Apeejay Stya University Conducts Psychological First Aid Training for Faculty

The School of Behavioural Sciences, in collaboration with the Counselling Centre at Apeejay Stya University, successfully organised a Psychological First Aid (PFA) Training Programme on Mental Health and Well-Being. The initiative was designed as a capacity-building programme to address growing mental health concerns among students in higher education institutions.

The programme was organised in response to the directives of the National Task Force on Student Mental Health and Suicide Prevention, constituted following the Hon’ble Supreme Court of India’s judgment dated 25 July 2025. As per these directives, educational institutions must ensure structured training for faculty and staff in identifying psychological distress, providing psychological first aid, and facilitating timely referral to professional mental health services. In alignment with the principles of NEP 2020 and NAAC/IQAC guidelines, the training aimed to strengthen the university’s preventive mental health framework and promote a supportive academic environment.

The programme commenced with a welcome address by Dr. Manju Rani, who highlighted the urgent need to address mental health concerns within academic spaces. She emphasised that psychological distress among students often goes unnoticed, particularly when they are dealing with academic pressure, social adjustments, and emotional transitions. Introducing the concept of Psychological First Aid, she explained that it is a structured and compassionate approach that enables individuals to respond effectively to students experiencing distress.

The formal inauguration of the programme was marked by a ceremonial lamp lighting, symbolising knowledge, awareness, and hope. The ceremony reflected the university’s commitment to addressing mental health issues through informed and empathetic engagement.

The inaugural address was delivered by Dr. Pardeep Kumar, Registrar of Apeejay Stya University, who underscored the significant role faculty members play in supporting student well-being. He noted that faculty are often the first point of contact for students facing emotional challenges. Therefore, equipping them with the appropriate knowledge and response skills is essential for creating a responsive and supportive academic ecosystem.

Mr. Sham Bali introduced the resource persons for the programme, highlighting their professional expertise and extensive experience in psychiatry and mental health.

The central training session on Psychological First Aid was conducted by Dr. Aseem Mehra, who provided a detailed overview of PFA’s principles and practical applications. He explained how educators and staff can recognise early warning signs of distress—such as anxiety, withdrawal, emotional instability, and behavioural changes. Dr. Mehra also emphasised the importance of empathetic engagement, active listening, and non-judgmental communication while supporting students in distress.

The session clarified that Psychological First Aid is not intended to replace professional therapy but rather to offer immediate emotional support and ensure timely referral to qualified mental health professionals. Real-life case discussions formed an important part of the training, enabling participants to connect theoretical knowledge with practical situations they may encounter in academic settings.

Dr. Lalit Kumar Singh conducted another insightful session on the topic of dream analysis. He explored the psychological significance of dreams and their connection with emotions, cognitive processes, and unconscious experiences. The discussion provided participants with a broader perspective on human behaviour and mental processes.

An interactive question-and-answer session followed, allowing participants to raise practical concerns related to real-life situations, ethical considerations, and appropriate response strategies when dealing with students experiencing distress. The session provided valuable clarity and strengthened participants’ confidence in applying Psychological First Aid principles.

The programme also included a felicitation ceremony to honour the resource persons for their valuable contributions and knowledge sharing. The organisers expressed appreciation for the insights and expertise that enriched the training sessions.

The event concluded with a vote of thanks acknowledging the contributions of the university leadership, speakers, organising team, and participants. The programme ended with the National Anthem.

Overall, the training programme significantly enhanced participants’ understanding of psychological distress, improved their ability to identify early warning signs, and strengthened awareness of ethical response mechanisms and referral systems. The initiative reinforced the university’s commitment to fostering a safe, inclusive, and supportive academic environment for student well-being.