I am currently a Masters student and am interested in giving lessons to people who are studying up to and including undergraduate level. During my undergraduate degree, we covered all modules required for a BPS approved course (including modules on biological, cognitive, social and developmental psychology, conceptual and historical issues with psychology, individual differences, research methods, and statistics) and in my final year my chosen modules were: brain imaging, affective disorders, psychosis, educational neuroscience, philosophy of mind, brain imaging, auditory perception, psychology of illness behaviour, basics of joint attention, and a dissertation project. I would like to tailor my lessons to each person's individual needs- I would need to have an idea of how you feel you learn best, what is required of you (e.g. what your assessment criteria are, what modules you are studying for, what main topics need to be covered, the level of detail required), your learning objectives, and where you feel you need the most support. I would like tutees to let me know if they need more detail on a specific area, even if it extends beyond the knowledge they currently need for their subject. Reciprocal feedback would be excellent, in which both the tutor and tutee offer feedback for each other, as it would allow me to further tailor lessons to their needs as well as allowing me to improve as a tutor. I would like to have an idea of what you'd need to learn and how long you have to learn it before starting to teach, as this would allow me to inform you of whether or not I feel I have sufficient knowledge in the area before starting, as not to waste your time or risk giving you misinformation.
I have recently attained a First in my BSc with Honors in Psychology (with a professional placement), and am currently attending Aston University as a student on the MSc Cognitive Neuroscience course. I have not officially tutored anyone yet, but am very interested in starting to, and feel that the help and support I have offered my peers over the course of my undergraduate degree has been greatly beneficial to them. I have been a peer mentor during my time at university, which I greatly enjoyed. While peer mentoring was more focused on support than teaching, I feel that it improved the communication skills required for tutoring.
Aston University, Birmingham (2018-Present)
MSc Cognitive Neuroscience, Full Time: In Progress.
Aston University, Birmingham (2014-2018)
BSc with Honours in Psychology (with professional placement).
Degree Result: First Class Degree Classification (75.79%).
Final Year Result: 76.5%. Modules: Affective Disorders (82%), Educational Neuroscience (82%), Philosophy of Mind (80%), Psychosis (72%), Brain Imaging (79%), Auditory Perception (72%), Psychology of Illness (75%), Basics of Joint Attention (75%), Final Year Project (Title: ‘Exploring the Relationship between ‘Hot’ and ‘Cool’ Inhibition and Machiavellian Personality Traits in an Undergraduate Population; 75.25%).
Placement Year Result: 79.10%.
Second Year Result: 71.63%.
First Year Result: 69.91%.
Stratton Upper School, Biggleswade (2008-2014)
A Level: Sociology (A), English Literature and Language (B), History (C).
AS Level: Psychology (A).
GCSE: 12 GSCEs with grade A*-B including Maths and English.
WORK EXPERIENCE AND EMPLOYMENT HISTORY
Cerebra Centre for Neurodevelopmental Disorders, University of Birmingham.
Research Associate (July 2017-September 2017).
Continued work on the systematic review on observational pain measures for individuals with intellectual disability. Re-ran the systematic review on the behavioural phenotype of Bardet-Bieldl syndrome without the constraints the university placed on the assessed version, allowing a more complete and potentially publishable version to be completed. Met with a clinician and researcher from the Queen Elizabeth hospital, Birmingham, to discuss the results of the review and potential future directions. Continued work on the Lowe syndrome section of the FIND website.
Honorary Research Assistant (September 2016-July 2017)
Acquired skills pertaining to translational research, including developing intervention guides and a section on Lowe syndrome on the centre’s FIND website. The intervention guides were aimed at parents/carers of individuals with Rubinstein-Taybi syndrome and described interventions for social cognition impairments and repetitive behaviours. Work on the Lowe syndrome section involved gathering relevant information, organizing the information into appropriate sections, and writing it up in a manner that is accessible to parents/carers of individuals with Lowe syndrome. Learned how to conduct and score a variety of neuropsychological assessments, including those assessing executive function (e.g. Go/No-Go), adaptive functioning (Vineland Adaptive Behaviour Scales), and receptive verbal ability (British Picture Vocabulary Scale, Second Edition). Also, measuring electrodermal activity and using observational coding software (ObsWin). Prepared feedback reports for parents/carers of individuals with intellectual disability, as well as writing cover letters, checking consent forms, and carrying out mail merges. Attended several formulation groups run by trainee clinical psychologists in the centre, which has provided me with a better understanding of the methods applied during clinical formulation. Developed my time management and administrative skills, as well as questionnaire data entry and basic analysis. Met regularly with a clinical psychologist to conduct a systematic review on observational pain measures for individuals with intellectual disability which will hopefully later be used to encourage the inclusion of a behavioural pain assessment in their annual NHS health check-ups and inform future research. Conducted a systematic review on the behavioural phenotype of Bardet-Bield syndrome for my placement assessment. Set-up three online surveys using LimeSurvey. These included a follow-up for the Sotos syndrome group, a 10 year follow-up for the Rubinstein-Taybi group and a 10 year follow-up for the autism spectrum disorder group, which included developing a new questionnaire measuring service use over the past 10 years.
ACTIVITIES AND ACHIEVEMENTS
MH:2K project: A project aiming to allow 14-25 year olds to explore mental health issues and influence decision making in Birmingham. Following an application process, 25 young people from Birmingham were selected to be ‘citizen researchers’ the project. I participated in three ‘design days’ where we discussed and prioritized issues and developed ‘roadshow events’ where we aim to find out other young people’s opinions. I attended a youth group to run an event, finding out their opinions on mental health in the area. Following completion of the roadshow events, we met again to discuss the results and plan our presentations for the showcase event, where decision makers and service providers from the Birmingham area attended to hear the results of our findings and our recommendations. It was well received and MH:2K’s results from across the country are now being launched in parliament in November 2018, where citizen researchers from across the country will meet and present results to national decision makers. The project has helped improve my public speaking and team-working skills. More importantly, knowing that I am part of a project working to improve the experiences and knowledge of mental health of young people has been incredibly meaningful.
Certificate of Achievement for performance on my placement year.
Certificate of Achievement for performance on the Cognitive Psychology IIa (Thinking and Reasoning) module.
Aston Peer Mentoring Scheme: Mentored an exchange student from China, which further improved my interpersonal and communication skills as well as allowing me to gain valuable experience in advising people and refining my cultural awareness.
Professional Development Module: Completed the professional development module embedded into my second year of my undergraduate degree, which allowed me to gain a Higher Education Achievement Award, which involved attending a number of elective lectures on areas such as corporate social responsibility, research communication, and healthcare communication.
Carbon Week: A week devoted to teaching skills and attitudes which will make us more prepared for being an employee or employer in a more environmentally conscious world.
Competent in using Word. PowerPoint and Excel, as these have been used for assignments throughout my education.
Competent at using SPSS to conduct statistical analyses, which I have used on a regular basis since the start of my undergraduate degree.
Can create online questionnaires using LimeSurvey.
Can use E-Prime 2.0 to develop computer based neuropsychological tasks.
Have received safeguarding training as part of my placement year in 2016-2017.
Can code observational data using ObsWin.
Have conducted tasks assessing executive function (e.g. Go/No-Go task).
Have conducted and scored the BOVS-II assessment of receptive vernal ability.
Have conducted and scored the VABS assessment of adaptive functioning.
Have conducted and written up systematic reviews on the behavioural phenotype of Bardet-Biedl syndrome and on pain assessment in intellectual disability.
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|at her home||at your home||By webcam|
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