A Model of a Joined-up Support Service

1. A Model of a Joined-up Support Service Jacqueline Szumko, English Language Study Unit Clare Trott, Mathematics Learning Support Centre Eleanor Trigg, Disabilities & Additional Needs Service DDIG Conference, 5/4/2006

2. Department of Student Guidance And Welfare Mathematics Education Centre Maths Learning Support Centre Disabilities And Additional Needs Service Mental Health Support English Language Study Unit Neurodiverse support, screening and referral Holistic assessment of needs; referral Neurodiverse support, diagnostic interviews, dyscalculia screening EP/NNAC/DSA/ Exam & library arrangements DDIG Conference, 5/4/2006

3. Need identified Mental Health Support Need identified Disabilities and Additional Needs Service Need identified English Language Study Unit Need Identified Maths Learning Support Centre DDIG Conference, 5/4/2006

4. English Language Study Unit Mental Health Support Maths Learning SupportCentre APPROACH AND ETHOS Student centred, needs led, positive, supportive, recognizing strengths, based on principle of empowerment SCREENING Collaborative, referrals to colleagues or external professionals – as appropriate EMOTIONAL SUPPORT Empowering, unconditional positive regard STRATEGIES Appropriate to student’s needs, HE context, subject matter and expertise of staff DDIG Conference, 5/4/2006

5. Case Study: “Helen Daniels” • Helen is a first year student studying in the Faculty of Social Science and Humanities. • Helen is a very able and friendly student with a good sense of humour. She is very creative in her approach to solutions to problems. • She suffers from Anxiety and Depression and was in contact with Mental Health Support at the University prior to arrival. Main issues raised on referral were anxiety problems in public places, low motivation, low self-esteem and self-harm. DDIG Conference, 5/4/2006

6. Case Study: “Helen Daniels” (2) • Helen was referred for screening for a specific learning difficulty by MH support worker during October. She was eventually assessed as having dyspraxia and dyscalculia. For Helen this means: Dyspraxia: Difficulty with orientation; working memory; fine motor movement (including speech). Dyscalculia: Difficulty with number and number-related activities; spatial difficulties such as interpreting tables and diagrams. As a result of this she is acutely anxious about the Statistics element of her course. DDIG Conference, 5/4/2006

7. Task Helen’s situation means that a number of issues have come to light since she started at university, these can be found on the Task handouts. Working in groups of 4 or 5, please suggest strategies that you think would be helpful. N.B. Each group has a different handout. Anticipating limited time for feedback, we plan to collate all suggestions and email them to participants later. DDIG Conference, 5/4/2006

8. Feedback from groups • Did you find workable solutions for all of the issues? • Was it a combined effort of all the group? • Could you carry out all the solutions yourself? • How many areas of expertise do you need to support this one person? • Do you know where to go within your institution for support with this? Resources? DDIG Conference, 5/4/2006

9. Advantages of a Joined-up Service • The availability of different expertise means staff can learn and share. • Services that meet the needs of the student and are not restricted to one person’s ability or experience. • Referral across services becomes less of an issue for both staff and students. • Improved and personal access to specialist staff allows each service to develop its own specialism rather than being generic. • There are clearer boundaries for staff – avoids the feeling one person has to know/be responsible for everything. • Students benefit – have confidence that their specific needs are being addressed. DDIG Conference, 5/4/2006