Student Experience Plan Raising Aspiration Sharing Spaces colocating

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Student Experience Plan: Raising Aspiration Sharing spaces and Collaborative Partnerships Liz Armitti and Davron Hodson South Wales Counselling and Psychotherapy Service (SWCAP) #uswsep

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Counselling and Psychotherapy?

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Raising aspiration through Teaching and Learning • Course teaching, triad work, art and music • Lack of placements and feet firmly in community • Development of clinics • SWCAP Community Counselling clinic • NISBCS School Based counselling All good so far, but………….

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Raising Aspiration : Students, Staff, Community, Subject Area, University ? • • • Academic Plan: People, Places, Partnerships, Programmes Improve student retention and recruitment with high quality placements Combine outward facing services with classroom teaching and learning Increase employability of graduates Maximise teaching, practice and research opportunities in clinics Stimulate and simulate

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Raising Aspiration in a New Integrated Space at City ?

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Research: A fusion of theories? • Seminal work of Dewey (1938) and Kolb (1983) – adult learning cycle: experience, reflection, theoretical input, practice • Benefits of “effective integration of cognitive and affective processes” (Kolb 2014) • Borrowed from/enhanced by psychological theory and neuroscience (Schore; Roschchild; Hughes & Fonagy)

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Research: integrating service with the classroom? • Benefits of, “integrating service with classroom instruction” to enhance learning in HE (Kenny and Gallagher 2002) • In-service learning effective where there is institutional support and where practical experience is tied to theory (Long 2001) • “Learning is supported through partnerships between various types of staff including the core … team, clinical lecturers and clinicians working in the clinical setting” ( Young 2015).

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community CELT Research • • • Focus groups and Interviews Staff, students, service users in existing clinics with shared space with common element of benefits to students and community Chiropractic Clinic Family Institute Legal and Financial clinic SWCAP South Wales Counselling and Psychotherapy

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Themes: Models good practice • • Students ‘absorb’ the atmosphere of clinical practice, action based research leads to sense of the relevance of research and EBP Students need a, ‘space that is fit for purpose and feels professional’ with, ‘adequate resources’ for the implementation of their modality (ie play, music, art, CBP) Service users appreciate ‘professionalism and quality’ in their trainees Staff value the, ‘synergy of teaching and placement opportunities’

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Themes: Boundaries • Importance of clear boundaries between client and student needs • Timetabling and high level of governance is essential • Physical and psychological boundaries essential • Importance of information sharing, confidentiality and record keeping

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Themes: Service User Learning • • • Clients appreciated symbiosis between client and trainee learning Sense of purpose being part of trainee’s learning Interconnectedness experienced by all involved across the campus Cross fertilisation of ideas between trainees, staff and service users HE Inclusive and accessible: clients return to university as students

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Themes: Employability • • • Rich clinical experience leads to increased employability Varied roles and extended experience on placements in real clinical spaces: administrative, clerical, assessments, research projects; data collection Raises profile of subject area internally and externally Inclusive and accessible: Raises aspiration of client populations/mental health issues Raises profile of university as provider of best learning and teaching in this field

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Result and Impact: A dedicated Centre of Excellence Students • Professional feel in a stimulating environment • Instant feedback on site • Research opportunities • Employability University • Better use of resources • Raises profile locally and nationally Community • Service users valued and HE demystified

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Raising Aspirations Nina Cherla graduated in 2016. She is working as Music Therapist in Hyderabad, India with children on autistic spectrum and with the Alzheimer’s and Related Disorders Society of India

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Raising Aspirations: Employability? CB and Integrative Psychotherapists, Play Therapists, CYP counsellors, Music Therapists, Art Psychotherapists in: • NHS acute mental health • Forensic wards • IAPT services • Eating disorders services • Learning disabilities • Palliative care • Substance misuse • Sexual assault centres • Hospice care • Social enterprises • CAMHS • Schools

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Kegie Centre for Therapies March 2017 https: //www. youtube. com/watch? v=ZWPj. CB 7 b. Ck 4

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Kegie Centre for Therapies March 2017

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community USW Therapy • • • GP funded therapeutic services : Primary Care and CAMHS contracts Big Lottery application: therapy services to survivors of Domestic Abuse and Violence against Women Resilience building in Staff across all professions: nursing, education, support work, CPD: Mental Health, Mindfulness for Wellbeing, Sign-a-long Clinical supervision

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community New USW Online Counselling for CYP

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Collaborative Partnerships External Organisations Service Users Staff Students

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Student Feedback “This placement … I truly believe helped me gain employment, as it provided me with an in-depth foundation of the clinical field and how an effective, ethical and successful clinical service is run. ” CBT student, now Psychotherapist, London “I volunteered as an administrator for the clinic… seeing the client experience has had significant impact on my confidence and understanding which will put me ahead of the field when applying for jobs. ” Student, Counselling Skills “SWCAP has made a significant impression on my confidence and understanding as a future counsellor in a plethora of ways. I encourage anyone interested to apply for the SWCAP opportunity. ” Student, PG Integrative

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Client Feedback “[Being part of this project] has given me a new perspective on my life and shown me that I’m actually a person of value. Knowing I am part of the students’ learning alongside my own development, has boosted my self-esteem and my confidence. ” Counselling client “I had very bad experiences as a student at school and have always seen this building as a place inaccessible to me – in fact I dreaded my first session. Now, through this project, I realise University isn’t a scary place! I feel I have this side of the river [where campus is based] back as part of my Newport. ” Counselling client

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Organisational Feedback “I was initially skeptical about the service… but to my surprise it has worked really well and done an enormous good service to a lot of people. ” Migration Policy Officer for Newport. “Domestic Violence support…. that’s the gap and I think this is what this clinic does really well” Ambassador for Welsh Women’s Aid

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community Liz Armitti and Davron Hodson South Wales Counselling and Psychotherapy Service swcap@southwales. ac. uk © University of South Wales, 2017

Student Experience Plan: Raising Aspiration Sharing Spaces: co-locating students, therapists and community References • • • Dewey, J (1938) Experience and Education. Touchstone: New York Kenny, M. E. , & Gallagher, L. A. (2002). ‘Service-learning: A history of systems’. In M. E. Kenny, L. A. Simon, K. Kiley-Brabeck, & R. M. Lerner (Eds. ), Learning to serve: Promoting civil society through service-learning (pp. 15– 29). Boston: Kluwer Academic Publishers. Kolb, D ( 2014 ) Experiential Learning: Experience as the source of learning and development Pearson Education: Australia 2 nd ed. Long, A. B. , Larsen, P. , Hussey, L. , & Travis, S. S. (2001). ‘Organizing, managing, and evaluating service-learning projects’. Educational Gerontology, 27, 3– 22 [Online] Available at: http: //web. b. ebscohost. com. ergo. glam. ac. uk/ehost/pdfviewer? sid=299 e 38179 b 62 -40 e 2 -b 729 -f 26945 ceee 25%40 sessionmgr 120&vid=2&hid=128 Accessed: October 21 st 2015 Murray, C. , Lampinen, A & Kelley-Soderholm, E. (2006) ‘Teaching Family Systems Theory through Service Learning’. Counselor Education & Supervision, 46, 1, pp. 44 -58 [Online] Available at: http: //web. b. ebscohost. com. ergo. glam. ac. uk/ehost/pdfviewer? sid=8860073 f-7098 -4 f 0 a-9837 d 5542 b 85 f 48 f%40 sessionmgr 102&vid=2&hid=128 Accessed: 0 ctober 21 st 2015. Young, T. , Rohwer, A. , Van Schalkwyk, S. , Volmink, J. & Clarke, M. ‘Patience, persistence and pragmatism: experiences and lessons learnt from the implementation of clinically integrated teaching and learning of evidence-based health care - a qualitative study’. Plo. S one, 2015, Vol. 10(6), 0131121 [Online] Available at: http: //web. a. ebscohost. com. ergo. glam. ac. uk/ehost/pdfviewer? vid=2&sid=7 d 77 c 941 -2854 -4158 -baa 779762 c 61 f 0 f 9%40 sessionmgr 4001&hid=4209 Accessed: October 25 th 2015