On 17th November, from 15:00-16:30 we held a webinar with SMaRteN researchers talking about a variety of appreoaches to peer-assisted leaning in Higher Education.
Our fantastic panel were Kelly Norwood (Ulster University), Margaret McLafferty (Ulster University), Daria Gralewska (Ulster University), Tayla McCloud (University College London), Jo Billings (UCL), and Georgia Walker Churchman (University of East Anglia). Presentations were followed by a panel discussion and opportunity to ask questions, chaired by Rebecca Upsher from King’s College London.
Please check back for a recording of the session and further information about future activity related to the projects.
Our fantastic panel were Kelly Norwood (Ulster University), Margaret McLafferty (Ulster University), Daria Gralewska (Ulster University), Tayla McCloud (University College London), Jo Billings (UCL), and Georgia Walker Churchman (University of East Anglia). Presentations were followed by a panel discussion and opportunity to ask questions, chaired by Rebecca Upsher from King’s College London.
Please check back for a recording of the session and further information about future activity related to the projects.
Event Overview
Tayla McCloud is a PhD student investigating factors that impact student mental health at UCL.
She is joined by Jo Billings, Clinical Associate Professor at KCL.
Both were co-investigators on a SMaRteN-funded project to evaluate a study groups social intervention to support the mental health and well-being of MSc students. All students on the MSc programme in the Division of Psychiatry at UCL are allocated to a study group. Together, they undertake induction activities, attend lectures and seminars, and complete assessments. This is intended to provide an opportunity for students to get to know and support one another in smaller groups, with the aim to improve social cohesion, reduce loneliness, and potentially improve mental health. They will discuss the development of study groups, how they work in practice, and findings from their evaluation.
She is joined by Jo Billings, Clinical Associate Professor at KCL.
Both were co-investigators on a SMaRteN-funded project to evaluate a study groups social intervention to support the mental health and well-being of MSc students. All students on the MSc programme in the Division of Psychiatry at UCL are allocated to a study group. Together, they undertake induction activities, attend lectures and seminars, and complete assessments. This is intended to provide an opportunity for students to get to know and support one another in smaller groups, with the aim to improve social cohesion, reduce loneliness, and potentially improve mental health. They will discuss the development of study groups, how they work in practice, and findings from their evaluation.
Margaret McLafferty, Research Fellow who led the SMaRteN-funded 'Pilot study of a student-led peer support well-being programme.'
She is joined by:
Kelly Norwood, Lecturer in Psychology and Academic Lead for the Peer Assisted Study Sessions (PASS) scheme
Daria Gralewska, a student who helped facilitate their project.
Discussing their work on the pilot study of student-led peer support wellbeing sessions embedded in the established PASS programme at Ulster University. PASS aids the first-year transition into university whereby higher year students (mentors) facilitate study sessions with first year students (mentees) to promote academic achievement. This current pilot study implemented and evaluated a 12-week peer support wellbeing programme, which was embedded into PASS scheme in the School of Psychology, Ulster University.
She is joined by:
Kelly Norwood, Lecturer in Psychology and Academic Lead for the Peer Assisted Study Sessions (PASS) scheme
Daria Gralewska, a student who helped facilitate their project.
Discussing their work on the pilot study of student-led peer support wellbeing sessions embedded in the established PASS programme at Ulster University. PASS aids the first-year transition into university whereby higher year students (mentors) facilitate study sessions with first year students (mentees) to promote academic achievement. This current pilot study implemented and evaluated a 12-week peer support wellbeing programme, which was embedded into PASS scheme in the School of Psychology, Ulster University.
Georgia Walker Chapman is a Lecturer in Humanities at UEA.
She will discuss her SMaRteN-funded project 'Imagining Wellness: Helping Students to Collaborate, Connect and Construct Their Own Wellbeing.'
The project was a 12-week course for students, engaging with literary, historical and celluloid sources that dealt with varied experiences of mental health in different contexts. The students had input in informing the design of the sessions, and created their own multi-media outputs, which will be available on the East Anglian Film Archive website from December, when they will be running a screening at UEA.
They surveyed the students using a mixed methodology at the beginning and end of the project, with a mixed quantitative and qualitative survey running in the middle of the course, to find out how these discussions had affected their attitudes towards their own mental health and the university institution. A major finding was how seriously the students took their desire to support the mental health of other students. They hope to use this workshop to develop ways to supporting students to develop peer assisted learning practices that can support wellbeing in the future.
She will discuss her SMaRteN-funded project 'Imagining Wellness: Helping Students to Collaborate, Connect and Construct Their Own Wellbeing.'
The project was a 12-week course for students, engaging with literary, historical and celluloid sources that dealt with varied experiences of mental health in different contexts. The students had input in informing the design of the sessions, and created their own multi-media outputs, which will be available on the East Anglian Film Archive website from December, when they will be running a screening at UEA.
They surveyed the students using a mixed methodology at the beginning and end of the project, with a mixed quantitative and qualitative survey running in the middle of the course, to find out how these discussions had affected their attitudes towards their own mental health and the university institution. A major finding was how seriously the students took their desire to support the mental health of other students. They hope to use this workshop to develop ways to supporting students to develop peer assisted learning practices that can support wellbeing in the future.
