1. Wellbeing & Support in Practice Learning
One of the UK’s top 30 universities (The Times/Sunday Times Good University Guide 2019)
Wellbeing & Support in Practice Learning
Brian Leslie

2. University of Dundee: The context for me as a member of the teaching Team
25 Year within Higher Education ‘Practice Wisdom’ Balance between our ‘Duty to Care’ vs ‘Ensuring Professional Standards’ Confidentiality A narrative based on an amalgam of experiences

3. Valuing people
Treat everyone with equal respect, valuing their contribution to the University.
Make time to listen to, help and support others
Be aware that you might have unconscious biases and try to identify and overcome them
Be liberal with thanks and praise
Recognise and reward achievement
Acknowledge the contribution of others towards individual success
Recognise and respect differences, actively promoting inclusion

4. Integrity
Behave ethically and professionally, with the best interests of the University at heart.
Be open, honest and fair.
Keep your word and be trustworthy.
Be accountable for actions and decisions.
Respect confidentiality when appropriate.
Be open to challenge without defensiveness and willing to challenge without aggression.
Have the courage to question actions that are inconsistent with University values

5. The University Context: Scale and Size
16,000 students currently enrolled at UoD
Student Enquiry Service seen a rise in referrals of 200 in 2013 to 800 in the last academic year which were health/Mental Health related
Why the increase?
University response has been two fold
- Policies and Operational Plans & Institutional & School levels
Creation of support services network
Student Services : University of Dundee

6. Implications for Us at a Programme Level
Continual issue of recruitment and retention Successful academic progression/ The next generation of the workforce Average age on our Undergraduate Programme has fallen from 28.7 to 22.6 in my 25 years The challenges a younger student body (can) present Away from home, isolation, socialising/work balance, student poverty, carers International Students – currently 14 different National groups on our 2 programmes

7. Transitions and Changes
Emphasis here on the life course Parallels here between understanding the significance of this for service users and students alike Emotional Intelligence Advisor of Studies/Practice Tutor split Pastoral and academic advisor vs overseeing professional development whilst on placement

8. Our Advisor of Studies/Practice Tutor split
Pastoral and academic advisor vs overseeing professional development whilst on placement ‘One Dundee’ approach Intention to have the same AoS throughout the programme System under review; Your feedback is most welcome Does this model work for professional programmes?

9. Managing a Student’s Health Issues: Key Points
Application/Possible disclosure Referral to Disability Service or whatever relevant service Completion of the Student Profile Confidentiality & what that means Consent, Co-Operation and Consult Approach Relies heavily on the student trusting us with their information

10. Some Examples: Students Stories
Anne – Asperger’s Syndrome David – Bi-polar diagnosis. Is ‘sectioned’ during their placement Lisa- suffers from acute anxiety John – Dyslexia/Dyspraxia Fitness/Readiness to Practice

11. Tips for any of us Involved in Practice Learning
Encourage early disclosure Create a trusting environment Encourage Students to share information that is going to potentially impinge on their ability to practice Raise and share concerns as early as possible in a constructive manner Use the Practice Tutor/University as a ‘sounding board’ Use the Training Team as a support to look at potential strategies and ways to manage and address the concerns Ultimately the student has to overtake all of the Key Roles

12. Wellbeing and Support in Practice Learning
SCOPT in Conjunction with the UoD
Brian Leslie
Lecturer in Social Work