Sharing spaces and Collaborative Partnerships

1. Sharing spaces and Collaborative Partnerships Liz Armitti and Davron Hodson South Wales Counselling and Psychotherapy Service (SWCAP) Raising Aspiration

2. Counselling and Psychotherapy?

3. 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……………………. • Raising aspiration through Teaching and Learning

4. 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

5. Raising Aspiration in a New Integrated Space at City ?

6. 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)

7. 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). • Research: integrating service with the classroom?

8. 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 • CELT Research

9. 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’ • Themes: Models good practice

10. 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

11. 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 • Themes: Service User Learning

12. 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 • Themes: Employability

13. 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

14. 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

15. 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

16. Kegie Centre for Therapies March 2017 https://www.youtube.com/watch?v=ZWPjCB7bCk4

17. Kegie Centre for Therapies March 2017

18. 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 • USW Therapy

19. New USW Online Counselling for CYP

20. Collaborative Partnerships External Organisations Service Users Staff Students

21. 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

22. 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

23. 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

24. Liz Armitti and Davron Hodson South Wales Counselling and Psychotherapy Service swcap@southwales.ac.uk

25. 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 2nd 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/pdfviewer?sid=299e3817-9b62-40e2-b729-f26945ceee25%40sessionmgr120&vid=2&hid=128 Accessed: October 21st 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/pdfviewer?sid=8860073f-7098-4f0a-9837-d5542b85f48f%40sessionmgr102&vid=2&hid=128 Accessed: 0ctober 21st 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’. PloS one, 2015, Vol.10(6), 0131121 [Online] Available at: http://web.a.ebscohost.com.ergo.glam.ac.uk/ehost/pdfviewer/pdfviewer?vid=2&sid=7d77c941-2854-4158-baa7-79762c61f0f9%40sessionmgr4001&hid=4209Accessed: October 25th 2015 • References