Approaches to psychology student employability at Glasgow Caledonian'

1
Approaches to psychology student employability at
Glasgow Caledonian.

• Douglas Forbes, Mike Wrennall,
• and Lindsey Burns
• Psychology Department
• Glasgow Caledonian University
• Glasgow UK.

2
What initiated our approach?

• Student reps requested work placements.
• UK research indicated that only c. 20 of
  psychology graduates become psychologists our
  own data supported this.
• GCAL requirement for generic skills development
  in all modules and programmes.
• GCAL mission - where careers come first.
• In-house research which showed that by year 2000,
  gt 70 of our students had paid part-time work.
• Concern that our students were not being helped
  or encouraged to develop helping skills.
• Need to enable students to obtain the experience
  sought by p/g selection panels, and employers.

3
Our Main Focus

• A multi-pronged approach, including
• emphasising the employment issue from day 1
• identifying generic skills development in all
  modules
• including a compulsory L1 skills module,
  embracing learning skills and transferable skills
• having a well publicised careers tutor from our
  academic staff, a careers notice board,
  opportunities for careers tutorials, and annual
  careers evenings, with outside speakers and
  former students
• encouraging students to join the BPS, and to use
  their website
• development of Personal Development Planning,
  built into the (required) academic advice process
• development of experience-based work and
  psychology modules at levels 2 and 3
• development of Department-based Voluntary Work
  Mentoring Scheme

4
Experience-based work and psychology modules

• Students can learn and gain academic credit from
  paid part time employment if they take the 2nd
  Level optional module, Work Based Learning.
• In addition, a 3rd level optional module based on
  voluntary work experience is available -
  Psychology Related Work Experience.

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Module characteristics, 1

• Both modules are 100 course-work assessed, have
  relatively little structured teaching, and are
  based on maintaining work logs, and demonstrating
  structured reflective learning (Kolb, 1984 Boud
  et al. 1993).
• Our approach is based on the notion that it is
  the learning from work experience (by reflecting
  on these experiences) which is important, not
  just the fact of the student having worked
  (National Centre for Work Experience, 1999)

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Module characteristics, 2

• No direct employer involvement in assessment
  process.
• The structured logs are borrowed heavily from the
  Newcastle Students into Schools initiative.
• The L3 module in particular requires students to
  identify the dynamic between their work
  experience, and theory and research in academic
  psychology.
• Both promote identification of the students
  goals, progress towards these, and the
  development of the relevant skills.

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L2 Module Structure
Week1
Week 4
Week 7
Week 12
Framework forwork experienceIntroduction
anddiscussion.Not assessed
Understanding how organisations function. The
job and the organisation.
Looking at generic skills and changes in personal
attributes.
Relating academic theory and research to the job.
Assessment 1Proforma about the job, attitudes
and skills required in the job (20)
Assessment 2Presentation Content of the job,
and reflections on working and skills development
(20)
Assessment 3Applications of psychology to the
job setting (60) (3 essays)
Assessment
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L3 Module Structure
Weeks 2-4
Weeks 6-8
Week 10
Weeks 11-12
Oral presentations to other students on module
the placement organisation skills developed
relevant psych. theory.
Introduction learning styles action plans
info. on oral presentations and reflective log
sheetsNot assessed
Trouble shooting and conclusions - reflective
logs and essay
Card sort to help each student identify what has
been learned on their placement. Not assessed
Assessments 2 and 3Essay 40, and logs 30
Assessment
Assessment 1Coverage of the 3 main areas, and
communication (30)
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Original Voluntary Work Mentoring Scheme Aims

• To facilitate students obtaining beneficial
  voluntary work experience placements.
• To provide initial matching and screening between
  organisations and students.
• To foster links between Department, University
  and the community.
• To provide real world perspectives for students
  from which to evaluate and appreciate psychology.

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Example placements

• Glasgow City Council Education Service Support
  for children with special educational needs.
• Abercorn School Pupils with moderate learning
  difficulties.
• Hillpark Network Befriending autistic children.
• SACRO Providing support for former offenders and
  their families.
• Momentum supporting people with head injuries.
• Epilepsy Connection befriending scheme.
• Phace West working with HIV sufferers.
• Music therapy.

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Student Response 1

• Both the modules and the VWMS have been accessed
  by a steady flow of students.
• The L2 module has averaged c 20 students over the
  past 3 years (i.e. c. 15 of L2 students).
• The L3 module has averaged 8 students over the
  past 2 years (reflecting the reduced space for
  taking options at this level of the Programme).
• Average marks, and progression rates on both
  modules have tended to be rather better than the
  psychology average.
• The VWMS has probably processed c. 65 students
  between 2002 and the present, and in addition
  others, we know, have used information
  promulgated by the Scheme, and made direct
  contact with organisations. Some non-psychology
  students have also used the Scheme.

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Student Response 2

• Student qualitative feedback has generally been
  very positive.
• The enthusiasm and content of oral presentations,
  and content and quality of assessed written work
  on the modules demonstrates very clearly the
  enormous importance of this work to those who
  choose to access it. This has been singled out
  for praise by 2 external assessors.

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What they learned - L2 module student quotes.

• How to use my time better. To link psychology to
  other aspects of my life.
• The majority of elements within a working
  environment are in some way connected to
  psychology.
• Learnt to work by myself, to impose a schedule of
  working on assignments for the module. A better
  understanding of the organisation where I work
  the role I play and you learn to see the whole
  picture better.
• I have learned that psychology is linked to
  almost everything we do.
• I feel I have learned a great deal about
  psychology in the workplace which I hadnt really
  considered before. Hopefully this will help in
  the future when I graduate. Overall very
  impressed by the module.
• I have learnt quite a lot of psychological
  aspects of my work which I had never really
  thought about.

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What they liked about the L2 module (student
quotes)

• Being able to work independently. Studying a
  topic I relate to easily.
• I did like the fact that I was working at my own
  pace.
• Ability to work alone and improve skills to work
  alone.
• It opened my mind to new ideas and realisations
  about my work.
• Like the fact that work could be a positive extra
  to degree.
• Many tutors frown on work but to many students it
  is essential.
• Good idea that it is recognised and could be
  linked to psychology.
• Helps knowledge of psychology and work. Enjoyed
  the fact that it was personally linked to our own
  job.

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L3 module - examples of relating experience and
psychology

• Helping with therapeutic horse riding - links to
  the Biopsychosocial model (Engel, 1997)
• Working with Aspergers children - links to
  autism literature, behaviour modification, and
  social learning (Bandura)
• Befriending and counselling HIV sufferers - links
  to HIV literature, and to Rogers person centred
  theory
• Childminding service - links to attachment theory
  (Bowlby and Ainsworth)
• Providing support for women suffering domestic
  abuse - attachment theory.

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L3 module - extracts from reflective logs

• Working with autistic and special needs children
  I feel that I need to develop working with
  other skills by trying to maintain a more
  effective control over my emotions by learning
  not to give into a childs demands and not
  feeling hurt or uncomfortable if a child should
  misbehave or refuse to co-operate with me
• Working with HIV sufferer I felt that my client
  was increasingly becoming dependent on me and
  attributing positive changes in his life to our
  buddy relationship and to me. I felt his self
  confidence would increase if he were to exercise
  independence and therefore attribute positive
  changes in his life or behaviour to himself and
  not to me.However I did give him support and
  encouragement for attending a branch meeting on
  his own.

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Major issue for supporting voluntary work

• Resourcing. Everyone agrees its a good idea,
  but who pays for the developmental work, tracking
  the students, providing information and on-going
  support, etc.?
• Can the Higher Education Academy Psychology
  Network help here?
• Either, apply pressure to university v-cs to
  resource it.
• Or, provide resources themselves - e.g.
  psychology voluntary work resource centres for
  Strathclyde, East of Scotland, Central England,
  etc.
• End of presentation - thank you