Riana Mansfield’s project was supervised by Dr Amy Burton and explored assisted living residents’ experiences of quality of life.
Assisted living is a popular form of housing care for older adults. Residents benefit from their own living spaces within a supportive environment including a range of services such as domiciliary care, health care and social activities.
Understanding quality of life for these older adults is important for ensuring assisted living residences provide the best possible service. However, little work had been conducted to uncover what quality of life means to older adults or how it is experienced on a day to day basis.
Riana’s project used a unique approach of collecting photographs taken by seven assisted living residents to better understand their lives. The residents collected images that captured their own personal meanings and experiences of quality of life. Riana then discussed these pictures with the residents through research interviews.
A form of qualitative analysis called Interpretative Phenomenological Analysis (IPA) was then used to identify common themes and experiences in the residents’ accounts. Riana’s work highlighted three themes that helped to explain and understand quality of life in assisted living.
Firstly, the residents believed it was important to have continuity in their lives and found new ways to continue with activities that they enjoyed or were important to them prior to assisted living.
Secondly, they discussed how social events and opportunities to make new friends within assisted living were essential for ensuing good quality of life. Several enjoyed supporting other less confident residents to be part of the community.
Finally, the residents spoke about the supportive environment provided by the assisted living facility. This helped them to feel safe and provided access to services and support that would aid them as they became older.
Riana and Amy’s paper concludes by making recommendations to enable assisted living facilities to help their residents maintain good quality of life. These included: supporting residents to continue with valued and meaningful activities following a move to assisted living; setting up peer support buddy systems to assist new residents with becoming part of the community and to engage them in social activities; and discussing quality of life with residents and tailoring care and support to reflect the needs and wants of individual residents.
The research paper has been published in Geriatric Nursing and can be accessed here if you would like to read about the research in more detail (https://doi.org/10.1016/j.gerinurse.2020.03.021).
Staffordshire University – The Home of Health Psychology
Research Assistant position during coronavirus, check!
Who would have thought with all the difficulties of 2020 I would complete my degree and get the chance to be a Research Assistant with Staffs! Coronavirus couldn’t have been a better opportunity really, being able to investigate children’s experiences of the pandemic through collecting their drawings.
This opportunity appeared when my Level 6 Project Supervisor Dr Sarah Rose emailed me to say she was involved in planning some research into children’s experiences of coronavirus and if the ethics and funding were approved would I like to be their Research Assistant? Of course! What an incredible opportunity!
When the project was approved we had our first virtual meeting as a project team, over Microsoft Teams! I got to meet and discuss the project with Dr Richard Jolley, Dr Claire Barlow, Dr Romina Vivaldi and of course Dr Sarah Rose. All of the meetings and communication took place online via email and Microsoft Teams, having always had face-to-face meetings throughout university this was a very odd change! Despite a few device and connectivity issues we managed, and everything worked out.
As the project began I was given responsibility for a number of tasks including background research, recruitment (both sourcing contacts and contacting those contacts), responding to queries and writing up the background research to begin forming the report’s introduction. Recruitment for the project was aimed at the whole of the UK so an important part of my role was to reach out to organisations, schools and social media groups from across the UK. This was difficult due to the varying school term times of the four countries and the general closing down of society due to the pandemic.
Once recruitment was on its way I was able to get into the background research in preparation for the introduction. Having taken the Children’s Drawings module at Level 6 I already had an understanding of how children’s drawings are investigated and analysed and so I could focus on research more specific to the project such as research that focused on children’s drawings of illness, disease outbreaks and trauma. When conducting the background research searching I was able to use all of the literature searching skills I have gained over my 3 years at Staffs. If you are looking for an easy way to gather research with all the key information in one place I recommended putting it into a table, a tip that Dr Sarah Rose shared with me!
If you get the opportunity to do any sort of Research Assistant position, go for it! It’s great work experience, it looks amazing on your CV and it’s fascinating to be able to work alongside the lecturers you see all the time!
Dr Richard Jolley writes about recent covid drawings research and how you could help!
How has the current coronavirus situation changed the lives of children? What would the children themselves tell us?
The current coronavirus situation presents a unique opportunity to discover the diverse characteristics and consequences of a pandemic upon children. When children are facing changes and challenges to their lives it’s important to allow them to communicate how they are thinking and feeling. Sometimes they’re happy to talk about their experience, but sometimes they prefer to express themselves in other more creative ways, such as making a picture.
Since June of this year a group of researchers in the Department of Psychology at Staffordshire University have been asking children and parents across the UK to help us understand how children are experiencing the coronavirus situation through their drawings. It is being led by myself, Dr Richard Jolley, with co-investigators Dr Sarah Rose, Dr Claire Barlow and Dr Romina Vivaldi. It has been funded by the School of Life Sciences and Education (LSE). This has enabled us not only to purchase a dedicated website and database for the project but also to employ a final year student (Gina Halliwell) as a research assistant to manage the day-to-day running of the project. You may like to read Gina’s own blog on her research experience on the project!
So what is involved in the project?
Parents are directed to the website www.coviddrawings.org.uk where all the information about the project and what they need to do is provided. We even have made a video just for children to explain the project! In essence, children are asked to think about their life since the coronavirus entered the UK, how it might have changed their lives, how they have felt about that, and then to draw a picture about it. There is a comments box provided if the child wishes to write about their drawing (potentially with the parent’s help). A parent then takes a picture of the drawing and uploads it to the website.
So, what themes might you expect children to show in their drawings? The highly transferable nature of the virus? Or perhaps the behaviours we have all been asked to do to limit the risk of transmission – washing hands, social distancing, wearing masks, and self-isolation? Then, there is the psychosocial impact upon the children, particularly the isolation from friends during the lockdown. Will children show psychological reactions of fear, sadness or loneliness? And what about the changes in the routine of their lives, such as disruption to school attendance and different family dynamics at home? Has this led to boredom and restlessness, or presented an opportunity to spend more time on activities and family they love? Despite the challenges the current situation has brought children we are seeing children communicate more positive aspects through their drawings.
What themes can you see in this drawing?
Whatever themes the children communicate we are interested in whether they vary across the ages of the sample, which might indicate that developmentally children have experienced the current situation differently. Also, will there be differences in the themes communicated between boys and girls? In addition to age and gender, we will be exploring whether the themes vary according to a set of demographic and situational variables. For instance, which country the child lives in, whether they live in a rural or urban environment, if either parent is a key worker, and whether the child returned to school – all of these could have an impact on how the child draws their experience of the coronavirus. In addition, we ask the parents to indicate on a scale the extent in which the family health has been affected by the coronavirus situation, and ask the child to choose from a series of faces how they have felt about their life in these times.
Would you like to participate?
And here is the good news – we are very keen to recruit more children and parents! If you are reading this blog as a parent of a child between 4 and 14 years, and you live in the UK, do you think your child would like to draw their own experience of the coronavirus situation? In which case please have a look at the project’s website www.coviddrawings.org.uk If you have any further questions please contact the project email address firstname.lastname@example.org and we will respond as quickly as we can to your query.
On the 31st of July I presented the preliminary findings of my PhD project ‘Experiences of talking to your GP about suicide’ at the PsyPAG annual conference, and this year the conference came with a twist. As a consequence of the coronavirus outbreak the majority of academic pursuits have moved online, including conferences. The Psychology Postgraduate Affairs Group answered the call to remote conferencing by designing a Twitter-takeover style conference, depositing delegates posters and pre-recorded presentations in an open access database facilitated by the Open Science Framework and scheduling posts and discussion around them on Twitter throughout the day. There were also workshops over zoom and a social area to network and support each other. Nice. An excellent effort by the PsyPAG team that somehow made us all feel like we were together, despite being apart.
My PhD focusses on the patient experience of being assessed for risk of suicide in primary care with an emphasis on patient and public involvement in the project design and execution. The presentation featured at PsyPAG 2020 detailed a study that was co-created with Expert Citizens, an independent group of people who have all experienced multiple needs – combinations of mental ill health, homelessness, addiction and offending behaviour, and offer their lived experience to projects such as mine, service evaluation and many other exceptional undertakings. I presented the preliminary findings of this study seeking to understand how patients experience talking to their GPs about suicide alongside Phil Parkes, the volunteer coordinator for Expert Citizens who has played a key role in the work so far.
The project consists of an on-line, open-ended survey asking participants questions about their experiences. Working with people who have lived experience led to designing the questions to be as trauma informed as possible and using language that was suitable for the general public. We also emphasised to the participants that they could stay up to date with the progress of the study should they wish to. The purpose of this was to allow the participant to maintain ownership of their contribution and to keep being involved as the study progressed should they wish to.
We are currently engaged in the analysis of the responses of forty-one participants, aged between 19 and 67. Presently, a dominant theme is how much the attitude of the GP towards the patient matters to the overall experience. For example, even if the GP is not able to provide any practical support for the patient, if they are perceived to be empathic and understanding allowing the person seeking help to talk about their distress, then the patient leaves feeling more positive about the consultation. Participants commented that they felt somewhat relieved by being able to talk to someone about it and to have the potential for ongoing support from their GP. Whereas patients who received a referral to a secondary service but felt the GP was dismissive of them left feeling regretful, and in some cases worse than they did before the consultation.
These findings are preliminary and there is much more work to be done, this project will also inform further investigation focussing on people trying to access support for suicidal thoughts and feelings using primary care services during the lockdown. If you would like to discuss any part of this project or be kept up to date as it progresses, please get in touch via email (email@example.com) or Twitter (@Soph_Fedorowicz).
If you are currently experiencing suicidal thoughts and feelings
Please know that you are not alone. We encourage you to seek support from someone you trust, your GP or a support service like the Samaritans. You matter.
You can call the Samaritans on 116 123 or access their website for further support HERE (https://www.samaritans.org/how-we-can-help/contact-samaritan/).
You can also go to stayingsafe.net, this resource was developed in collaboration with people who have lived experience and is designed to help keep you safe.
I joined the Psychology team at Staffs in July 2020. Previously, I’ve taught Counselling and Psychology at other institutions. Although it’s an odd time (in a pandemic) to be starting a new place of work I’ve enjoyed it so far. It’s a friendly and welcoming place to be!
I’m a genderqueer psychotherapist (with they/them pronouns) who specialises in working with queer people and topics. My Psychology career began in 2002 when I completed my BSc at Coventry University. On graduating I wasn’t ready to put studying aside, but also needed to move home to a town that did ot have easy university access, so I was really glad when Coventry introduced an online Parapsychology Master’s degree.
The study of the paranormal has always really interested me, thinking about whether these experiences are 1) something that (largely) arises from inside of us (whether it is another ‘sense’ that we don’t fully understand) or 2) whether they are experiences that exist outside of us and happen to us. The degree was fascinating and didn’t require a belief one way or the other, and spending a year unpicking some of this was really fascinating. Sadly, parapsychology is a difficult area to make a living within, and I was also interested in working with people and mental health, so this is where I started to focus my studies.
I went to the Sherwood psychotherapy training institute (SPTI) and completed a PgDip in person-centred counselling and psychotherapy. Whilst I was in training I began my own charity that provided free and low-cost counselling for people who identified as LGBT or who were in different kinds of relationship styles (such as consensually non-monogamous or kink-based relationships). My aim was to create a place where people whose sexual lives where outside of standard norms could be met with understanding. The charity became very successful, going from being just me at the start, to in 2020, having ten volunteer counsellors and a long waiting list of LGBT people wanting to access our service.
Alongside this I have been studying for a PhD in psychology looking at experiences of gender and sexuality in UK high schools and am currently in ‘writing up’, which a process that never seems to end!
My research interests are mainly focused around gender and sexuality and people’s experience of those in counselling relationships. I am interested in publishing widely in that field, including a paper that I hope will go in for publication soon on therapist disclosure of non-cisgender identities.
I’m very much looking forward to September and the start of teaching and really starting to find my feet in the team.
I am a mature student who has just completed my second year of the BSc Psychology and Child Development degree. Before University I had worked in nurseries, schools and children’s centres across Staffordshire but lacked the qualifications to progress in my career.
As a mature student I wanted to get the most out of my University experience, therefore I applied to be a Psychology Summer Research Intern for the last two years. The process was easy as the positions were advertised to all psychology students and the application involved explaining why you wanted to intern for your chosen project.
My Summer Research Intern Experience this Year:
The project that I applied for is looking at the experiences of student carers, this appealed to me for two reasons. Firstly, I myself am a mum of two young boys, one of which has Autism. I wanted to see if the experiences I have were similar to others in the same position. Secondly the research is a qualitative study, and having struggling with thematic analysis before, I felt that this was my weak area in Psychology and I wanted to boost my skillset.
I was so pleased to have been asked to work with two lecturers on the project, Dr Dan Heron from Staffordshire University and Dr Jessica Runacres from Derby University. Not being particularly confident in Qualitative research, and in my own abilities, they have helped me every step of the way through team meetings and regular emails.
Due to Covid-19 I have been able to join the project at the very beginning. Therefore, I have assisted with recruitment, theme generation and collating information for the introduction of the paper. Recently they have asked if I would like to be a named author on the planned publication. Not only will this look great on my C.V. but the experiences I have had will put me in a firm position to go onto further study. I definitely recommend applying for a summer research internship!
Interested in a Psychology degree? Come to an Open Day – for further details and to book your place at an open day please click here.
Dr Sarah Dean and Dr Amy Burton tell us about their Staffordshire University REF 2020 research scheme funded project into self-directed ageing stereotypes in older adults. The research was carried out with research assistant Weyinmi Demeyin and graduate Jessica Reeves.
The population is ageing, but while average life expectancy continues to increase, healthy life expectancy has not necessarily matched this. Health psychologists are interested in health across the lifespan and we wanted to explore health in older adulthood to identify some of the barriers to healthy ageing, specifically those relating to ageing stereotypes.
There are lots of stereotypes surrounding ageing, which are often very negative. If an older adult internalises these negative stereotypes, meaning that they believe them to be true for themselves, this may have a negative effect on their health and wellbeing.
To explore ageing stereotypes in older adults we needed a way of measuring if people had internalised these beliefs. We found that lots of different measures existed and it was unclear which was the best measure to use. Therefore, we carried out a systematic review to identify measures of self-directed ageing stereotype in older adults and to evaluate their quality.
We identified 109 papers for inclusion in our review. Over 25 different terms were used to describe internalisation of ageing stereotypes in older adults. We therefore suggest that for consistency the term “self-directed ageing stereotype” is used and we found 40 different measures of this existed.
The most commonly used measures were the Philadelphia Geriatric Centre Morale Scale Attitude Towards Own Ageing (ATOA) subscale, Ageing Perceptions Questionnaire (APQ) and Attitudes to Ageing Questionnaire. However, although it was the most frequently used, the ATOA was developed to measure morale in older adults and not self-directed ageing stereotypes.
Across measures, poor reporting of psychometric properties made it difficult to assess scale quality and more research is needed to fully assess measures before conclusions can be drawn as to the best tool; however, the Brief-APQ appears to hold most promise. Future research must address this issue before interventions to reduce negative self-directed ageing stereotypes can be developed and fully evaluated. Our research also highlighted the importance of researchers making sure that the measure they have chosen is suitable for their purpose.
We are really pleased that our article has been published in the European Journal of Ageing. The article can be accessed here if you would like to read about the research in more detail (DOI: 10.1007/s10433-020-00574-7).
Staffordshire University – The Home of Health Psychology
Supporting the changing needs and increasing dependency of someone with a learning difficulty (also known as learning disability or intellectual disability) and dementia can be challenging for carers and may impact on their wellbeing. Our own study (see Herron & Priest, 2013) has demonstrated carers’ lack of knowledge and understanding of the symptoms and progression of dementia, which may contribute to delay in referral to services, diagnosis, post‐diagnosis support and planning for life with dementia.
It is of the utmost importance that carers’ own needs are planned for and met. In reality, this may not be the case. To address the dual needs of learning difficulties and dementia, and to ensure carers are appropriately supported, some UK NHS services have developed specialised Learning Difficulty Dementia Care Pathways (LDDCPs), where existing learning difficulty staff are employed specifically in multidisciplinary teams to provide services for those service users developing dementia alongside their other non‐dementia services. We know little of how carers’ experience supporting people with a learning difficulty and dementia, and the role of LDDCPs. Therefore, this study aimed to:
Explore family and paid carers’ views and experiences of supporting someone with a learning difficulty and dementia.
Explore the role of healthcare professionals and support systems, with a focus on one Learning Difficulty Dementia Care Pathway, in the support of family and paid carers and people with a learning difficulty and dementia.
This is the first study to explore family carers, paid carers, and healthcare professionals’ views of the role of a LDDCP.
What did our research involve?
We recruited two family carers, eight paid carers and eight healthcare professionals (six DCP healthcare professionals [including a psychiatrist, community nurses and an occupational therapist] and two working in a housing and care organization [community nurses]). All participants took part in at least one interview each and were asked about their experiences and views of supporting someone with a learning difficulty and dementia, and the role of an LDDCP.
I worked closely with people with a learning difficulty to develop material for this study, which helped the study to reflect their own questions.
What were the main findings?
We used Constructivist Grounded Theory to thoroughly analyse what participants were telling us in interviews. Several findings were developed from the data.
The difficulty of obtaining a timely diagnosis and its impact on care
There were many factors which contributed to a lengthy, challenging diagnosis process which was underpinned by uncertainty for people with a learning difficulty and their carers. It was common for people to initially attribute any dementia-related changes to the person’s learning difficulty rather than dementia:
…it’s hard to know whether it’s just a problem with their [learning] difficulty…or it’s the start of dementia. I think we had a few years where we were very unsure. (Robin, Family Carer)
Carers’ lack of knowledge of the symptoms and signs of dementia also meant it was not until the later stages of dementia until a referral was made to the LDDCP.
There are many conditions which may mimic some of the symptoms of the dementia, making it a challenge to provide certainty of the underlying cause. At the time of this study, the LDDCP used a reactive approach to the assessment of dementia, which relied on carers and others noticing changes (something they found challenging), and then referring the person to the LDDCP for an assessment. However, reactive assessments may reduce the reliability and usefulness of assessments when baseline information (from when the person is healthy) is not available to compare the assessments against (BPS & RCP, 2015; McKenzie, Metcalfe, Michie, & Murray, 2018). Consequently, within the LDDCP, as baseline assessments had not been proactively obtained, it was sometimes difficult to make a clear diagnosis of dementia
The need for inclusive support
The participants highlighted the importance of meeting the person’s needs through a person-centred approach. However, not all carers found it easy to understand and implement the principles and approaches advocated within dementia support, which sometimes contradicted the support they provided to people with a learning difficulty:
…Coming from a learning difficulty background, when somebody believes or thinks something that’s not true, you try to explain to somebody that it’s not true…it kind of goes against the grain [not correcting person]…that’s a totally different way of supporting somebody…it’s something I found quite hard. (Glen, Paid Carer)
Paid carers were able to draw on a range of formal (LDDCP) and informal (peers) support which alleviated their burden and enabled them to provide the necessary dementia support. In contrast, family carer participants highlighted their challenges with accessing of formal support (LDDCP) and relied heavily on their other family members to share the burden.
Carer knowledge and training needs
Effective dementia care relied on understanding both dementia and learning difficulty. Carers and healthcare professionals illustrated the importance of proper training. Though paid carers had a developing understand of dementia care, prior to training they had poor knowledge of dementia and dementia care, and how this translated into caring for the person’s dementia needs; this had implications for support:
I didn’t understand much about dementia…in our heads it was just something that happened to old people, not younger people with learning disability and Down syndrome…I think we just managed. (Glen, Paid Carer)
Family carers, who had no support from the LDDCP, had a poorer understanding of dementia, which was reflected in their sometimes lack of understanding of how to appropriately care for their family member’s dementia needs.
Achieving “ageing in place”
Those providing care felt that the wellbeing of the person with a learning difficulty and dementia was best achieved by adapting care to the individual’s changing needs within their own home- this is referred to as ageing in place (Watchman, 2008). Participants had a strong commitment, strengthened by their close relationship the person, to ensuring they remained within their home for as long as possible, and felt that moving the individual would have a negative impact of the person’s wellbeing:
…it’s not home for them [dementia home]…they’ve all said it would have such a dramatic negative effect on their well‐being, it’s likely to increase the deterioration. (Pat, Paid Carer).
There was recognition that keeping the individual in their home was not always possible, and there may be times when the individual would need to be moved, to ensure their wellbeing. Without the necessary support, family carers did not feel they had the ability to safely support their family member in their home, and had to move them into a residential home with 24-hour support:
It was the best thing for them, you know. [Family member] was much better off. (Robin, Family Carer)
What are the recommendations of this study
There is a need for local health services to develop inclusive specialized learning difficulty Dementia Care Pathways.
There is the need to development of a comprehensive, accessible training package, which is informed by the study findings and the concept of person‐centred care (Brooker & Latham, 2016; Kitwood, 1997).
Organizations and services need to address the reactive culture that is sometimes seen and implement processes for effective dementia care planning.
To better ensure a reliable, timely diagnosis and early dementia care planning, there is a need for a combination of reactive assessments, proactive baselining and screening, and associated guidance.
I’m a full-time mature student with two boys who are older now so not quite so demanding! I was widowed three years ago and realised that life is too short not to follow dreams, so here I am and it’s the best thing I’ve ever done! I’ve now completed my Foundation year and am about to embark on my three years with the University.
Why did you choose to study BSc (Hons) Psychology with a Foundation Year at Staffordshire University?
Initially I returned to college, qualified as a level 2 teaching assistant and completed my maths GCSE, who knew you could love maths! Then, with an interest in the human mind and working with / supporting children with educational needs, I chose BSc (Hons) Psychology with a foundation year. Choosing Staff’s was always going to be the obvious choice as it’s closest to home and I still need to be home for commitments. However, I have friends who attended and their reviews as well as others speak for themselves. I now know how accurate they are as I’ve had a fantastic first year. Lots of support and made a great group of new friends!
What has been the best part of the course so far?
It’s got to be all the ‘stuff’ you didn’t know! I’ve learnt so much! So much so that, it’s opened up so many different career options for me to consider and lots of possibilities. I think people have a fear of returning to education when they are older, worried you won’t remember everything, trust me, yes it’s a little scary to start with but that soon disappears and you are more capable than you think, an advantage of being a mature student is that you really want this!
What are the biggest challenges you’ve had to overcome and
how have you overcome them, while studying with us?
It’s got to be understanding and embracing the roller coaster. I won’t lie, there are times when you feel overwhelmed, especially if you have been out of education for a while. But! The answer is simple, turn to your friends and tutors, realise it’s normal and you are not alone. It passes quickly and your sense of achievement will push you to carry on. When you look back you’ll recognise the dip and know how to deal with them in the future. Just have your eye on that Graduation Day!
What are your plans for the Future?
Originally I wanted to continue with being a Teaching assistant in primary education, but now I’m also considering teaching Psychology and even the possibility of going on to working within the NHS. I think the main thing to remember is I still don’t need to make that decision yet and I have so much more to learn, so who knows!
Would you recommend our course to others?
Yes, absolutely I would recommend this course. It’s full of interesting topics, you’ll learn so much with so many avenues to consider following it. There is such variety and areas for discussion. The foundation year is also a great way of getting back into education and it gives you a great start to your course with the University.
Hi! My name is Janette. I’m a (very) mature student, having worked in child protection and safeguarding in schools and prisons for a number of years.
An out-of-the-blue breast cancer diagnosis at the end of 2017, and the following 7 months I had to take off from my job to undergo treatment and recover, gave me time to think about what I really wanted to do with the next stage of my life … and that brought me to Staffs University!
Over the years I had considered taking a further course in counselling but had always, one way or another found reason not to do it – finances, child care, time – but I realised that it was now or never and so I applied to Staffs Uni and I was very happy to be given an unconditional offer! I began the Psychology and Counselling course in September 2018.
I am now nearing the end of my 2nd year and it has been a great experience so far! There is a combination of young and mature students – so no one feels out of place – and we all get along fabulously. I have really enjoyed every part of it – a good mixture of seminars, lectures and practical sessions that all add variety. Lecturers and tutors are very supportive and accessible.
The challenges along the way for me have been overcoming nerves to give presentations and trying to get to grips with SPSS – the statistical package we use to analyse experimental data. I’ve never seen myself as a scientific person – it’s been a challenge, but do-able and I am actually enjoying it.
There are opportunities to take up voluntary placements both within the Uni itself and externally and also a good variety of venues on site in which to socialise, meet up with friends, eat, drink etc. There is a Sports Centre accessible to all and I particularly enjoy the beautiful nature reserve within our own grounds, that the River Trent runs through. I walk there sometimes, before and after lectures and seminars, taking my camera with me as I love macro photography. I’ve seen kingfishers, woodpeckers and dragonflies – it’s a beautiful, picturesque hidden gem!
The counselling module itself offers invaluable insight and opportunities for personal growth and development alongside nurturing counselling skills. I have particularly enjoyed the creative/therapeutic sessions along the way – so much so, that where once I never saw myself as a creative person in terms of art – though I’ve always indulged in creative writing since I was a child – I have taken up Sumi-E Japanese Painting. It’s so therapeutic and I’m actually ok at it!
I am hoping to go on to do a Masters and a Diploma in Counselling, aspiring eventually, to run my own counselling practise. I can’t believe how fast time has flown over the last two years. The CV19 pandemic has obviously affected us all during the last few months,which has seen closure of universities and schools nationwide. However, Staffs Uni have met the challenge head on. Tutors have supported us all via on-line seminars, lectures and chats via MS Teams and have done everything possible to ensure that we have been able to complete our second year fully – for which I am very grateful and commend them.
I would highly recommend Staffs University and certainly the Psychology and Counselling Undergraduate course, without hesitation. Come and join us!
Interested in a Psychology degree? Come to an Open Day – for further details and to book your place at an open day please click here.