SSC Course 17: Social and Emotional Wellbeing & Self-Advocacy for Learners with a Visual Impairment
Presented on Friday, 22nd January 2016
Courses evaluation summary
Number of Participants: 22
Number of Respondents: 19
How would you rate the following: Excellent = 1; Poor = 5
Enhancement to your expertise
Content and supplementary material
How will you use what you have learned today?
I will mainly use the information with a particular pupil on my caseload who has quite low self-esteem.
Use in our experience education.
Learned more about the research behind social and emotional wellbeing which is helpful. It will now take more work to develop practical applications.
Liaise with Educational Psychologists supporting VI pupils in my school/caseload.
I will address some of the possible difficulties with a teenage pupil on my caseload who has had a recent diagnosis to come to terms with through discussions about how I can help him and possibly self-advocacy scripts.
Develop further role as Educational Psychologist supporting VI service.
Encourage my pupils to develop self-advocacy through scripts related to the visual impairment.
If I have a child in my classroom who has a visual impairment I would be able to use some of the things we learned today.
Working on scripting with pupils transitioning to secondary.
Make more use of strategies for self-advocacy with pupils.
To support VI pupil with low self-esteem/isolation to build more resilience. LSA training to pass on info and impact on practice.
To plan and deliver my input with young people and encouraged me to work (co-work) with VI staff in the schools.
I will have a better awareness of the challenges (emotional wellbeing) of the pupils I work with and be able to recognise some of their behaviours better.
Confirmed that parents and home life have a huge influence but that we have little or no control over it.
To be honest I haven’t learned anything new today.
A good basis for reading/developing programmes for working with VI children in mainstream schools.
How would you rate the following: Excellent = 1; Poor = 5
Clarity of presentation
Pacing of course/event
What was best about the course/event?
The practical activities. It reminded me how important it is to involve parents. I got some really good ideas about how to help my pupil.
SDT at individual family, school level, etc.
Good reading lists. Last session where groups discussed conditions and prepared scripts was very helpful.
Printout of presentation. Opportunity to ask questions and discuss aspects of presentation.
Ideas of how to use this new knowledge about social and emotional wellbeing with a pupil who is having a difficult time. The research feedback about what the group found is extremely important for social and emotional wellbeing.
Good information and discussion around presenter’s research.
Practical help and strategies I could use (2).
The examples given and the advice. The activities we did.
Speaking about practical experience.
Examples of situations and young people’s experiences.
Script writing, information on social and emotional wellbeing was very useful. Interesting presentation and good delivery. Personal anecdotes very useful too.
Learning about resilience building factors and some of the terminology. Humour as a tool for self-advocacy and bridging barriers (social/emotional/education, etc). Last group activity very good.
Resources and references.
Well paced, good interaction and advice. Lots of information to take in!
At least made an effort to address the topic.
The final exercise was informative and fun.
Discussion at end very useful! It backed up exactly what I see in schools. Great to hear presenter’s own experiences as an adult with a late onset VI.
What, if anything, could have been improved about the course?
I often find people who have done research are so enthusiastic about it that they give too much detail about their sample, etc when what we really want is time spent on their findings. This was no exception, particularly the first hour after lunch.
I was hoping for a balance between research/information and practical sessions. It was too much weighted on the former.
Quite text heavy, it would be helpful to have more discussion/activity base.
More practical activities.
More examples of scripts from wide variety of ages - tried and tested.
Could have been shorter, otherwise, really good.
Less talk about academic research. More practical hands on strategies. More realistic view of role of Educational Psychologist these days; do not get involved with parents any more. Use of Primary models, eg circle of friends, do not translate easily to secondary setting - need to offer alternatives. Assumption parents are on board - often not the case so this cannot be part of the solution - very bias to psychologist skills. Would have liked to have had more networking time as hardly met any of the other participants. Last activity (self-advocacy) was very good.
Pace after lunch slipped a bit, some video footage of work done would be an added plus to section on script writing.
Please, please take a deep breath in, insist that the speakers in future limit themselves to 5-10 powerpoint slides with a limit of a max 5 short bullet points per slide and let’s stop “death by powerpoint”. Thanks.
I felt the course could have been sent to me to read through at my own time. It focussed too much on the research without practical backing up.
A few more practical ideas would have been really useful. Ideas for parental involvement would also be useful.
How did you hear about this course?
SSC Courses Brochure: 4
Course Info Email from SSC: 8
Co-ordinator/Line Manager: 3
SSC eBulletin: 2
SSC Website: 1
What other CPD training would you like the SSC to provide?
Follow up to Roman Lantzy CVI. How we are getting on, how useful was the paperwork - maybe a webinar where we could ask her questions.
CVI - strategies for supporting within mainstream settings.
More training on 16+ (post school) transitions for young people with VI would be useful.
Any training aimed at VI teachers working in mainstream school.
Basic course on definitions of VI, CVI thresholds/criteria for diagnosis and the pathway of health services/assessments.