Introduction
York St John University makes a huge contribution to the life of the city and beyond and is involved with a range of organisations, agencies and teams to contribute to the public good. It is important that we recognise and celebrate the work that goes on. The list that follows can only be an incomplete snapshot. The intention is to build on it over time so that it gives a more complete record of research, social projects, curriculum engagements, volunteering and philanthropic acts. This is our initial attempt and we welcome colleagues to help us add to this list by including the details and sending them to .
We recognise and acknowledge the work of the Health and Wellbeing team as part of Student Services who are always looking at innovative ways of catering for the diverse and often complex needs of students, the work of the Equality and Diversity staff, the support that Chaplaincy gives to our community and, finally, we hope to capture the work of the Students’ Union whose societies raise many thousands of pounds in the course of the year and who contribute to so many good causes.
Please find below examples of the contributions that we are making. Most are summarised briefly with links to follow up and some are featured in case studies. We will be adding to both over the next months.
Contents
Case Studies…………………………………………………………………………………………………3
‘Keeping Mum’……………………………………………………………………………………….…..12
“It’s Not OK”…………………………………………………………………………………………….…13
Bullying…………………………………………………………….……………………..…………….…..14
Celebrating women’s Voices…………………………………………………………………...…15
Co-Create……………………………………………………………………………………………..……16
Converge……………………………………………………………………………………………...……17
Counselling and Mental Health Research Clinic………………………………………….18
EAL……………………………………………………………………………………………………………19
Engaging with Clean Break Theatre Company……………………………………….…...20
ESOL Opportunities Group…………………………………………………………………….……21
ESOL project…………………………………………………………………………………….…………22
ICAN sub-project ‘Narrative and Adolescence’………………………………….………..23
ICAN Workshops………………………………………………………………………………….……..24
Living Well through Activity in Care Homes Toolkit……………………………….……25
Occupational Therapy Evidence in Practice for Mental Health……………….…..26
On the Out…………………………………………………………………………………………….……27
Operation Nightingale………………………………………………………………………….…….28
Pollination Project……………………………………………………………………………….……..29
Prepare 2 Ride (P2R) …………………………………………………………………………….……30
PRME…………………………………………………………………………………………………….……31
PRO-autism………………………………………………………………………………….……….……32
Social and Solidarity Economy……………………………………………………………….…..33
Stonewall…………………………………………………………………………………………….…….34
Teaching in Nairobi……………………………………………………………………………….……35
The Body Project…………………………………………………………………………………..……36
The Giving Garden………………………………………………………………………………….….37
The Military Human……………………………………………………………………………….….38
Trailwalker………………………………………………………………………………………………..39
Trauma and attachment Certificate………………………………………………………….40
Women entrepreneurs in Kenya……………………………………………………….……….41
Working towards a dementia-friendly community…………………………………….42
York Autism Community of Practice………………………………………………….……….43
York Cares – Right to Read…………………………………………………………………………44
1
York St John
Social Innovation Projects:
Bullying Behaviours: In Schools, On Buses
Nathalie Noret is a Senior Lecturer in Psychology. Her research areas are focused on experiences of bullying and the relationship between bulling and mental health. She currently runs two projects. One explores bullying behaviour on school buses, and one is a longitudinal study looking at the relationship between bullying and mental health over the course of the autumn and winter terms of school.
Bullying on School Buses Project
The Bullying on School Buses project is in collaboration with Paul Vodden, a national campaigner for improved safety on school buses.
‘The project came about when Paul contacted the anti-bullying alliance who, in turn, put him in touch with me. This is the third survey in a series of projects looking at bullying on school buses.’
York St John University has provided a student as researchers position for the Bullying on School Buses project. The main aims of which are:
1. To identify the prevalence of bullying on school buses.
2. To identify intervention programmes currently used on school buses.
3. To examine how many bus providers use CCTV as an anti-bullying strategy and examine the effectiveness of CCTV.
Nathalie hopes that the report will be launched in preparation for this year’s anti-bullying week (November 2017). This would be ideal to raise the profile of the issue of bullying on school buses. Hopefully, this will start a programme of activity on raising awareness of the issue, developing appropriate interventions, and fundamentally improving the safety of pupils on school buses.
Nathalie has been in discussions with the Anti-Bullying Alliance and Kidscape, ‘we plan to extend the work on bullying on buses to develop a broader piece of work examining bullying on the journey to and from school.’
Longitudinal Case Study
Nathalie has previously conducted large scale school surveys examining the prevalence of bullying in schools. This particular study is part of Nathalie’s PhD, and aims to examine how the prevalence of bullying changes over the course of half a school year, and the impact of these changes on mental health.
‘From the school’s perspective, I am working with the school to develop evidence-based interventions to manage the impact of bullying on mental health’
York St John is providing research funding to back this study, which hopes to test how bullying predicts mental health over time. In addition, Nathalie hopes to use the findings of the surveys to inform schools’ anti-bullying activities. The results aim to reduce bullying and improve mental health outcomes for victims.
Whilst some delays have taken place with recruiting schools, Nathalie has addressed this by extending the data collection period used. Once this study is complete, Nathalie aims to create intervention programmes to address therelationship between bullying and mental health.
To find out more about Nathalie’s research contact:
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York St John
Social Innovation Projects:
ESOL Opportunities Group
Emma Taylor is the Head of International Programmes, working within the School of Languages and Linguistics on the ESOL Opportunities group. Emma’s department offers a range of programmes for students with English as an Additional Language, such as: the International Foundation Programme which follows the traditional academic timetable; Presessional courses which prepare students to study at UG or PG level at YSJ; Insessional support for students on UG and PG study courses who need additional input on academic literacy; Cambridge accredited CELTA (Certificate of English Language Teaching for Adults); The General English programme which runs 50 weeks of the year to develop English language skills and a range of tailored short courses and summer schools.
Emma also gets involved with the projects that come under her programme area. The ESOL Opportunities Group, (ESOL: English for Speakers of Other Languages), evolved somewhat organically. Dr Robert Sharples, a Linguistics lecturer at York St John and Marion Martinez, Director of Languages and TESOL, along with Emma, brought together contacts to create a network and Emma set up the working group initially to map the English language provision available across York. However, the group has so much scope for further work that they agreed to meet regularly to continue networking and broaden the scope of the original remit.
The ESOL Opportunities group is currently made up of representatives from York St John, the City of York Council, the York City of Sanctuary, Refugee Action York and the Red Cross, but the group is constantly being added to as new members and guests take part in the monthly meetings.
The main aim of the group was to create a map of the English Language provision that is already in place in York, sourcing information from different organisations on what they already offer. The group is working to create a document accessible to all members so that they will be able to direct people to the most appropriate course to them, offered by any of the organisations involved.
One of Emma’s initial reasons for chairing the group was to promote the free English classes her department offers as part of a teacher training programme, the CELTA. ‘Essentially, we need students to attend classes for our trainees to teach. If we put our free English classes on this map, we can get people to come along to the classes. We also have an interest because, in the International Programmes department and the School of Languages and Linguistics as a whole, many of us have worked on ESOL programmes with asylum seekers, refugees, economic migrants and other members of the community. We want to become a hub – in chairing the meetings we are inviting people to come to YSJ’
Emma hopes that, by identifying gaps in English Language provision, other organisations can be approached to volunteer their own services. The group has identified gaps in provision over the summer when York College and York Council provision does not run, and classes with onsite childcare are also in short supply – ‘there are probably a lot of parents/guardians who want access to English classes, but there are few options offering child care’. Dr Rachel Wicaksono, Head of the School of Languages and Linguistics, upon hearing of the lack of provision over the summer, offered six free scholarships for a six week period on the English Language Summer Programme offered by International Programmes, and the council has been in touch having identified some Syrian refugees that would benefit from the study.
The group is also hoping to host and contribute to the delivery of a training programme for volunteers, since many language classes are delivered by volunteers.
‘Our current idea is that we might be able to come up with a training certificate for volunteers that is recognised by all the institutions involved in the working group. We will be able to provide some modular training aspects for this and other organisations within the group will deliver different sessions. We’d all be able to share our expertise and good practice.’
The project is a fantastic networking opportunity, allowing lots of different groups working on similar projects to come together. This enables organisations to avoid duplication, and‘allows us to work on things that actually need doing, and share our progress’.
Emma says she has been surprised by the ‘goodwill and enthusiasm of people coming together’, but also by the fact that ‘no one has really tried to pull it together before – it seems like it’s been something that’s been waiting to happen.’
Although the team initially thought the project would be easy to run, Emma says ‘It’s been quite a bit more admin on my part in terms of emailing people, chasing people, sharing minutes, and following up on suggested contacts. But I think by targetingpeople individually I’ve managed to get what I need, and we’ve also managed to invite quite a few different people to the group as well’,including a representative from The Red Cross, who has shared his documents with the team.Plans to involve The University of York are currently ongoing, since they are working on projects of their own and have asked Emma to talk to them about York St John’s project. Private schools in the city will also be encouraged to offer their own scholarships, as it would be great publicity for them and give more people opportunities to learn English.
Emma says, ‘It’s a really good project. It is advantageous for us in that it will bring students to our existing free language provision. But, as a community-based project, it will help put YSJ on the map and cement us as a community-focused organisation. We’re keen to offer our fantastic campus as a venue and to be able to input into training sessions. This is such a valuable project and I’m delighted it’s up and running’.
Emma has presented information about the group to a York University symposium, Migration and Education: Migrant Journeys through the Educational System in England and looks forward to continuing to develop the working group.
To find out more about the English provision, Contact:
Or visit:
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York St John
Social Innovation Projects:
Certificate Trauma and Attachment for Foster Carers
, On Buses
Helen Rowe is Subject Director for Educational and Professional Studies. She is responsible for a range of programmes, including MA Education, BA (Hons) Education Studies, Foundation Degree Development and Education of Children and Young People and the Foundation Certificate in Trauma and Attachment for Foster Carers.
The Foundation Certificate in Trauma and Attachment for Foster Carers was developed between YSJ, The City of York Council and supported by CAMHS (Children and Adolescent Mental Health Service). The initiative aims to provide a high-quality programme, specifically for supporting the professional development of foster carers who provide a vital service for the local community. This is believed to be one of the first programmes of its kind in the country.
The initiative involves working with the City of York Council to identify appropriate applicants, and a timetable for the programme. Once a group of suitable foster carers has been identified, York St John delivers taught sessions and supports the development of academic skills. This allows foster carers to network with each other, and for cross fertilisation of ideas and sharing of practices.
The main outcomes of the certification are offering foster carers recognition for prior learning. This enhances the professionalisation of foster caring. The programme offers accreditation at University (Certificate Level 0) and it can be used as a springboard into higher education. Successful students who pass the award are encouraged to apply to study the Foundation Degree
Development and Education of Children and Young People. Students cite numerous advantages to studying on the programmes. These include gaining new knowledge and confidence in their role as foster carers. Some also commented that the programme enabled them to cement their knowledge and that the process of reflecting was powerful and insightful.
‘Several foster carers suggested that it ought to be compulsory for all foster carers to do the programme – I think that in addition to supporting their professional development, the programme provides foster carers with an opportunity to develop a community of practice, gain confidence in their ability to learn and to develop additional life skills such as analysis, reasoning and researching information.’
Helen states that she has been surprised by the complexity of the role of foster caring, and has been astounded by their capacity to engage with theory and new skills such as referencing literature.
Helen is interested in taking opportunities to develop the award and offer it to wider audiences. She has had conversations with the City of York Council regarding the possibility of making the programme available to Special Guardians and Wellbeing Officers working in local schools.
To find out more about the Certificate in Trauma and Attachment for Foster Carers contact:
Or visit:
1
York St John
Social Innovation Projects:
PRME
, On Buses
Noel Dennis is the Associate Dean of the Business School at York St John. We spoke to him about integrating PRME (Principles for Responsible Management Education) into the business school at York St John.
‘We’ve been a signatory of PRME since November 2013. I was first introduced to PRME when I joined YSJ from Glasgow. We used it as a basis to get a dial-up around what we teach to our students. I quickly looked at what we were doing in terms of our curriculum and our programmes and brought PRME to the table’.
In 2013, it was still a relatively new concept, and very few business schools were signed up in the UK. The mission of PRME is to inspire and prioritise responsible management education, research and thought leadership globally.
‘I used PRME for the undergraduate and postgraduate refresh exercise at York St John as a starting point, to find out what the content of our programme was like – was it fit for purpose? Were we giving a more holistic view of the context in the role of business in contemporary society? The answer was probably not, we were doing pockets of it, but not embedding it into the programme.’
The Business School uses PRME principles in a way of developing the curriculum, and embedding more criticality into the post-graduate courses. The aim of integrating these principles was to encourage students to challenge theories of management, and models, and look at them in the context of how business can solve world problems. Working closely on integrating the values of sustainability, ethics, and responsible leadership into the courses, PRME is now used as a framework to consider the curriculum. Using PRME, the business school at York St John has become ‘much more multi-disciplinary’.
Beyond research and curriculum changes, PRME is used in the business school to engage with the community in York. For instance, Yorkshire Bank approached Noel to network as they shared similar values. Pete Sunderland from the Bank now gives workshops at the university. Various other guest speakers have also been attracted due to the integration of PRME, such as representatives from Marks and Spencers.
Noel is hoping that students will become aware of PRME as a part of an everyday narrative. Last year, Noel led a special session at The Association of Business School Directors’ Conference. York St John has a position at this conference, and in Noel’s opinion, is doing a fantastic job in embracing the PRME agenda. PRME is certainly increasing brand awareness for the university, and another SIP report attracted attention from a university in New Zealand.