Allán Laville (Dean for D&I and Lecturer in Clinical Psychology) and Libby Adams (Research Assistant), SPCLS
Overview
This project aimed to design a new alternative assessment to form a part of the MSci Applied Psychology course which puts emphasis on the practical sides of training as a Psychological Wellbeing Practitioner (PWP). This included utilising problem-solving skills and wellbeing strategies.
Objectives
- This project was funded by SPCLS Teaching & Learning Enhancement Fund and aimed to design an alternative assessment to be used as a part of the MSci Applied Psychology course to support student wellbeing.
- The project aimed to incorporate an assignment into the curriculum which provides students with transferable problem-solving and wellbeing management strategies which can be used in future mental health support/clinical roles.
Context
The above project was undertaken as within IAPT, Psychological Wellbeing Practitioners (PWPs) are required to work in a fast-paced environment seeing multiple patients back-to-back throughout the day. Students on the MSci Applied Psychology course are required in their third year to undertake a work placement 1 day a week in the first term increasing to 2 days a week in the second term. Students are also required to undertake 1 full day of training per week. The aim of the project was to embed an assignment which focusses on managing wellbeing within the curriculum.
Implementation
Allán Laville (Dean for Diversity and Inclusion) brought to light the concept of incorporating wellbeing within the curriculum and contacted Libby Adams (Part 4 MSci Student) to see whether she would take part in the development of the new assessment. Libby Adams was included here as she previously trained as a Psychological Wellbeing Practitioner and first-hand experienced challenges managing the demands of the PWP role as a trainee and in turn managing her wellbeing.
Libby Adams’ experience
The project was developed with my own challenges in mind, to build upon this we then met with current and past MSci students to gain insight into the challenges they faced. We were then able to condense information and incorporate them within our concept of a wellbeing blog. We then considered how we could problem-solve ways around the areas that could not be included in the blog. At the second stage we met with clinical staff and educators to share our idea and gain feedback on the feasibility of implementation within IAPT services. The final project design was then formed with the above feedback in mind.
Impact
Views from current MSci students on the benefits of the project:
“I think maintaining our own wellbeing is such a critical part of caring professions, and I think that making it a clear and mandatory part of the course you’re not only helping students look after themselves for this year, but also for their future careers as well.”
Relating to the outlined objectives the project successfully designed a prototype assessment which considers the importance of maintaining wellbeing and utilising problem-solving skills. The project will have a positive impact on the individual not only in their placement year but also if they choose to go into a clinical career after university as skills are transferable.
Traffic Light Mood Tracker
Students are required to complete the traffic light system to indicate how they are currently managing their wellbeing. They are required to complete these three times for each blog, once before the reflection, after they have built an action plan based on their reflection and then in the last term of the academic year reflecting on their progress.
Reflections
Allán Laville’s reflections:
The project addressed a key consideration within both University training as well as within the psychological workforce, namely, the importance of explicitly considering the wellbeing of our practitioners and therapists. I am delighted with the outcome of the project and it would not have been possible without Libby. Her commitment to psychological therapies and intrinsic motivation to support others, always shines through!
Libby Adams’ reflections:
The student-staff partnership is key to improving the overall teaching and learning experience. The partnership allows the member of staff to lead as the expert by knowledge and the student to lead as the expert by experience. Such partnerships allow the development of concepts and improvements in teaching and learning which enhance the student and staff experience.
Follow up
In the future we aim to share our findings with other MSci courses and IAPT services with an aim to increase conversations about practitioner wellbeing and highlight its importance within clinical roles. We hope that strategies used in this project can extend beyond students and be used across IAPT services to maintain wellbeing, improve performance and decrease stress and burnout.