Welsh attitude to mental health is shocking, says Mind Cymru

Black, lesbian, gay or bisexual people in Wales who suffer mental health problems face multiple levels of discrimination, according to Mind Cymru.

Minority or marginalised groups are also missing out on mental health services and support in Wales, claims the leading mental health charity claims

In a briefing paper, the Mind Cymru reveals:

• Although only 5.2% of the Welsh population are of black and minority ethnic  (BME) origin, 9.3% of people in mental health environments are from BME groups.
• 3.5 million older people in the UK who have mental health problems do not receive satisfactory services and support.
• 82 % of the lesbian, gay and bisexual respondents to Stonewall Cymru’s Double Stigma research were currently accessing or had accessed mental health services, compared to 23 % of the population as a whole.

Mind Cymru also considers the levels of discrimination against all people with experience of mental distress in Wales are shockingly high:

• 46% of people in Wales think that those who have experienced depression are unsuitable to work as primary school teachers.
• 37% said that they would be unhappy if a close relative married or formed a long-term relationship with someone with a mental health condition.

Lindsay Foyster, Director of Mind Cymru, said: “People with experience of mental distress already face high levels of discrimination. If you are, the situation often becomes even more difficult, with people facing multiple levels of discrimination.

“We know that people from minority groups have difficulties in getting the mental health support that they need and to which they are entitled. In 21st century Wales, this situation just isn’t acceptable. “

Mind Cymru is calling on politicians to make equality a reality in mental health services.

Suzanne Duval, Director of Awetu, an outreach group supporting BME people in Wales, said: “Mental health support services in Wales don’t always take into account the cultural, linguistic or differing needs of BME people and so are often ineffective or inappropriate.

“For BME people experiencing mental health problems in Wales at the moment the result is all too often ongoing health problems, the breakdown of families and communities, extreme poverty and hardship, and much unnecessary suffering. This situation needs to be addressed as a matter of priority.”

Degree courses need a lesson in diversity, argue NUS

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Too many university and college courses ignore diversity topics and are exclude many students, argues a report from the National Union of Students.

The NUS suggests science and maths courses should discuss gender, sexuality and other diversity issues to encourage more participation from students from backgrounds that are less traditional.

The report claims changing the curriculum would benefit all students, not just those from minority backgrounds.

“Enabling students to reflect on issues of liberation, equality, and diversity, an inclusive curriculum better prepares all students for life in a diverse society,” says the report Liberation, Equality and Diversity in the Curriculum.

The report follows in the wake of separate earlier NUS surveys that revealed many students attained lesser degrees and felt exclude or isolated from teaching at higher learning establishments.

The suggestion is architecture, chemistry, electrical engineering, physics and geosciences should include diversity issues.

For example, says the NUS, those teaching architecture could explore how cultural constructions of gender had influenced the design of buildings.

Usman Ali, vice-president of the NUS, said: “Diversity can be incorporated in many subjects. I hated biology at school but if I was taught that it was Ibn Al-Haytham that invented many foundations of science, including the mechanics of vision and perception, my interest would definitely have been there.”

The report urges universities and colleges should undertake a curriculum “diversity audit” to let tutors “evaluate case histories or other course content for representation of different types of people and content.”

“It is important to frame diversity audits as a chance for enhancing the curriculum rather than an intrusion into academic freedom.”

Estelle Hart, NUS national women’s officer, said: “In the classroom women are often invisible, curricula are dominated by the writing and ideas of men, with women’s issues and thoughts seen as an optional add-on if they are mentioned at all.”

This article  is filed under: Discrimination, Diversity, Legal, Leadership, Minorities, Role models

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