The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

The UK Professional Standards Framework: applying it to support for international students

This is a part of a collection of materials developed by the HEAcademy Subject Centre for Languages, linguistics and area studies. The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students.

Support for International Students

International student experience video - this video is 20 minutes long and has been devised by Bill Brooks, Hazel Chauhan and Karin Frydenlund, with support from the University's Learning and Teaching Enhancement Fund. It includes contributions from a number of international students and from members of staff with particular expertise in this area.

Materials for generic student support

This is a group of items which can provide additional support to students with special requirements.

Online Practicals to Support Labs - Matthew Bellamy

This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.

Using wikis to support a field trip - Joel Parker

This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.

Pearson e-book to support students - Patrick Doncaster

This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.

Using video markschemes to support self-assessment in Chemistry

A video markscheme was created using a combination of Camtasia screen capture (on a Tablet PC) and 'live action' video taken with a camcorder. The resulting video supported students in the self-assessment of an organic chemistry exercise which had been set over the Easter vacation break. Feedback was collected from the students after the exercise and was overwhelmingly positive. The video won the 2010 award for 'Most Effective Use of Video in an Educational Context' from the Assocation for Learning Technology. DOWNLOAD THE ZIP FOLDER AND EXTRACT THE FILES TO ACCESS THEM.

2 + 2 support sessions

These folder contains all the handout material for my Wednesday morning slots.

Seminar: Symbol Management systems to support democracy in development of an online Symbol Dictionary

Abstract This seminar will introduce an initial year of research exploring participation in the development of a bilingual symbol dictionary. Symbols can be a communication and literacy ‘lifeline’ for those unable to communicate through speech or writing. We will discuss how an online system has been built to overcome language, cultural and literacy skill issues for a country where 86% are expatriates but the target clients are Arabic born individuals with speech and language impairments. The symbols in use at present are inappropriate and yet there is no democratic way of providing a ‘user voice’ for making choices, let alone easy mechanisms for adapting and sharing newly developed symbols across the nation or extended Arabic world. This project aims to change this situation. Having sourced a series of symbols that could be adapted to suit user’s needs, the team needed to encourage those users, their carers and therapists to vote on whether the symbols would be appropriate and work with those already in use. The first prototype was developed and piloted during the WAISfest in 2013. The second phase needs further voting on the most suitably adapted symbols for use when communicating with others. There is a requirement to have mechanisms for evaluating the outcome of the votes, where symbols fail to represent accurate meanings, have inappropriate colours, representations and actions etc. There also remains the need to collect both quantitative and qualitative data. Not easy in a climate of acceptance of the expert view, a culture where to be critical can be a problem and time is not of the essence.

Familiar characteristics and received familiar support among Brazilian adolescents with and without pregnancy experience

The present paper aimed to investigate how adolescents with pregnancy experience evaluate received support from their families in comparison with an adolescent group without pregnancy experience. 452 low income adolescents, both sex, aged 14 to 19 years old answered to a questionnaire. The results revealed that more girls (64.2 %) than boys (35.8 %) declared pregnancy experience, ?2 (2, n = 2617) = 48.32, p < .001. Moreover, it was observed that the group with pregnancy experience, in comparison with other group, revealed more perception on the family relationships safety, t (408) = -3.0, p < .01; mutual respect among family members in their homes, t (392) = -2.3, p < .05; and received stronger general support from their family, t (397) = -1,3, p < .05. These results are discussed.

Description of the risk factors for relapse in patients diagnosed with severe mental disorders

Objective: The objective of this paper is to describe the population served in mental health institutionsfor mental illness relapse, and the process of identifying risk factors in relapsing patientsdiagnosed with severe mental illness. To this end a descriptive exploratory multicenter, multistageepidemiological study was carried out in mental health institutions of the Order of San Juan deDios Hospital (OHSJD) with hospitalized relapsing patients with a diagnosis of severe mentaldisorder. This study comes from a working network of Psychology professionals in the OHSJDnationwide. Materials and methods: The population sample was of 1005 patients diagnosed withsevere mental disorders, who had presented relapse during the last year. First, the characterizationof the general population was conducted; then, it was narrowed down to the centers, taking intoaccount similarities and differences found according to the clinical and demographic variables.Results: Major risk factors for relapse found in patients diagnosed with severe mental disorderswere: having between 38 and 58 years of age, being female, single, graduates, unemployed, witha prevalence of bipolar affective disorder diagnosis, number of hospitalizations between 2 and10, number of drugs at the time of leaving hospital 2 to 6, with severe difficulties relating withothers and difficulties in adherence to treatment. The need for a caregiver was also found, as wellas a limited number of received psychological interventions. How the system of beliefs affects thedisease and the poor adherence to treatment was identified. Conclusions: These results indicatethe requirement of a design of team intervention strategies, ranging from the assessment team(home), definition of therapeutic action plans (for) and the posthospitalizacion (egress) following.There is a poor support network and limited adherence to comprehensive treatment.

La familia del paciente en Unidad de Cuidado Intensivo (UCI)

Introducción: Ingresar a la UCI no es una experiencia exclusiva del paciente; implica e involucra directamente a la familia, en aspectos generadores de estrés, estrategias de afrontamiento, temores, actitudes y expectativas, la participación de la familia en el cuidado y el rol del psicólogo. Objetivo: Revisar de los antecedentes teóricos y empíricos sobre la experiencia de la familia en UCI. Metodología: Se revisaron 62 artículos indexados en bases de datos. Resultados: la UCI es algo desconocido tanto para el paciente como para la familia, por esto este entorno acentúa la aparición de síntomas ansiosos, depresivos y en algunos casos estrés post traumático. La muerte es uno de los principales temores que debe enfrentar la familia. Con el propósito de ajustarse a las demandas de la UCI, los familiares exhiben estrategias de afrontamiento enfocadas principalmente en la comunicación, el soporte espiritual y religioso y la toma de decisiones. El cuidado centrado en la familia permite una mejor comunicación, relación con el paciente y personal médico. El papel del psicólogo es poco explorado en el espacio de la UCI, pero este puede promover estrategias de prevención y de rehabilitación en el paciente y su grupo familiar. Discusión: es importante tener en cuenta que la muerte en UCI es una posibilidad, algunos síntomas como ansiedad, depresión pueden aparecer y mantenerse en el tiempo, centrar el cuidado en la familia permite tomar las decisiones basados en el diagnóstico y pronóstico y promueve expectativas realistas. Conclusiones: temores, expectativas, actitudes, estrategias de afrontamiento, factores generadores de estrés permiten explicar y comprender la experiencia de la familia del paciente en UCI.