speaker 1: this afternoon. Welcome to the show.

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Speaker 2: Thanks but the great to be here.

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Speaker 1: Thank you. Look, there is no space in South Africa

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Speaker 1: that is immune to trauma and emotional distress, unfortunately nowhere

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Speaker 1: in the world for that matter, Tammy. But why in

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Speaker 1: particular are vasty campuses being flagged as such a cause

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Speaker 1: for concern?

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Speaker 2: I think you know the students. Students, we have a

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Speaker 2: perception of what university is like when we leave home.

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Speaker 2: There's an idea of freedom, and freedom comes at the

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Speaker 2: whole new level of responsibility, which sometimes we're not entirely

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Speaker 2: ready for yet, if that makes sense. So the university campuses.

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Speaker 2: Dumping from high school and from family life to a

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Speaker 2: university campus is two separate worlds, and I don't think

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Speaker 2: that at times we're not prepared for that.

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Speaker 1: And our first year is then the particular risk group, Tammy,

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Speaker 1: or is it something that applies across all years of study.

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Speaker 2: It generally does. Each year has their own level of

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Speaker 2: type of trauma or psychological stress that they might encounter.

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Speaker 2: We do find that the first years do struggle with

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Speaker 2: being away from home. They might be isolating a little

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Speaker 2: bit more, finding it difficult to settle in making new friends,

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Speaker 2: not having that safety net around you. Even though our

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Speaker 2: parents are just a phone call away, it's still not

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Speaker 2: entirely the same. So there is additional psychological stress that

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Speaker 2: they do expect if they're like finding their feet and

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Speaker 2: it's a big jump from high school to university.

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Speaker 1: That's for the first years, But as you said, Tammy,

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Speaker 1: that the later years come with their own kinds of

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Speaker 1: stress and trauma. And I mean I'm saying that as

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Speaker 1: the parent of one second year and one fourth year.

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Speaker 1: The nature of the pressure and the stress and the

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Speaker 1: worries might change a little bit, but it's there and

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Speaker 1: it's a factor even if you are now in third

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Speaker 1: or fourth year. No, the environment have made your friends

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Speaker 1: and sort of have the comfort of familiarity. At the

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Speaker 1: same time, the workload is scaling up, the requirements to

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Speaker 1: meet that, you know, your final graduation demands, et cetera.

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Speaker 1: The work is getting that much harder. It comes with

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Speaker 1: its own set of stresses.

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Speaker 2: One hundred percent. You know, the second year, the second

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Speaker 2: year of struggle with certain and financial things. There's a

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Speaker 2: lot more burdens, there's a lot more performance issues. You know,

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Speaker 2: you to go from first year, which seems like it's

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Speaker 2: a walk in the park. When you get to the

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Speaker 2: later part of the first year and then second year,

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Speaker 2: all of a sudden they intensifies and it becomes quite

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Speaker 2: quite serious. And then when you get to third year,

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Speaker 2: when you're finishing up, there's this fear of the unknown

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Speaker 2: when that leaves, you know, so we do experience that

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Speaker 2: quite a lot. You know, what is where do I

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Speaker 2: go from here? Now I'm done with university? You know,

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Speaker 2: now I've become the big bag world out there where

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Speaker 2: we have to find a job and it's employment and

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Speaker 2: it's it's a whole Do I stay here if I'm

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Speaker 2: away from home or do I go back home? Many

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Speaker 2: many students do opt to stay in the area where

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Speaker 2: they study instead of going all the way back home.

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Speaker 1: Okay, so just different kinds of stresses. And you know,

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Speaker 1: tell me. We had a guest last week who reminded

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Speaker 1: us that there's not really a sort of a hierarchy

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Speaker 1: of trauma, that what might seem like an insignificant event

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Speaker 1: to one person can be deeply painful and have a

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Speaker 1: huge impact on their life for another person. So it's

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Speaker 1: not to say, you know, one student might have come

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Speaker 1: with with with difficulties that are on a totally different

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Speaker 1: scale from another, but they experience it to some extent

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Speaker 1: in the same way. Now, is part of the problem

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Speaker 1: that we've become I'm so used to hectic trauma in

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Speaker 1: South Africa that we run the risk of diminishing what

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Speaker 1: some of these students are going through and saying, oh,

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Speaker 1: come on, grow up, you're in a RAS environment. Don't

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Speaker 1: tell us you haven't got friends. There are a hundred

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Speaker 1: other people living in the same building as you. Is

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Speaker 1: that part of the problem that maybe they feel like

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Speaker 1: the pain or the emotional upset they're going through is

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Speaker 1: not significant or not recognized hundred percent.

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Speaker 2: We do see that quite quite a large as well,

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Speaker 2: you know what, because we are confronted with so many

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Speaker 2: types of stresses, and we do live in a very

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Speaker 2: crime ridden at times. You know, we're exposed to a

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Speaker 2: lot of trauma that we forget that any change, any

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Speaker 2: trauma is pretty much looking at anything that happens that

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Speaker 2: would alter the way you feel about yourself or the

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Speaker 2: world that you live in. Whether it be the loss

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Speaker 2: of a love gun or whether it be losing your

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Speaker 2: cell phone, it can be. The perceived is the same

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Speaker 2: because if it changes the way you feel about yourself

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Speaker 2: or the world, then it is trauma. So it might

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Speaker 2: seem insignificant to someone like me who's experienced quite a bit,

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Speaker 2: but to somebody who has been at home and the

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Speaker 2: smaller stress of breaking up with a boyfriend, for your

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Speaker 2: very first boyfriend away from home who you confided in,

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Speaker 2: and now that could be the end of the world.

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Speaker 2: So yes, we do. We've become stumped to certain formosts

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Speaker 2: because there is so much that we can be had,

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Speaker 2: So there is no level of format. Everything is based

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Speaker 2: on profession.

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Speaker 1: Now let's talk about what help is available currently and

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Speaker 1: what needs to change to improve access to that help

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Speaker 1: because Tammy, every one of us who's been a parent

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Speaker 1: sending a child away to varsity hopes that they've got

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Speaker 1: access to some kind of support structure if they need it.

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Speaker 1: And even if it's not the phone call home, it

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Speaker 1: might be having a chat with the person who's sharing

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Speaker 1: their dorm room, or you know, the friendship circle. But

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Speaker 1: as we've already pointed out, not everybody has that in place,

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Speaker 1: certainly not in the early days. Our campus is doing

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Speaker 1: enough to make sort of a student support and counseling

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Speaker 1: centers and services available to call.

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Speaker 2: Yeah, I do believe so. I think there we've we've

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Speaker 2: made quite a few strides in terms of packing the

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Speaker 2: mental health of students on campus. So many of the

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Speaker 2: universities do have on site counselors and have on site

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Speaker 2: psychologists who are available. I know that at times they

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Speaker 2: may seem a little I mean, if you send an

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Speaker 2: email and you say you need help, depending their get

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Speaker 2: triofs like you would at a hospital, and sometimes some

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Speaker 2: that there's quite a waiting list in terms of that.

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Speaker 2: But then there are other service providers who do tend

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Speaker 2: to assist. So like ere twenty four, we do offer

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Speaker 2: after our services to the university. So we're trying to

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Speaker 2: bridge a gap on various campuses where we offer face

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Speaker 2: to face counseling. So those services are available, but there

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Speaker 2: are there's there are many other avenues. I mean, if

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Speaker 2: if we're sitting with a student who's who's in crisis,

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Speaker 2: there's there's a lot of online resources that we can

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Speaker 2: access to the SADAC and I know it's a lot

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Speaker 2: of universities also USADAK as a as a phone as

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Speaker 2: a phone line for for crisis, so there is a

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Speaker 2: lot if we if we venture into it. I think

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Speaker 2: there's a lot of stigma still around a perception around

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Speaker 2: mental health and if I'm not doing well, I might

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Speaker 2: be perceived as as not doing well, and we don't

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Speaker 2: want to be judged. So I think opening up ourselves

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Speaker 2: and opening up the conversations and being aware of what

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Speaker 2: to look out for is probably where we'd start, even

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Speaker 2: if it is with your roommate or if your family members.

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Speaker 2: Because I know my son the same so when he

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Speaker 2: was in high school. When he was in high school,

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Speaker 2: you and to see the school psychologist and I was like, really,

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Speaker 2: what do you like Hello. As long as they're reaching

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Speaker 2: out to somebody you know, encourage them to speak about

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Speaker 2: what's going on.

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Speaker 1: Yeah, and even it doesn't necessarily have to be you,

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Speaker 1: and sometimes it's more appropriate for not.

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Speaker 2: Exactly Definitely, we don't don't take it personally as long

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Speaker 2: as they're talking about.

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Speaker 1: It talking to somebody. We're talking to Tammy Dixon right now,

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Speaker 1: National Trauma Support Coordinator at ER twenty four and I

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Speaker 1: just I'm going to want to repeat that interesting definition

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Speaker 1: you shared with us. When we talk about trauma, think

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Speaker 1: of it not just as hectic trauma, you know, blood

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Speaker 1: curdling injury, a gun to the head kind of thing.

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Speaker 1: Think of it from the context of something that happens

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Speaker 1: to you that changes the way you feel about yourself

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Speaker 1: and the world. And that does kind of reframe the

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Speaker 1: conversation quite extensively, Tammy, because, as you said, in a

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Speaker 1: student context, unfortunately we know some of those will be

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Speaker 1: I was a victim of crime, but there will also

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Speaker 1: be a lot of those around academic pressure, you know,

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Speaker 1: doing poorly in a subject you thought that you were

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Speaker 1: going to do well, in the breakup of the relationships, etc.

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Speaker 1: There's so many things going on in young lives that

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Speaker 1: could lead to them going through emotional pressure like this now, okay,

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Speaker 1: I mean fantastic to hear that the campuses are reaching

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Speaker 1: out to external providers to bridge the gap, because the

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Speaker 1: one thing I have heard a lot of parents say, Tammy,

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Speaker 1: is yes, there's student Health and the Counseling Center, and

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Speaker 1: they're one wonderful if you can access them, but they're

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Speaker 1: not there in the middle of the night when the

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Speaker 1: student is sitting staring at the wall at two o'clock

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Speaker 1: in the morn morning feeling like it's all coming apart.

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Speaker 1: So fantastic to hear that they are helping to link

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Speaker 1: up with people like EO twenty four and SATAG to

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Speaker 1: bridge those gaps. Having said all of that, Tammy, you've

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Speaker 1: also referenced stigma and the fact that some are reluctant

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Speaker 1: to even ask for help because of how they think

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Speaker 1: they will be judged. What do we do to break

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Speaker 1: down that stigma and make it more normalized to say,

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Speaker 1: if you are in distress, ask somebody for help, because

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Speaker 1: the help is there if you need it.

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Speaker 2: Understan you can't help somebody who hasn't reached out. So

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Speaker 2: even though you notice that something's going on, you know,

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Speaker 2: to make it to recognize that not everybody experiences experiences

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Speaker 2: form of the same way, and something that might be

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Speaker 2: small and insignificant, might be might seem something big, But

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Speaker 2: it starts in our homes, you know, we come from.

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Speaker 2: I see it very often where a lot of the

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Speaker 2: students don't want to don't want their parents to find

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Speaker 2: out about what's going on in fear of judgment from

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Speaker 2: home because it's something that's been to brew for so long,

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Speaker 2: and and to talk about it it would seem like

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Speaker 2: they are letting their parents down, or they weak, or

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Speaker 2: their you know, emotions are not to be dealt with

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Speaker 2: in public, and those kinds of things, which when when

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Speaker 2: we dismiss them, it only creates more of a problem

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Speaker 2: later on. So it's very important the moment, the moment

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Speaker 2: we can start talking about it and saying, you know,

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Speaker 2: if it's okay to not be okay, and as long

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Speaker 2: as as long as we're talking about it, you know,

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Speaker 2: the moment, the moment we start to get all of

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Speaker 2: these things rolling around in our head, we start to

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Speaker 2: believe what we're thinking. And when we're talking to somebody,

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Speaker 2: whether it be a friend, whether it be a family member,

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Speaker 2: whether it be a counselor whether it be a doctor,

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Speaker 2: whether it be a deep whether it be to anybody.

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Speaker 2: We start to share ourselves talking and when we get

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Speaker 2: it out, it seems to make a lot more sense.

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Speaker 2: It sounds better. So as long as you're talking about it,

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Speaker 2: and I think to try and normalize things at home,

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Speaker 2: you know, look out for certain things we can't taffen up.

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Speaker 2: We don't. We don't live in that era anymore. We

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Speaker 2: need we need to recognize it. There's a lot that's

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Speaker 2: changed over the over the ears, and we need to

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Speaker 2: be more cognizant of how we feel.

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Speaker 1: Tell me, the last thing I want to ask you

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Speaker 1: is about that the signs to be watchful for, because

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Speaker 1: as you said, obviously you said you can't help someone

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Speaker 1: who hasn't reached out, but you could potentially be the

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Speaker 1: person who enables them to reach out by saying, hey,

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Speaker 1: i've noticed things look a little wobbly. Are you okay?

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Speaker 1: And maybe it's as simple as opening that door for

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Speaker 1: them to have the conversation with you, to say, actually,

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Speaker 1: i'm not and this is what's going on. So what

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Speaker 1: are some of the warning signs that parents and peers

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Speaker 1: should be looking out for.

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Speaker 2: You know, the first one would always be I'd focus

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Speaker 2: on withdrawal. So if somebody who was incredibly socialite and

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Speaker 2: was getting out and getting along with everyone, all of

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Speaker 2: a sudden starts to withdraw from friends or from social situations,

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Speaker 2: they might be noticeably irritable. So it might be snappy.

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Speaker 2: Eating habits are a big thing, I know, but a

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Speaker 2: tough one for students because none of them sleep at

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Speaker 2: three am in the morning. That's generally where we gets

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Speaker 2: the most of the cause. But you know, noticing any

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Speaker 2: trending in eating habits and trouble concentrating, if they start

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Speaker 2: to decline in their thinking in the processing of information,

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Speaker 2: and as these things start to start to build up,

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Speaker 2: you know, they stop skeeping property, they start worrying the

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Speaker 2: line away at three o'clock in the morning, which all

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Speaker 2: leads to academic performance. So if you start to notice,

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Speaker 2: maybe particularly anything risky behavior, so they're stay engaging in

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Speaker 2: very risky behavior, which might be a precursor to something

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Speaker 2: that's going on, like in avoidance. So try and monitor

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Speaker 2: those things if you do notice. You know, we we

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Speaker 2: try and stay in our lane most of the time,

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Speaker 2: and we're inter rears with our friends, and we seem

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Speaker 2: to live past each other. We're also busy and focused

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Speaker 2: on our studies that we forget to just take a

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Speaker 2: check a quick check in with the people that we

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Speaker 2: walk past every day and so you know what, I know.

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Speaker 2: Just you weren't say I didn't see yesterday or did

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Speaker 2: everything okay? High enjoying varsity. So just a general check

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Speaker 2: in to make sure that everybody is feeling okay. So

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Speaker 2: to notice those signs are very important.

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Speaker 1: Tam Me Dix. We have to wrap there. Thank you

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Speaker 1: so much for your time this afternoon. National Trauma Support

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Speaker 1: Coordinator at ER twenty four