Insights from Clinical Psychology: Personalization of Learning Event
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Using Insights from Clinical Psychology when
Supporting Students
Dr Mike Marriott, Dept of Psychology, School of Social Sciences
TILT Personalisation of Learning Event, 14
th
September 2016
What is a Clinical Psychologist?
•
For the purposes of today… a
therapist
What is a therapist?
•
Working with people in distress to
try and alleviate that distress
How is this relevant to you as
tutors?
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
2
•
You are ALWAYS interested in change…
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
3
•
You sometimes work with students in distress
–
(though you are not – and often don’t want to be – a
therapist)
Try to be a therapist…
A twenty year old man from an Asian British family comes
to tell you about how sad he is feeling. He wants to make
the most of his life, but he just does not believe he is
good enough. He struggles to make a start with anything
on a day-to-day basis; he doesn’t socialise, has lost his
casual job, and is missing lectures at university.
•
As a group, take a therapist’s (not a tutor’s) role. What do you
think a therapist would do with this situation?
•
Agree on THREE bulletpoints, single sentences. Five minutes…
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
4
And now, select the one most important one…
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
5
My thoughts… In therapy, we:
•
Skilfully try to
do
as little as possible
•
Research (and my experience) suggests that the change
in client’s lives are normally best explained by what they
do outside of the therapy room
•
The things they do in this way will be best predicted by
their
lives to date, not
my
training to date
–
Attitudes, belief, values, predispositions
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
6
A basic model of improvement in distress
•
Distress causes people to limit
their experiences – good reasons
•
To improve, they gradually
expand their comfort zone
•
They discover how this feels
•
They discover what they’re
capable of
•
They discover that they
can
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
7
Look familiar?
Key Message Alert!
•
Therapists and tutors are both
active as catalysts of change in
some aspect of the human
psyche
•
The skills you already have as
a tutor will enable you to
personalise the tutorial
experience as an emotionally
supportive environment
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
8
Why do students get upset?
•
Change through learning takes us out
of our comfort zone
•
It is normal to have an emotional
response to the process of coming out
of our comfort zone
•
So as educationalists, we need to be
comfortable with the idea that what
we do probably has an emotional
effect
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
9
Be a tutor…
A second year student from an Asian British family
comes to tell you about how hard he is finding his
work, and that this is effecting his mood. He says
that he feels sad and anxious. He is missing lectures,
and is not sure he’ll be able to stay at NTU.
•
Given what we’ve just said about the emotions of change,
what do you think a tutor should do with this situation?
•
Agree on ONE bulletpoint. Two minutes…
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
10
What should I do?
•
Be supportive in allowing him to find his own course
through the distress
–
Active
listening;
allowing him to say things his way, not
trying to correct him or
do
anything immediately
–
Validation; acknowledge that his distress makes sense
–
Normalisation; acknowledge that the change process will
have this effect
–
Hope; show an assumption that he has the resources to
come through this himself
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
11
Active
listening;
allowing him to say things his
way, not trying to correct him or
do
anything
immediately
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
12
Validation; acknowledge that his distress makes
sense
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
13
Normalisation; acknowledge that the change
process will have this effect
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
14
Hope; show an assumption that he has the
resources to come through this himself
14/09/2016
TILT Personalisation Event – Insights from Clinical Psychology
15
Dr. Mike Marriott from the Dept. of Psychology at NTU gave a talk on using insights from clinical psychology to support students at the TILT Personalisation of Learning Event on 14th September 2016. The presentation highlighted the role of therapists in working with individuals in distress and emphasized the importance of focusing on external factors influencing change in clients' lives. Participants engaged in a hypothetical therapy scenario to understand the therapist's approach in helping individuals dealing with personal challenges.
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mike.marriott@ntu.ac.uk @PsychologyMike TILT Personalisation of Learning Event, 14th September 2016 Using Insights from Clinical Psychology when Supporting Students Dr Mike Marriott, Dept of Psychology, School of Social Sciences
mike.marriott@ntu.ac.uk @PsychologyMike What is a Clinical Psychologist? For the purposes of today a therapist What is a therapist? Working with people in distress to try and alleviate that distress How is this relevant to you as tutors? 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 2 2
mike.marriott@ntu.ac.uk @PsychologyMike You sometimes work with students in distress (though you are not and often don t want to be a therapist) You are ALWAYS interested in change 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 3 3
mike.marriott@ntu.ac.uk @PsychologyMike Try to be a therapist A twenty year old man from an Asian British family comes to tell you about how sad he is feeling. He wants to make the most of his life, but he just does not believe he is good enough. He struggles to make a start with anything on a day-to-day basis; he doesn t socialise, has lost his casual job, and is missing lectures at university. As a group, take a therapist s (not a tutor s) role. What do you think a therapist would do with this situation? Agree on THREE bulletpoints, single sentences. Five minutes 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 4 4
mike.marriott@ntu.ac.uk @PsychologyMike And now, select the one most important one 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 5 5
mike.marriott@ntu.ac.uk @PsychologyMike My thoughts In therapy, we: Skilfully try to do as little as possible Research (and my experience) suggests that the change in client s lives are normally best explained by what they do outside of the therapy room The things they do in this way will be best predicted by their lives to date, not my training to date Attitudes, belief, values, predispositions 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 6 6
mike.marriott@ntu.ac.uk @PsychologyMike A basic model of improvement in distress Distress causes people to limit their experiences good reasons To improve, they gradually expand their comfort zone They discover how this feels They discover what they re capable of They discover that they can Look familiar? 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 7 7
mike.marriott@ntu.ac.uk @PsychologyMike Key Message Alert! Therapists and tutors are both active as catalysts of change in some aspect of the human psyche The skills you already have as a tutor will enable you to personalise the tutorial experience as an emotionally supportive environment 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 8 8
mike.marriott@ntu.ac.uk @PsychologyMike Why do students get upset? Change through learning takes us out of our comfort zone It is normal to have an emotional response to the process of coming out of our comfort zone So as educationalists, we need to be comfortable with the idea that what we do probably has an emotional effect 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 9 9
mike.marriott@ntu.ac.uk @PsychologyMike Be a tutor A second year student from an Asian British family comes to tell you about how hard he is finding his work, and that this is effecting his mood. He says that he feels sad and anxious. He is missing lectures, and is not sure he ll be able to stay at NTU. Given what we ve just said about the emotions of change, what do you think a tutor should do with this situation? Agree on ONE bulletpoint. Two minutes 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 10 10
mike.marriott@ntu.ac.uk @PsychologyMike What should I do? Be supportive in allowing him to find his own course through the distress Active listening; allowing him to say things his way, not trying to correct him or do anything immediately Validation; acknowledge that his distress makes sense Normalisation; acknowledge that the change process will have this effect Hope; show an assumption that he has the resources to come through this himself 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 11 11
mike.marriott@ntu.ac.uk @PsychologyMike Active listening; allowing him to say things his way, not trying to correct him or do anything immediately 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 12 12
mike.marriott@ntu.ac.uk @PsychologyMike Validation; acknowledge that his distress makes sense 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 13 13
mike.marriott@ntu.ac.uk @PsychologyMike Normalisation; acknowledge that the change process will have this effect 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 14 14
mike.marriott@ntu.ac.uk @PsychologyMike Hope; show an assumption that he has the resources to come through this himself 14/09/2016 TILT Personalisation Event Insights from Clinical Psychology 15 15
