2. What I’m there for a confidential listening ear offering time, space and support within the School listen support explain signpost advise encourage
3. What I Do Reactive 1-2-1 service for all students A dedicated, professional advice and support service for all pre-registration students Pro-active outreach service to improve profile and accessibility Developing a visible presence in many areas to facilitate access and build informal relationships Specific interventions targeting identified need Triggers (e.g. absence, academic failure) identified and direct interventions developed in response
4. The top 5 issues: academic Academic challenge of the programme Lacking confidence Guidance on Mitigating Circumstances General disengagement with the programme Considering leaving or taking a break
5. The top 5 issues: personal Illness Stress / anxiety Isolation / no support at home Relationship issues Financial issues
6.
7. 74% reported ‘difficulties in the previous year’, 64% of these had worked with the Pastoral Support Advisor
8. nature of issues: - personal (47%) - academic (32%) - financial (32%) - placement (19%)
9.
10. it was seen as the single most useful support by those who accessed it
11.
12. gave a higher profile to ‘student experience’ issues
13. freed up their time and made student/staff relationships more role-appropriate
17. kev head pastoral support advisor k.head@napier.ac.uk 0131 455 5718 Bebo / Facebook / Twitter supportadvisor
Editor's Notes
VERY MUCH THE VIEW PRESENTED TO STUDENTSNOT ALL OF THE ROLE, BUT VERY MUCH A KEY PART OF IT AND THE MOST VISIBLE. ESPECIALLY TO STUDENTSIMPORTANCE OF OFFERING TIME AND SPACE TO TALK THAT IS REMOVED FROM CORE LEARNING, TEACHING & ASSESSEMENT ACTIVITY
MORE HOW THE SERVICE WORKS OVERALL, WITH ITS DIFFERENT DIMENSIONSTHE ROLE IS CLEARLY ABOUT STUDENT RETENTION AND THIS ACTIVITY IS DESIGNED TO AFFECT THAT ON BOTH IMMEDIATE/INDIVIDUAL AND STRATEGIC/COLLECTIVE LEVELS
SHARING THIS INFORMATION AS THOUGHT IT WOULD BE OF INTERESTREMEMBER OUR DEMOGRAPHIC – SIGNIFICANT NUMBERS ARE VERY ATYPICAL UNDERGRADUATE STUDENTSWHILE ‘LISTENING’ ALWAYS COMES FIRST, CAN ALSO OFTEN BE ABOUT ‘FIXING’ – EITHER MYSELF OR GIVING THE INFORMATION TO EMPOWER THEM TO DO THISWHERE NECESSARY, THE STYLE OF INTERVENTION IS VARIED, E.G. PRACTICAL, MOTIVATIONAL, REFERAL... GUIDED BY ASSESSED NEED
MUCH MORE PREVALENT THAN ‘ACADEMIC’ ISSUESSIGNIFICANTLY HIGH NUMBERS REPORTING SYMPTOMS/DIAGNOSIS OF LOW MOOD/DEPRESSION AND/OR ANXIETYOFTEN OF INTEREST TO NOTE THAT ‘RELATIONSHIP’ IS MORE OFTEN SEEN THAN ‘FINANCIAL’
PARTICULARLY HAPPY WITH:AwarenessUsage
(continued)PARTICULARLY HAPPY WITH:occupying the gap between ‘formal’ and ‘informal’effectiveness
RELATIONSHIPS ARE NOW GOOD AND THIS IS KEY TO THIS WORKING EFFECTIVELYWITHIN THE SCHOOL THIS HAS ALL MOVED ON SUCCESSFULLY WITH BENEFITS WIDESPREADLOOKING TO EXTEND OUTSIDE THE CAMPUS-BASED WORK, POSSIBLE TO START DEVELOPING SIMILARLY EFFECTIVE RELATIONSHIPS WITH PEFS?
A SNAPSHOT OF THE ACADEMIC SUPPORT AVAILABLE:LOTS OF IT!!!TRY TO EMPHASISE THE KEY STRANDS: Study Skills (portfolio-based work while on placement)#English as second language (seeing more of this? Academic and practice implications)NumeracyPeer mentoringRange of other IT-based tools/resources
SNAPSHOT OF THE OTHER SUPPORT AVAILABLEAGAIN... LOTS OF IT!!!PROBABLYU QUITE COMFORTABLE WITH SCHOOL-BASED SUPPORTS, BUT SO MUCH MORETRY TO EMPHASISE KEY STRANDS:Independent advise / support / advocacy availableFinancialDisabilityCareersCounselling & ChaplaincyComplaintsSpecific International
HANDOUT SHOULD HELP AS A WAY OF REFERRING BACK TO WHAT’S AVAILABLEALWAYS HAPPY TO ACT AS BRIDGE BETWEEN PRACTICE AND UNIVERSITYHAPPY TO BE CONTACTED ABOUT ANYTHING... CAN ALWAYS POINT IN RIGHT OTHER DIRECTION IF NECESSARY
