INTUITIONA newsletter for students by students - Primary BA QTS Edition 7 2016

INSIDE THIS ISSUE

REVIEW OF THE MENTAL HEALTH CONFERENCE

10 PRINCIPLES OF PSHE

MENTAL HEALTH SUPPORT IN WORCESTERSHIRE

INTERVIEW WITH DR. JOSEPHINE -JOY WRIGHT

YOUTH MENTAL HEALTH FIRST AID ON YOUR COURSE

SUPPORT GIVEN WITHIN THE UNIVERSITY

Mental health, well-being and behaviour in schools Your role as teachers on the BA QTS course

Institute of Education

A NOTE FROM THE EDITOR

A Review of the Children and Young People’s Mental Health and Well-Being Conference

The Children and Young People’s Mental Health and Well-Being Conference was organised for both First Year Primary Initial Teacher Education students and students from the Child and Adolescent Mental Health course at the University Arena on Tuesday 3rd May 2016. After a brief introduction from the course leaders and Ross Renton (Pro Vice Chancellor for Students), our first speaker, Dr Josephine Joy Wright, gave us an insightful talk about how we as teachers can build resilience with children. Josephine also introduced us to a term that many of us PITE students were unfamiliar with; ‘CAMHS’ which refers to ‘Child and Adolescent Mental Health Services’. We were then guided through the online resource of MindEd (for more information, see the review of this fantastic resource which features later in this edition).

Dr Fiona Warner-Gale then spoke about tackling the stigma that is associated with mental health conditions and showed us a thought-provoking video that features in the Time to Change Campaign. She also discussed the potential sources of stigma such as stigma from individuals, families, the Media and the community and clearly explained the direct links between stereotyping, discrimination and prejudice.

Mindful Beginnings then addressed the use of meditation within primary schools to introduce children to the concepts of mindfulness and mental well-being. Meditation in primary schools seems to have come into vogue of late, with ‘mindfulness’ becoming somewhat of a buzzword. In the last couple of years, a plethora of articles discussing the benefits of meditation in the primary classroom have appeared in many of the major newspapers- including the Guardian, the Independent and the Daily Mail. Meditation appears to have become a technique widely-used by teachers to help ensure that children are calm and focused before lessons, and is generally reported to be very effective. There are many different ways to get children thinking about mindfulness, most of which are inclusive, non-denominational and non-religious, so your whole class can engage in and benefit from them.

These techniques include: mindfulness relaxation exercises (often audio recordings which are designed to relax and calm students); metaphorical mindfulness stories (whereby younger students close their eyes and allow themselves to be immersed in a story); and a personal favourite of mine, ‘Stick Art’. Stick Art is an innovative idea from the Dharma Primary School, the UK’s only Buddhist primary school. Children sit in a circle and take it in turns to place pipe cleaners in the middle, without talking. A pattern emerges gradually, and the process acts as a calming, creative mindfulness activity. Of course, there are many other ways to teach mindfulness in a primary classroom- a few of which we had a go at ourselves as part of Fiona’s talk, which many of us found enjoyable and interesting.

At the end of the conference, we were all presented with certificates of attendance that we were encouraged to file as evidence for Teachers’ Standard 8 as part of our Reflective Portfolios, an ongoing package of evidence that is used to prove that we have met the expectations outlined in the Teachers’ Standards and deserve to be recommended for QTS (Qualified Teacher Status).

Overall, this multi-professional conference was very well-received and provided First Year PITE students with an excellent opportunity to discuss this important topic with students from the Institute of Health and Society, whilst also informing us about a range of different support services and resources that we can use to enhance our pedagogy.

Feedback from students:

“The conference gave us an insight into the importance of encouraging positive mental health and well-being in the children that we teach.”

“It was interesting to understand how it affects us as trainee teachers and we were able to find out more about the variety of support that is available for children in school who suffer from mental health conditions.”

Tamsin Bailey and Lottie Taylor, 2nd Year Students

INTUITION 2016

What do you think of when you hear the words ‘Mental Health’? There is often a negative stigma surrounding mental health and many people feel uncomfortable talking about the subject. With 1 in 10 children aged 5-16 having a clinically diagnosed mental health problem, we as trainee teachers need to be aware of how to support children throughout their school careers and instil within them a lasting legacy that caring for your mental health should be as funda-mental as brushing your teeth.I often think that people treat mental health problems as the ‘elephant in the room’. Everyone has an elephant, following close behind them, carrying their worries and anxieties. But, the more we ignore them, the heavier they become and the heavier we feel. Learning to talk through problems can help to relieve this weight and you will be surprised how many people have the same worries as you. By stigmatising mental well-being, we forget that it also encompasses some of the most wonderful aspects of being human, such as resilience and confidence. It is just as important to explore what makes you feel good- do something you enjoy, help someone out and learn to value yourself.By being more open about mental well-being, we can start to break down the negative barriers sur-rounding it and I hope that this edition of Intuition will help get us all talking. The excellent articles in this edition showcase just some of the ways in which the University of Worcester dedicates itself to supporting mental health. There is also fantastic advice and strategies for you, as trainees, on how to ap-proach this often daunting subject in school. I would like to thank students and staff for the time and effort you have put into writing articles and Rachel Barrell- Course Leader and founder of the Working in Part-nership group - for her continuous support and enthusiasm.

Charli-Ann Porter, Year 2 student

INTUITION 2016

INTERESTED IN EDUCATION ISSUES? Why not join our Education Enhancement Society?

The Education Enhancement society launched in September 2016 and is now the largest of its kind at the University of Worcester. It is an Academic society aimed at equipping members with valuable skills and knowledge that can be taken forward into a career in Education. Certificates are awarded to members who attend workshops, which can be put into your Reflective Portfolio. With 170 members, the Education Enhancement society tries to cater for all and has therefore scheduled many workshops for the year including: Morrells Handwriting Bootcamp, ATL Voice Coaching and Mindfulness in the Primary School.

The most recent workshop was led by Victoria Pugh and was concerned with Eating Disorders in the Primary School. The workshop was highly informative and Victoria covered all Eating Disorders, whilst identifying the warning signs to look out for. She shared some valuable resources and websites to use in Primary Schools and there were many opportunities for reflection on how professionals in Education can support children who might be vulnerable.

The following workshops that are being put on for Education Enhancement’s members are: a Lesson Planning Masterclass and All Things Behaviour Management. There are two exciting trips upcoming which are the Education Show and a visit to the Teacher’s Institute in London.

If you are interested in joining this fantastic society then your membership can be bought from the Students’ Union, or online through their website.

Dr. Josephine-Joy Wright currently works as a lecturer at University of Worcester and is the Director of Well-Connected psychological servces, providing training, assessments, consultation and supervision. A clinical psychologist with over 30 years’ experience within four health authorities in England and Wales, over 20 of which were at consultant level, leading and

developing services into the community, specialising in Children and Family work and complex adult neuro-developmental disorders, attachment, abuse and trauma. She has significant expertise in developing, training and evaluating Tier 2 and other community-based services to promote Best Practice.

In addition, Joy has worked with international disasters such as the Kegworth air disaster and Hillsborough disaster in 1989. She has also worked with child and adult victims of paedophile rings and historic abuse since 1989 across numerous contexts, including war-zones, pioneering psycho-social interventions which are now seen as standard practice, and developing work with child soldiers.

Her passion is developing people and services to their fullest potential with minimum financial resources. She holds professional psychology and teaching qualifications and has pioneered training initiatives locally and internationally to equip professional and voluntary practitioners in the field at Universities, colleges and community settings.

Josephine has also created a range of high quality resources and which are used throughout the world to educate individuals on supporting children with mental health.

Charlotte: When did your passion begin in child and adolescent mental health?

Josephine: “My passion began early on in my life. When I turned 16, my class teacher decided that we needed a work placement preferably in an office environment. However, I refused and insisted on working with children. My mother and aunty found me a placement in a local nursery in a deprived area. Two instances that resonate with me include working with two children that had difficult home lives. The one child, a girl, constantly held a piece of paper. At first I did not understand what this meant, but soon noticed that this piece of paper

held a deep importance to her. After observing and engaging with this child, I realised that this piece of paper – which the child would not let go of – was impacting negatively on her interactions and learning. In the end I befriended this child and she shared with me this piece of paper which was a racing ticket. This ticket symbolised her strong attachment to her father, who at the time had a gambling and alcohol addiction. This experience made me think deeply about how I could support children during difficult times in their lives. At the nursery, I also worked with a set of 3-year-old twins who had a mother dying of cancer. These children were regularly looked after by their grandparents, who struggled to look after them as well as support their daughter. One day, an ambulance came to the nursery so that the children could learn about being a paramedic. To my surprise, the twins bolted off and hid behind a bush unwilling to participate in the activity. After talking to the twins, I managed to get them to sit on the step of the ambulance and meet the paramedic. I soon realised that the ambulance reminded the children of their mother being poorly which brought on negative emotions. However, the paramedic and I gradually reassured the children that their mother was in safe hands and then finally, the children began to engage with the opportunity. That night, as I was lying in bed, I decided that whatever I need to be to help these children is what I need to be.

Ross: What has been the most challenging experience of your career so far?

Josephine: [laughs] it is interesting… many people would have thought it would be working in the war zones, but I think the lovely thing about war zones that everybody works to support each other.

However, what still saddens me is the lack of communication between organisations, such as the NHS, Social Services and schools. It upsets me that people are more into power building their career than making a difference. People in such influential settings are here to inspire and support others and I feel that sometimes people lose this vision and think solely of themselves. We are here to encourage children, teachers in particular, to dream big, inspire and be the best they can be. Ultimately by being an enthusiastic and passionate professional, your career will grow naturally. It is important to have good relationships with colleagues if services are to run effectively… For me, this can be easily overcome by offering training to staff on how to work and support each other in the professional workplace. I believe this will help individuals develop an inner-confidence to grow and succeed and make a difference.

By Charlotte Hodnett and Ross Pocknell, Year 3 students

INTERVIEW WITH Dr. Josephine-Joy Wright

INTUITION 2016

Dr.Josephine-Joy Wright

Charlotte: Do you have any effective strategies for training teachers to maintain good mental health whilst on teaching practice?

Josephine: I think the most important gift to give children is YOU. You are the most precious thing you will ever give a child and therefore your time and your wellbeing is crucial. People talk about work life balance, but what does this actually mean? I think you can work incredibly long hours and still maintain yourself in a healthy place, but I think you need to carefully assess your networks of support and use these. Also, it is important to have the confidence to say yes or no. it feel trainees also need regular time for themselves. Do something that makes you feel passionate and alive! Assess what is important to you and what is built into the fabric that makes you who you are. I think what’s also important, as you go through this course, is being in touch with your own emotions. If you bury these and hope that negative feelings go away, they will only bubble up sometime later in your life. Your experiences can be a gift as long as you personally acknowledge and deal with them. It is important for trainee teachers to use support provided and speak to lectures, academic tutors, school experience tutors and peers when needed. However, it is also vital that you also seek support after your time as an undergraduate student, even as an NQT don’t be afraid to gain support. Just remember that at the moment you are not

qualified teachers so don’t feel pressured to be on the same level as an experienced teacher and don’t ever feel afraid to ask for help.

Ross: There has been reports of increased numbers of children suffering with their mental health. How can trainees support children in school?

Josephine: I think that it is about having the time and patience to listen to children and taking them seriously. You must learn to recognise and identify the signals that children are giving you when they are in distress. Because we are usually focussed on other curriculum pressures, we tend to overlook children’s anxieties and issues. Think deeply into why a child might be behaving in a way that they are and ensure that you record these behaviours to build a full picture. This will allow you to seek further support from senior management as you will have gained substantial evidence. It is also vital that you get to know the safeguarding officer at your school before any incidents occur.

Most importantly, create a secure base for children and parents to confide in so that you can offer them the support that they need when they need it. This in itself will release a child’s natural resilience and confidence to seek support. It is also vital to work with a strong school community that help and support each other in order to make a real difference.

INTERVIEW WITH Dr. Josephine-Joy Wright

“When a door opens, walk through it”

INTUITION 2016

MindEd – Website Review

MindEd is developed and supported by a group of multi-disciplinary organisations, who offer free and completely open access, online education, and clear guidance on supporting children and young people’s mental health and wellbeing.

Essentially, at its heart, MindEd is about providing practical knowledge that gives practitioners confidence to identify a mental health issue and act swiftly, meaning better outcomes for the child or young person involved. This is presented via e-learning modules, where you gain a certificate that can be used in your Reflective Portfolio as a supporting piece of evidence for meeting the Teachers Standards.

Through the provision of over 300 different learning modules, Minded provides developmental learning opportunities to any adult working with children, young people and families, to help them to support the development of young healthy minds. There are also a number of specialists learning frameworks e.g. Counselling MindEd Specialist CAMHS (Entry Level): Specialist CAMHS (Therapeutic Approaches) Specialist CAMHS (Leadership) if you find yourself particular inspired.

It is quick and easy to create an account and once you specify your career, Minded will actually recommend certain E-learning modules that they perceive will benefit you as a trainee teacher.

If you find the prospect of over 300 modules a bit daunting, then I would suggest starting with the MindEd Core Curriculum that provides a wealth of information on a number of topics within children and young people’s mental health. The core content also offers you

by Sophie George, Year 3 student https://www.minded.org.uk

In an environment of rapid change, where progress and data are essential, the need for PSHE in schools has never been greater. But, in an already packed curriculum, how can we find the time to fit in a non - statutory subject and why bother? An increasing number

of primary school pupils are experiencing anxiety due to school pressures, media influences and negative aspects of social media such as cyber bullying. A great PSHE curriculum should cover areas such as resilience, mental health awareness, sex and relationship education, drugs education, financial savvy and friendships. Teaching topics such as these, gives pupils the knowledge and confidence to assess risks and make decisions; challenging themselves whilst having opinions on issues in their environment and world. They begin to understand the importance of looking after themselves, both physically and mentally and build resilience by developing their self-esteem. Lessons focusing on how to deal with anxiety and

Personal Social Health Education WITHIN CLASSROOMby Victoria Pugh, Class Teacher, Orleton Primary School

introducing a few minutes of mindfulness each morning can really help pupils to deal with their thoughts, allowing them time to process their ideas regarding what’s going on around them. Teaching pupils how to deal with friendship conflicts and what to do when they have to work cooperatively with classmates they don’t like, can help to alleviate tension within the classroom and allow them to focus on achieving and striving to become the best they can be. In order for schools to see the academic progress they require, it is paramount that we also focus on our pupils’ mental health and wellbeing in order for them to be healthy, happy and successful learners.

the knowledge you would need to undertake basic mental health work with children, young people and families, and supply you with indicators on when/how you should refer to specialist services, and what the child and family might find when they get there.

The completion of any of these modules can be done at your own leisure and suit your own preferences, as you may want to attempt to fill any previously identified gaps in your own knowledge by completing a specific module, or you could have a passion for a certain topic and want to develop your understanding even further. This is what I did, as I personally have a keen interest in learning difficulties and so I simply completed a 20-minute session and now I have a certificate ready to go straight into my Reflective Portfolio as evidence of meeting the Teachers Standards.

The website itself is extremely user friendly and the modules you complete will be displayed on your own ‘Learning Plan’. Also, don’t worry if you begin a module and don’t have time to complete it, Minded will even save any progress you make so you can pick up where you left off at a more convenient time.

I would definitely recommend accessing this website, as due to the current climate of mental health in schools, the completion of these modules will not only give you the knowledge and skills to appropriately address any issues that may occur on placement, but it will aid your confidence as a primary practitioner in supporting children who may have a mental illness in your classroom.

INTUITION 2016

Harry Potter based English lesson

The PSHE Association has developed the following evidence-based principles of good practice in PSHE education that apply across Key Stages 1 to 4:

1. Start where children and young people are: find out what they already know, understand, are able to do and are able to say. For maximum impact involve them in the planning of your PSHE education programme.

2. Plan a ‘spiral programme’ which introduces new and more challenging learning, while building on what has gone before, which reflects and meets the personal developmental needs of the children and young people.

3. Take a positive approach which does not attempt to induce shock or guilt but focuses on what children and young people can do to keep themselves and others healthy and safe and to lead happy and fulfilling lives.

4. Offer a wide variety of teaching and learning styles within PSHE education, with an emphasis on interactive learning and the teacher as facilitator.

5. Provide information which is realistic and relevant and which reinforces positive social norms.

6. Encourage young people to reflect on their learning and the progress they have made, and to transfer what they have learned to say and to do from one school subject to another, and from school to their lives in the wider community.

7. Recognise that the PSHE education programme is just one part of what a school can do to help a child to develop the knowledge, skills, attitudes and understanding they need to fulfil their potential. Link the PSHE education programme to other whole school approaches, to pastoral support, and provide a setting where the responsible choice becomes the easy choice. Encourage staff, families and the wider community to get involved.

8. Embed PSHE education within other efforts to ensure children and young people have positive relationships with adults, feel valued and where those who are most vulnerable are identified and supported.

9. Provide opportunities for children and young people to make real decisions about their lives, to take part in activities which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions.

10. Provide a safe and supportive learning environment where children and young people can develop the confidence to ask questions, challenge the information they are offered, draw on their own experience, express their views and opinions and put what they have learned into practice in their own lives.

The ten principles underpin all of our work including our training, resources, Quality Assurance processes and Professional Development programme for PSHE teachers and practitioners. To find out more visit http://www.pshe-association.org.uk

Ten principles of PSHE education

The support network that you are provided with as a Primary Initial Teacher Education student at the University of Worcester is both vast and varied. Alongside your Personal Academic Tutor (PAT), whom you will meet with at regular intervals during the academic year to discuss your progress, there are also a number of different services that can offer you specific advice in times of need.

Similarly, by becoming actively involved in extra-curricular opportunities such as WiP (Working in Partnership), you will be able to meet students from other years of the course who may be able to answer your queries, since although the course is constantly developing, they will be familiar with the many aspects that remain consistent from year to year.

Academic writing

The University also provides several methods that enable students to develop their academic writing skills and style. Firstly, the Royal Literary Fund sponsors a free service whereby students can book appointments with a typical duration of 45 minutes, to have a tutorial with one of the University’s writers in residence and discuss features of writing such as expression, structure and relevance.

Appointments can be booked by contacting one of the following:

rlfwriterinresidence@worc.ac.uk

Duncan Forbes (d.forbes@worc.ac.uk )

Caroline Sanderson (c.sanderson@worc.ac.uk )

Alternatively, students can receive help with their academic writing by booking a twenty minute session online, where you can receive advice on how to improve your academic writing style on a one-to-one basis. The sessions are provided by the Language Centre and take place in the Peirson building. This is a fantastic way in which students at the University are supported to improve their use of academic English in their essays and is available to all registered students.

Firstpoint

Firstpoint is a hub of information situated on the bottom floor of the Peirson Study Centre. The wealth of information available ranges from advice regarding module choices to information about fees and finance. This service can also be used to support students’ well-being as advisors can refer students to, and help students to book appointments with, specialist services such as Counselling and Mental Health.

Nightline

Nightline is a free service run by trained volunteers (mostly students studying at the University) and involves the provision of a help line for both students and members of the general public. This service is currently accessible through both phone and email and the team can be contacted between the hours of 8 pm and 8 am. The volunteers endeavour to provide confidential advice and are more than happy to listen to any problem that you might have, no matter how big or small.

Contact Nightline: listening@worcester.nightline.ac.uk

Phone: 01905 542760

University support for PITE students

INTUITION 2016

STUDENT MENTAL HEALTH:a new model for universitiesJo Smith, Professor in early intervention and psychosis at the University of Worcester

Joining forces

Working with partners including Worcestershire County Council Public Health, Worcestershire Health and Care NHS Trust, and Community First, we are pioneering a multi-agency approach to mental health support and student suicide prevention.Our Suicide Safer project has been running successfully for 18 months now. It brings together the perspectives and expertise of academic, mental health and counselling support staff within the university, while working with external partners from health, public health and the community sector. We have extended the self-help and peer-support initiatives available to students – normal services used to end at 5pm or 6pm; now, a volunteer-run Nightline service is available from 6pm and 8am and at weekends. We introduced self-help guidance for freshers, their parents, current students and staff on where to go for help inside and outside of the university. A local GP surgery is also now based on campus two days a week. We brought all of the university counselling and support services together with NHS and public health organisations in Worcester – now everyone knows what the others are doing and what is available. We made sure that students can access cognitive behavioural therapy and local courses on managing anxiety and mindfulness. Staff and students experiencing mild mental illness have also had access to MoodMaster training.

Reaching out

And now, along with the National Union of Students (NUS), mental health charity Student Minds and others, we are working to put student suicide firmly on the national agenda for preventative action. We are partnering with the James Wentworth-Stanley Memorial Fund to develop our understanding of student suicide through research. The trust has committed to match-fund two PhD studentships which will explore causes and prevention, as well as needs of peers, family and staff that arise when a suicide occurs.We are also identifying practical steps that can be taken now. These include supporting NUS colleagues in developing a campaigning guide about student suicide, due to be launched at the NUS Disabled Students Conference later this month.Universities can and must acknowledge the importance of student mental well-being. We must ensure that, wherever possible, students do not leave university or college because of mental health issues, or harm themselves as a result of them.

Almost 80% of students have had mental health problems in the past year. So how can campuses take a proactive approach to helping?

Going to university is never easy. It’s one of the greatest leaps of faith anyone ever makes, and it comes at a vulnerable time in an individual’s psychological

development. It is difficult, and for some it can be life-threatening. A recent survey found that 78% of students reported having had a mental health problem over the past year, and 33% had had suicidal thoughtsThose who are unable to cope may drop out. Left unrecognised and untreated, their problems may become more severe. They may start to self-medicate with drink or drugs, self-harm, or even take their own lives.It is hard to calculate how many students die this way each year. There are difficulties in recording and reporting this information – many may already have dropped out by the time they choose to take their own lives, and in some cases, the coroner doesn’t record student status (which is a national anomaly that should be addressed).The Office for National Statistics says that 112 full-time students took their lives in 2012 (the most recent data available). When this happens, the impact on friends, peers, family and the wider university community is devastating. But there are a number of sensible changes that could prevent student suicide.As a clinical psychologist, I have a long-standing professional interest in improving outcomes for young people with psychosis. I have profiled their needs, advocated on their behalf and worked to help them lead fulfilling lives. I’ve led early intervention programmes for mental health in the NHS and became involved in an international Zero Suicide movement in healthcare. Two years ago, I joined the University of Worcester.The move to a university enabled me to approach my work from a new angle, examining the complex and unique challenges for young people in higher education, as well as the opportunities that exist for prevention, early identification and timely intervention.Universities can monitor their cohorts across three years. Peers, academic tutors and others can watch out for changes in a person’s attendance, appearance and performance. Staff can provide information on support services, and can facilitate relationships with helpful contacts.

INTUITION 2016

Article taken from The Guardian (March 2016)

http://www.theguardian.com/higher-education-network/2016/

mar/02/student-mental-health-a-new-model-for-universities

Professor Jo Smith

What are the Five Steps to Well-being?

1. ConnectWith the people around you, family, friends, colleagues and neighbours. At home, work, school or in your local community. Think of these as the cornerstones of your life and invest time in developing them. Building these connections will support and enrich you every day.You can find information on how to connect to people across Worcestershire in the e-market place, libraries and museums, community groups, local events, and support services, such as befriending.

2. Be active -Step outsideGo for a walk or run, cycle, play a game, garden or dance. Exercising makes you feel good. Most importantly, discover a physical activity you enjoy and that suits your level of mobility and fitness.

3. Take notice -Be curiousCatch sight of the beautiful. Remark on the unusual. Notice the changing seasons. Savor the moment whether you are walking to work, eating lunch or talking to friends. Be aware of the world around you and what you are feeling. Reflecting on your experiences will help you appreciate what matters to you.

4. Keep learningTry something new. Rediscover an old interest. Sign up for that course. Take on a different responsibility at work. Fix a bike. Learn to play an instrument or how to cook your favourite food. Set a challenge you will enjoy achieving. Learning new things will make you more confident as well as being fun.

5. Give Do something nice for a friend, or a strangerThank someone. Smile. Volunteer your time. Join a community group. Look out, as well as in. Seeing yourself, and your happiness linked to the wider community can be incredibly rewarding and creates connections with the people around you.Further information and advice• Little Book of Mental Health - practical guide to mental wellbeing• Mood GYM - advice on activities to improve mental wellbeing• E-couch - information about emotional problems and how to deal with them• Books on Prescription - health and wellbeing self-help books available from your library

Mental health support IN WORCESTERSHIREIt’s important to look after your mental health and wellbeing. There are five simple steps that can improve how you feel. If you give them a try, you may feel happier, more positive and able to get the most from your life. Some mental illnesses, such as depression and anxiety, are common. Looking after your state of mind is just as important as taking care of your body. If you do feel down, anxious or distressed, you are not alone. If you have such an illness, it’s important to get the right treatment.

Worcestershire Healthy MindsWorcestershire Healthy Minds supports people, aged 16 and over, who are experiencing problems such as stress, anxiety and low mood. They provide a range of talking therapies and support, including a range of courses and groups which you can refer yourself onto. The service aims to help people maintain healthy mental

wellbeing by providing talking space and encouraging the use of tools and techniques proven to be helpful. To find out more visit the Healthy Minds website.

What is the Wellbeing Hub? Worcestershire Wellbeing Hub is an information and signposting service for people over the age of 16 who are experiencing low mood, anxiety or stress, and feel that they would benefit from support from local community providers. Our Wellbeing Assistants are here to:• Provide information and signposting for wellbeing services provided by the voluntary sector across Worcestershire• Take bookings for the Community Wellbeing Programmes such as Moodmaster and Peer Support• Redirect people to self-help resources.The hub is open Monday to Friday 9am to 5pm. When you call or email us, we will aim to answer your call directly and provide a response within 48 hours. Visit www.hacw.nhs.uk/wellbeinghub for more information

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VOLU

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NIGH

TLIN

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Nightline is a confidential student listening service - run by students, for students

Full volunteer training: 13th- 15th February

Find out more at one of our February info sessions

Meet at Main Reception, St Johns’ Campus

University of Worcester

Staff Spotlight Suzanne AlliesI have a particular interest in supporting students with Mental Health issues that sometimes arise during their training as a teacher and beyond. The transition from home to university can sometimes trigger anxiety. This is normal and there are many ways that you can help yourself to cope. The training that often helps me in my lecturing role (especially as Personal and Academic Tutor) is:• Level 2 in Counselling skills• Level 3 in Counselling studies • Stress relief course

I have been involved in a Suicide Prevention Project at university involving Yarnbombing. You may have seen the hearts that were being distributed. I teach on SEND1005 which is a module about Child and Adolescent Mental Health. For the future I would like to train to become a M.I.S.P. trainer (‘Mindfulness in Schools Project’)

My interest in Mental Health has grown over the course of ten years. After a personal experience with depression and anxiety myself I began reading about meditation and Mindfulness. The first book that informed me was called ‘Teach yourself to meditate’ by Eric Harrison, which I found easy to follow - http://www.goodreads.com/book/show/1178756.Teach_Yourself_To_Meditate

I then developed an interest in Buddhist meditation and attended weekend meditation retreats. I went to hear the Dalai Lama speak in Manchester and also read inspiring books by Jon Kabat-Zinn, Pema Chodron and Thich Nhat Hanh. I would also recommend the book ‘The Art of Happiness’ by His Holiness the Dalai Lama and Howard C. Cutler http://www.goodreads.com/book/show/38210.The_Art_of_Happiness

While teaching in a large Primary School I attempted over the years to incorporate mindfulness skills into my daily role, without any religious connotations, however. I ran lunchtime, and after-school, Mindfulness clubs, particularly focusing on Year 6. Feedback from parents was positive and pupils admitted that they were learning strategies that allowed them to become more emotionally resilient (especially during their SAT’s tests). These Mindfulness sessions involved tasks that promoted being in the present moment, such as• Painting rainbows after doing a colour meditation. We used glitter and warm water containing aromatherapy oils.

• Eating a satsuma slowly and mindfully concentrating on all the senses.

If you ever want to try mindfulness in the classroom, please contact me and I can share more of my ideas- s.allies@worc.ac.uk

Young Mindswww.youngminds.org.uk

Student Mindswww.studentminds.org.uk

Time to Changewww.time-to-change.org.uk

MindEdwww.minded.org.uk

The PSHE Associationwww.pshe-association.org.uk

HeadMedswww.headmeds.org.uk

The Hideoutwww.thehideout.org.uk

Elephants Tea Partywww.elephantsteaparty.co.uk

The Student Roomwww.thestudentroom.co.uk

Papyruswww.papyrus-uk.org

Self Harm UKwww.selfharm.co.uk

Useful websites

Suicide Prevention Project

INTUITION 2016

It’s no secret that the first year of university often proves to be the most stressful, nerve-wracking (but generally pretty incredible) time of your life- as a student coming to the end of my first year I can certainly vouch for this! New faces, new responsibilities and rather a lot of assignments have been coming at me from all angles since day one, and I’ve loved (almost) every minute of it. As we are nearing that time of year where a new influx of first-year students will come pouring through our gates, I thought it would be fitting to offer a little sage advice on how to survive this turbulent period.

First and foremost: talk to us!

And by ‘us’ I don’t just mean the University services. Personally, I have been blown away by how friendly and helpful people are at Worcester University- students and staff alike. The support networks that we are provided with are fantastic; including personal tutors, student

ambassadors, lecturers, course leaders, academic representatives and many more. If all else fails, ask your coursemates! You’re all in this together, after all.

For more personal issues, there are many other services provided. A recent National Union of Students survey has found that one in every five students is experiencing some manner of mental health problem whilst studying, and only one in ten of these actually use services provided by their university to support these issues. It’s very common for students to suffer with issues like anxiety, stress and depression- and when you stop to consider it, it’s really not surprising. Particularly as a first year, when absolutely everything around you has changed, university can be very overwhelming. The University of Worcester has a plethora of services that it offers to students, supporting you in any way that you may need. Whether you want somebody to talk to about

possible mental health issues, money worries, personal problems (or even just to help you find a book), the majority of Student Services are accessible through Firstpoint in the Pierson Study and Guidance Centre on St. John’s Campus.

Get involved wherever you can

Of course societies aren’t for everybody, but there’s no denying that joining one is one of the most efficient ways to get to know people outside of your course, whilst doing something fun. The University of Worcester currently has 37 societies ranging from Investment Banking to Disney and Pixar- and if you still can’t find a society that fits you, it is a fairly simple process to set one up yourself! Not to mention it would look pretty great on your resume. I cannot stress enough how important it is to take the time to do non-course related activities: there is far more to university life than simply going to lectures, taking exams and eating a lot

Top tips for First Year studentsLottie Taylor, 2nd Year Student

INTUITION 2016

INTUITION 2016

Top tips for First Year studentsof pasta, and it would be a shame to waste an opportunities to fully immerse yourself!

If societies aren’t your thing, there are many other ways to get involved with university life. For example: you could volunteer to help out with open days; become a Student Academic Rep (or StAR); volunteer as a Student Ambassador; or join the Student Council- details of which can be found on the Worcester Student’s Union website.

Take care of yourself

This is definitely the most important tip, and something a lot of students end up ignoring. Over the course of this year, I’ve seen a lot of fellow students living off Supernoodles and Coco Pops in a bid to save money, getting next to no sleep because they have been binge-watching shows on Netflix, and leaving assignments so late that they have mini-breakdowns in the library. Needless to

a complimentary gym membership, allowing them to use the fitness suites on St. John’s and City Campus for free.

For more information on “Fit 4 Life”, or advice on how to stay fit and healthy during university, visit www.worcester.ac.uk/discover/fit-4-life.html.

Last but not least, enjoy yourself!

You will be fondly reminiscing your first year of university for decades to come; I can guarantee that it will be an exciting, memorable and above all fun experience. My final tip is simply to dive headfirst into this new chapter of your life, work hard and get as much out of it as you can.

say, these particular aspects of student life aren’t too healthy. However, your first year really doesn’t need to be like that! Worcester University encourages its staff and students to look after their health and wellbeing through their “Fit 4 Life” campaign, helping you make simple changes to your life in order to study well, relax well, exercise well, and stay well.

The university provides lots of opportunities to improve both your mental and physical health- for example: if you’re feeling a bit overwhelmed, you can head down to the University Labyrinth (a walking meditation space) to take five and de-stress. If you want to get a little more active, you can join a university exercise class (including Zumba, step class and body conditioning), or simply walk the university mile between lectures! Worcester University also provides first-year students living in residential halls or university-managed property with

Continued Professional Development on the BA QTS CourseRachel Barrell, Course Leader

Working in partnership with our schools on professional development ensures that all of our students are continually working towards enhancing their subject knowledge and practice linked to the Teachers’ Standards. This will ensure that students are prepared for job interviews as you are current and up to speed in areas of priority for Head Teachers.

INTUITION 2016

Teaching Sex and Relationships Education (SRE) with confidence

Behaviour Management – developing relationships and in-class responsive strategies

Using storybooks to celebrate the diversity of family life in the primary school.

Communicating with parents and carers in Early Years settings

Building emotional resilience in children

Psychology of learning, emotion and motivation – links to managing behaviour in the classroom

Victoria PughOrleton Primary SchoolSLE Teacher, PSHE

Simon MarshallSENDCO & Inclusion ManagerWitton Primary School

Dr Richard WoolleyHead of Centre for Education and InclusionUniversity of Worcester

Alison Prowle & Nicola StubbsCentre for Children and FamiliesUniversity of Worcester

Briony WilliamsDirector of Mental Health StrategyUniversity of Worcester

Dr Helen ScottUniversity of WorcesterPrincipal Lecturer in Psychology

This year, all Year 3 students were given the opportunity to attend a range of Twilight Sessions delivered by colleagues from schools or colleagues from other Institutes in the University. Students gained certificates which they can use as evidence in their Reflective Portfolios. These have been well received by students as an additional opportunity on the course. Another series will be running in March 2017.

Designed to coincide with UK Parliament Week, pupils from Pitmaston Primary School, in Worcester, got the chance to put politics into practice with a key debate on the use of modern technology.

Year Six pupils had to vote on a motion to limit children’s time using electronic tablets and mobile phones, with pupils arguing forcefully on both sides of a mocked up ‘House of Commons’.

Organised by staff from the University’s Primary Initial Teacher Education degree, teaching students were involved throughout the day and played various characters, including the Speaker of the House and the Clerk of the House.

The event, held at The Hive, also tried to replicate a real political scenario, with pupils canvassing for votes, hearing from ‘experts’ and giving media interviews.

Trainee teachers then reported on the day posting pictures and pupils’ interview comments live on a special social media feed.

Nigel Huddleston, MP for Mid Worcestershire, attended to explain his role and answer questions.Kate Wilcock, Headteacher at Pitmaston Primary School, said: “It was such a fantastic opportunity for our children.

“The Year 6 pupils have been learning about the etiquette of politics and debating within the House of Commons, researching the topic, practising their persuasion and debating skills and really challenging their ideas and thinking.

“These are the events our pupils remember and learn the most from.”

Rachel Barrell, Course Leader for Primary Initial Teacher Education, who masterminded the event, said: “Embedding fundamental British values is a core element of our Primary Initial Teacher Training programme at Worcester and our Year 3 students have just completed an assignment on how these values can be taught in the classroom.

“Working with Pitmaston Primary School on a Parliament Day was an ideal opportunity for our students to work with pupils in a creative and innovative way to enable children to learn about the importance of democracy and the rule of law and that their voices can make a difference.“Supporting our partnership schools is also a key driver in all of the work we do.”

Mr Huddleston said: “I think this is an excellent day that realistically showed how parliament works and really engaged the pupils in a way I have never seen before.

PUPILS PUT POLITICS INTO PRACTICE Thanks to University

Schoolchildren got a taste of life in Westminster during a special Parliament Day hosted by the University of Worcester.

“It’s really important that young people know how parliament and democracy works and understand how they can play a part in it and today really showed that.

“It’s fantastic to see such partnership work between the University of Worcester’s Institute of Education and a local primary school.”

Trainee teachers tweeted throughout the day:

“Brilliant closing questions from @Pitmastonschool pupils, we all hope you’ve had a great day, you were amazing! #HivePDTV #UKPW16”

“A massive thank you to all the students and staff at @Pitmastonschool! It has been a pleasure to speak to you all today! #UKPW16 #HivePDTV”

“Thank you to @Pitmastonschool for a wonderful Parliament day! You have all been delightful to work with! #UKPW16 #HivePDTV”

INTUITIONEDITION 7 2016www.worcester.ac.uk

The Shoebox Appeal 2016Helen Chidler and Alexandra Davies

This was discussed at a Year 2 StARs meeting and it was decided that it was a very worthwhile cause to support. Alex and Helen organised dissemination of information and collection of boxes on behalf of the StARs.

The Shoebox Appeal provides Christmas presents for children in countries that are badly impacted by crises such as war, famine, natural disasters or to children who are just in need. It is a very worthy cause to provide children with Christmas presents as they would not ordinarily receive any. They requested the help of UG PITE trainees and organised collections on their behalf and were delighted to receive a number of boxes which will be distributed by the charity ‘Samaritans Purse’.

Helen and Alex would like to pass on their thanks to all of those involved who provided shoe boxes for the appeal and to everyone who contributed to the Operation Christmas Child shoe box appeal. They received over 30 boxes which were collected and are now on their way to make many children very happy this Christmas. They now hope to run this project again next year and organise it as a competition across year groups/institute in order to create many more wonderful shoe boxes for children who otherwise may go without toys at Christmas.