Victoria Shipley

It is very important that the student and I start off with an introductory session to really understand what the student needs from me, specifically, to establish rapport and to best design a format of learning, individualised for that student.
From there I would draw up a plan and ensure it’s mutually agreed before we begin. I would draw up a timeline of agreed expectations to minimise uncertainty and encourage progression.
Sessions would be weekly, at regular times, so that we could both know what to expect each week. This can be flexible, though many find discipline and routine to be helpful. Increased sessions could be considered closer to exams or assignment dates.
The work we do together can range from underpinning a general understanding of the subject or a particular topic from that, or working towards a final project or assignment in a way that can lessen overwhelm. I can redeliver the student’s already attended modules or lectures alongside adapting the method of teaching to be more in line with that student’s learning style. This would be established in the first session and ultimately enhance imbedding the knowledge.
Some students, including myself, do not learn in the traditional way and so there are numerous methods I can employ which can have significantly better results and do not end with feelings hopelessness or burnout.
With specific assignments I can help in areas, which can seem simple to others, such as sticking to word counts, but can be problematic for those with neurodivergent brains. I can support students with this whilst also helping to learn how to correctly format and structure of work, very important for British Psychology Society accredited programmes.