Research School Network: ‘An Interview with the Expert’…On Psychology, Stress and Resilience

Dr. Jo Jordan and Dr. Sarah Marziller are both clinical psychologists who work in and around the field of education. During a recent training session here at Huntington, we explored the concept of how we can develop and model resilience to our students at Huntington Secondary School.

We then asked them a series of interesting questions exploring the use of psychology in an education context; below is a transcript of their responses:

Can you tell me a little about your professional role?

We are Clinical Psychologists who work locally in the NHS. In our NHS roles we work in the Psychological Medicine Department. This involves working psychologically with adults who have both physical health diagnoses and who experience psychological distress. We both hold teaching positions at the University of York and we teach our own module in Clinical Psychology & Cognitive Behavioural therapy (CBT) weekly to third year Psychology Undergraduates. We both also work privately, under the umbrella of York Clinical Psychology Centre (YCPC) seeing both adults and children who require psychological support. Jo’s role has extended over the last six years to working into schools with both staff and pupils exploring emotional wellbeing.

How and why do you get involved with young people and schools?

Our professional integration into schools started when Jo was asked by a local Head-teacher to provide him with individual reflective practice supervision. This involved Jo providing a confidential and supportive space to the head-teacher to consider work related issues which occur in the day to day running of the school. Reflective practice supervision is a model of ​“best practice” which is highly utilised by mental health practitioners such as clinical psychologists. Jo’s reflective space also provided the head with exposure to a wide range of psychological theories and principles when considering his interactions with his staff and also around difficult pupil issues. This relationship with the school then extended to providing more direct pupil and staff support through both reflective practice, teaching and direct psychological assessment with students. This involvement with schools has grown considerably and Jo and her colleagues have been by extremely enthusiastic by the endless possibilities of sharing a psychological framework into schools. We now work directly on a regular basis into four local schools.

The over-arching remit of all our psychological work is to empower the individual in a way that encourages them to make use of their own innate resilience towards coping. In the case of working with children, we also stress to them the importance of making use of the pre-existing support available to them in the form of support and collective wisdom of teaching & support staff, their parents, friends & family.

Do you think that knowing and understanding psychology is useful for a school teacher?

Yes! Absolutely, we feel that there is real utility in supporting staff to extend and develop their current learning of psychological models and strategies. Importantly, it allows psychological thinking to be accessed by both staff and then potentially children alike. The more we develop our thinking around the psychology of emotional wellbeing the more we normalise our experiences and make psychological thinking an integral part of all of our lives and increase resilience.

What aspect of psychology do you think proves the most powerful knowledge for a teacher? Cognitive Behavioural Therapy (CBT) provides an excellent way of breaking down our understanding of how we respond in any given situation. A basic cognitive model allows us to develop an appreciation for the many thoughts we all have on a daily basis. The model supports us to learn that thoughts are ​“just thoughts” they are not facts nor ultimate truths. Once we recognise that these negative thoughts can be rationalised and alternatives provided, we can start to develop a more balanced and positive way of thinking and feeling. Thus, we enhance our resilience, understanding and kindness towards ourselves. As an integral part of the cognitive model, we can also develop an understanding of the common thinking styles that we all experience on a daily basis. By understanding, validating and normalising these styles of thinking, we can reduce the stigma of them being strange, dysfunctional and internalised.

Do you think that teachers should teach aspects of adolescent psychology to our students? Yes, again information is power and in turn it develops resilience. There are so many informative and accessible psychological models and frameworks that can be adapted to provide a more developed understanding of human behaviour. It is important however, that teachers are supported to deliver what they themselves are comfortable with and also they are empowered to comment on the accessibility and appropriateness of psychological material at any given level.

What would be the best advice for a teacher struggling with a teenager struggling with exam stress? 

Most likely the advice they are already giving in abundance! Utilising cognitive techniques can be helpful when looking at patterns of negative thinking and exploring concerns and anxieties. Alongside this, developing the student’s ability to see the importance of engaging in helpful behavioural things like eating and sleeping well (and why that is important!). Supporting students to engage in regular exercise and pleasurable hobbies and activities in equal balance to revision, is crucial to well-being. Learning relaxation and diaphragmatic breathing can be a great anxiety reducing process. Support them never to engage in a ​“post-mortem” of exams. Enhance the idea they are individuals with individual targets and aspirations, comparison to their friends and peers is a recipe for disaster.

Do you have any advice for parents dealing with their children who facing the challenges of being a teen and succeeding academically? 

Utilising all of the above advice and support, remember it is easy to give out mixed messages. We all want our children to succeed but we don’t want them to do this at the expense of their mental health. Balance, open communication, unconditional love and positive regard are crucial.

You can hear more from Dr Jo Jordan here at Pocklington TEDx:

Blog image via Crystal ColemanBy: Crystal Coleman on Flickr