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Guide summary
This guide has been produced by the Centre for the Development of Teaching and Learning (CDoTL). This guide is a shortened version of the Personal Tutor’s Handbook which is now a website. Tutors are strongly recommended to bookmark the full version of the Handbook.
���� The full version of the Personal Tutor’s Handbook can be found online at: www.reading.ac.uk/personaltutor Editor: Alysia Zapasnik – T&L Support Officer This version: June 2009 To be revised: Summer 2011 Guide code: EGPTH/09/AZ
� If you would like further copies of this guide please email [email protected]
� A PDF version of this guide is available on the CDoTL website
www.reading.ac.uk/cdotl and from www.reading.ac.uk/personaltutor
If you have any questions regarding this guide or suggestions for future editions, please contact Alysia Zapasnik, T&L Support Officer, CDoTL [email protected] Note: The term ‘Tutor’ as used throughout this guide should be understood to refer to the role of ‘Personal Tutor’ rather than to a general teaching role.
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Contents
1 The role of the Personal Tutor
1.1 Job Description
2 The structure of the Personal Tutorial System
2.1 The first Tutorial meeting: establishing a good
relationship
2.2 Group Tutorials
2.3 Reference writing
2.4 Key personnel within the Personal Tutorial System
3 PDP, PAR, ILP and iLearn@Reading
3.1 Personal Development Planning (PDP)
3.2 Personal and Academic Records (PAR)
3.3 Individual Learner Profile (ILP)
3.4 iLearn@Reading
4 Boundaries
4.1 When is a Tutor off-duty?
4.2 Confidentiality
5 How to handle non-attendance
6 Legal aspects of Tutoring
6.1 How to deal with complaints made against you
7 Referral
7.1 Referral to whom?
7.2 Skills Opportunities at Reading (SOAR)
8 Common issues
8.1 Academic issues
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8.2 Homesickness
8.3 Financial issues
8.4 Crisis
8.5 Other issues
9 Physical and mental health
9.1Disability
9.2 Specific Learning Difficulties
10 Alcohol and illegal drugs
11 Emergencies
12 Directory
The Personal Tutorial System
1 The role of the Personal Tutor The Personal Tutorial System has a vital role to play in enhancing students’ academic and personal development and is essential in ensuring students make the most of their time at university.
The role of the Personal Tutor is essentially twofold:
Academic development Tutors should help students to reflect on their skills and experience, both within and outside of the curriculum, in an academic context and, where appropriate, use this reflection to assist the student to formulate action plans. Tutors should be the main contact within the academic discipline, helping students to maximise their academic opportunities. Tutors should also direct students to other sources of academic guidance within or beyond the School. Pastoral care Tutors should actively listen to students, providing encouragement and
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support as appropriate. Tutors should also offer guidance and advice on the availability of appropriate support concerning study, financial and other matters offered by the University where these are affecting the student’s ability to complete their studies successfully. To do this effectively, it is essential that Tutors are aware of, and liaise with, their Senior Tutor, other Parts of the University and the Students’ Union.
1.1 Job description In order to carry out their responsibilities the Tutor will normally be expected to undertake the following:
� Maintain regular contact with each tutee (minimum of one meeting per term)
� Assist students in their Personal Development Planning (PDP) by:
o Encouraging and assisting with the development of Personal and Academic Records (PARs) (or iLearn areas)
o Discussing aspects of the Individual Learner Profile (ILP) with students, and
o Supporting students in their career development. � Follow up students who are not making satisfactory
progress � Liaise with other members of academic staff as appropriate � Maintain awareness of other sources of support within the
University and the Students’ Union, � Liaise with School offices (or equivalent) � Provide information regarding examinations � Document Tutorial support in terms of general
information on attendance so that non-attendance can be reported to Senior Tutors (a simple way of doing this is to keep a copy of emails sent to tutees and a brief note of attendance)
� Writing references.
� Further information is available on the Tutor’s Handbook website. 1.1.1 The selection and appointment of Tutors The role of Tutor is a compulsory Part of the work of all academic staff, unless formally agreed otherwise with the Head of School.
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Academic staff are expected to assess their performance as Tutors alongside their other roles as Part of their Staff Development Review. The Centre for Staff Training and Development (CSTD) offer various opportunities which provide information, help and guidance as well as an opportunity for networking and the sharing of experiences and good practice.
2 The structure of the Personal Tutorial System The Personal Tutorial System is based on scheduled meetings between Tutors and their tutees. The minimum requirement is for three such meetings per year. For first-year undergraduates, the first meeting takes place during Freshers’ Week. Subsequent meetings are timed according to School needs to coincide with key points in the academic year, such as examination results or module selection. The Personal Tutorial System also encourages students to take the initiative to meet with their Tutors to discuss any issues or problems which arise at other times. Such meetings will be in addition to scheduled Personal Tutorial meetings.
Students should be actively encouraged to view their Personal Tutor as a first point of contact and as someone who can advise and support students across a wide range of issues and not someone whom they should only see when they have a problem. 2.1 The first Tutorial meeting: establishing a good relationship The most important aim of the first meeting between Tutor and tutee is to establish the basis for a good relationship.
Another aspect of the first meeting will be to give information to your tutees:
� Personal and Academic Record (PAR) folders should be given out, and the nature and purpose of the PAR explained, or:
� iLearn (see below) should be looked at and the nature and purpose of iLearn explained
� 'Administrative' arrangements should be made clear: office hours, how to go about making an appointment etc.
2.1.1 Managing expectations
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Tutees need to be clear about what is expected of them: � That students must complete the Individual Learner Profile
(ILP) and discuss this with their Tutor � That they must attend their scheduled Personal Tutorial
meetings and bring with them their PARs, or: � That they must engage with their iLearn tool and discuss
aspects of this with their Tutor � That they must take the initiative to contact their Tutor if they
have a problem or need advice.
For a Tutor with a large number of tutees, these ideals can be hard to attain, but an investment of time at the beginning is worthwhile as it will make communication much easier should a problem occur at a later date. � Further information is available on the Tutor’s Handbook website.
2.2 Group Tutorials Many Tutors choose to hold the first Tutorial meeting during Freshers’ Week as a group Tutorial. This is a time-efficient way of getting across information, and if practicalities can be dealt with in a group meeting, the one-to-one Tutorials can focus on getting to know tutees as individuals.
Group meetings can however limit the willingness of students to discuss personal concerns and anxieties, and Tutors must be sensitive to this. Conversely, group discussions can help to dispel any sense of loneliness or isolation that the students may be feeling.
� Further information is available on the Tutor’s Handbook website. 2.3 Reference writing Tutors are frequently asked to provide references for current and past students in response to enquiries by prospective employers and by institutions offering postgraduate courses. If students wish, they may share some or all of the material in their PAR or their iLearn area with
their Tutor to enable them to do this more effectively.
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Interaction with tutees regarding their PDP (see below) will aid Tutors considerably in the process of reference writing.
� Further information is available on the Tutor’s Handbook website.
2.4 Key personnel within the Personal Tutorial System Senior Tutors The Senior Tutor is the key contact for Tutors and should be the first port of call for Tutors requiring advice and support. The Senior Tutor role was introduced in 2007, replacing the role of PAR Co-ordinator. The Senior Tutor has general day-to-day responsibility for student welfare in matters affecting or relating to academic progress. In Particular the Senior Tutor has the following responsibilities and duties:
� Oversight of the Personal Tutorial System within the School � Provide support to personal Tutors within the School � Development of PDP activities within the Personal Tutorial
System � Student administration related to the Personal Tutorial
System. � For a full outline of the duties of Senior Tutors, see www.reading.ac.uk/personalTutor School Directors of Teaching and Learning Administer School-level warnings for neglect of work or unsatisfactory progress. Faculty Directors of Teaching and Learning Administer faculty-level warnings for neglect of work or unsatisfactory progress and make referrals to the University Board for Teaching and Learning; approve suspensions and re-admissions. Sub-Deans Often allocate tutees; approve change of programme; advise on students giving cause for concern. Heads of School Appoint Tutors; administer School-level warnings for neglect of work or unsatisfactory progress and refer to Faculty Director of Teaching
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and Learning if necessary (may delegate to School Director of Teaching and Learning). School Disability Representatives Responsible for ensuring that the needs of students with any form of disability are met, for example making special arrangements for examinations. School Offices (or equivalent) Provide information to Tutors about their tutees (attendance, illness, neglect of work, etc) and report on their progress to the University. Senior Resident Tutors and Resident Tutors of Halls of Residence Responsible for the welfare and discipline of students in their hall.
3 PDP, PAR, ILP and iLearn@Reading 3.1 Personal Development Planning (PDP) PDP is defined as:
A structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement
and to plan for their educational and career development.1
PDP helps students take responsibility for their own learning by helping them reflect on their progress, identify ways of improving their performance and plan how they can achieve their goals. However, many students will only engage in this process if there are mechanisms and structures in place to help them do so. In order to be effective, PDP should be a structured and integrated Part of the learning process and not dealt with as a bolt-on activity. It should be supported in that, although students should feel that they have ownership of their PDP, they should not be left alone in the process. PDP is an umbrella term that is flexible and can be adapted to School and Departmental needs. It covers a multitude of development activities, including:
� Skill development
1 www.qaa.ac.uk/academicinfrastructure/progressFiles/progfile2001.pdf
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� Reflection and self-assessment � Academic and subject-related knowledge development � Employability and career planning � Voluntary work � Extra-curricular activities � Planning and goal setting across a range of agendas.
The Personal Tutorial System is paramount in delivering PDP at the University of Reading with Personal and Academic Records being a central feature. PDP is not however confined to the Personal Tutorial System, the entire student experience impacts on and develops an individual’s PDP. The relationship between tutee and Tutor is crucial and ultimately affects student (and staff) engagement with PDP. � For further information on PDP, see the Tutor’s Handbook website and the Personal Development Planning (PDP) website www.reading.ac.uk/pdp 3.2 Personal and Academic Records (PARs) All Part Three and Four undergraduate students at the University are expected to compile their own Personal and Academic Record (PAR) and the Personal Tutorial System supports students in its development. Each student is given documentation designed to help record their progress and achievement and promote self-reflection. The content of the PAR is created by students in Partnership with their Tutor over the duration of their programme. The framework for the PAR is flexible and Schools should develop their own models to ensure maximum relevance to the needs of their students. � For further information on PARs, see the Tutor’s Handbook website and the PDP website. 3.3 Individual Learner Profile (ILP) The ILP is a central aspect of every student’s PAR or record of PDP via iLearn (see 3.4) and is a self-administered confidence rating questionnaire for students. It should be used to encourage students to reflect on their progress and development with their Personal Tutor. The aim is that each year students identify and reflect upon the skills and knowledge that they will need to develop in order to complete their programme successfully and to make the most of the opportunities available to them during their time at University.
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There are ILPs for Parts One to Three and corresponding review documents to be completed by the student towards the end of each Part of the programme. � For further information on the ILP, see the Tutor’s Handbook website and the PDP website. 3.4 iLearn@Reading 2008/09 saw the rollout of a new PDP tool called iLearn@Reading. This Blackboard-based tool aims to gradually replace paper-based PAR for all students across the University, so in 2009-10 Part One and Part Two students will have access to iLearn and so on. iLearn encourages students towards reflective and autonomous learning. The ILP is a central feature. Students are also encouraged to store thoughts and reflections on academic progress, build up evidence for CV development and note any developmental needs that they may wish to share with their Personal Tutor or other members of staff such as a Careers Adviser or Study Adviser. � For further information on ilearn@Reading, see the Tutor’s Handbook website and the PDP website.
4 Boundaries Tutors should ensure that they spell out the boundaries of the Tutor-tutee relationship right at the start. This includes, for example, that you are available at Particular times but not at others, the limits of confidentiality etc.
The scope of the Tutorial role Although there is a duty of care, it is not the role of the Tutor to try to 'solve' all of a tutee's problems. Tutors should be guided by the principle that their primary aim is to support the tutee in their studies. A key word here is 'support': a Tutor cannot (and should not) solve a problem for a tutee. A Tutor should be prepared to listen, offer advice, refer to other sources of help, consult with colleagues etc, but there will
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be times when despite a Tutor's best efforts a student will not be able to successfully address their problems, and will withdraw, or be required to leave following examination failure or disciplinary proceedings. 4.1 When is a Tutor off duty? In defining the Tutorial role, Tutors should also consider practical issues such as when they are available, and under what circumstances. You should ensure that your tutees know when you are available how you prefer to be contacted. Email works well in both cases. � Further information is available on the Tutor’s Handbook website. 4.2 Confidentiality There are certain circumstances in which Tutors should disclose information. These include:
� If a student may harm or kill themselves or someone else (Tutors have a legal duty to disclose information when a child has been abused)
� If a student has disclosed a medical condition, disability or problem such as alcohol abuse which affects their ability to Participate safely in university activities
� If a student breaks into the e-mails of another, hacks, infects systems with a virus, or engages in similar behaviour harmful to university community members. A student should, though, be permitted the opportunity to report themselves (if willing) rather than be reported
� If questioned by the police regarding a criminal offence alleged against the student.
In summary, Tutors should be aware of the need to balance the right to confidentiality against other obligations, and should not hesitate to reserve judgement and consult others about difficult cases. Disclosure will often take the form of a conversation with the Senior Tutor, School Director of Teaching and Learning, or a Counsellor. � Further details are available on the Tutor’s Handbook website.
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5 How to handle non-attendance Whilst Tutors should recognise and encourage students to be independent and in control of their learning, there is also a responsibility to ensure that non-attendance at Personal Tutorial meetings is followed up. Often, non-attendance is due to forgetfulness, laziness and/or the student having the misconception that they only need to see their Personal Tutor ‘if they have a problem’. There is always a real chance, however, that non-attendance is due to a more serious matter which makes investigating non-attendance an important Part of being a Personal Tutor. Tutors are not expected to constantly chase students but should contact non-attendees at least once per term. At the end of each term, Personal Tutors should pass attendance lists to Senior Tutors (Senior Tutors may wish to follow-up non-attendees). Senior Tutors then report this into Student Staff Committee (usually as % figures across the School).
6 Legal aspects of Tutoring Tutors are not expected to become experts on the law and should not dwell too long on the legal aspects of Tutoring; advice and support is available from various sources and further information on this is available in the Tutor’s Handbook website online. What follows is a brief outline of the main areas of pertinent legislation: The Disability Discrimination Act (DDA) The government has amended existing disability legislation, through the Disability Discrimination Act (2005). The DDA has placed a strategic duty on universities to incorporate a wider range of students with disabilities. It is much more proactive than the previous amendment to the DDA which was known as SENDA. Both the University and each individual member of staff can be held liable for contravening the Act. In practice, the new DDA shifts the focus from ‘making reasonable adjustments’ to promoting inclusivity from the outset.
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Specific duties are outlined in the Disability Equality Statement Policy which can be viewed at: www.reading.ac.uk/humanresources/rdg-only/Disability.htm Equal Opportunities Code of Practice The Equal Opportunities and Diversity website www.reading.ac.uk/Personnel/rdg-only/equal_opportunities.htm has all the information you need regarding equality, harassment etc. Data Protection The Data Protection Act 1998 (DPA) has obligations for Tutors, especially regarding record keeping. Any notes taken by Tutors are covered by the DPA. The DPA provides individuals, including students, with several rights:
� To know what information about them is processed by the University, and why
� To know how to obtain access to such information � To know how to update the information, or, where appropriate,
to have such information corrected or erased � Individuals can also expect their privacy to be observed.
These rights are mediated so as to observe any third Party rights so, for example, where a Tutor’s confidentiality may be compromised by a disclosure, the Tutor’s rights to confidentiality need to be weighed against the student’s rights of access. 6.1 How to deal with complaints made against you In the unlikely event that a student makes a complaint against a Tutor, consult your Senior Tutor in the first instance. They will then support the Tutor and discuss the matter with the Head of School. The University recognises that situations may arise when in the proper performance of their duties Tutors need to have access to legal advice. � For further information see the Tutor’s Handbook website.
7 Referral
Referral is a central aspect of the role of the Personal Tutor. Although a Tutor should feel free to contact a colleague to make a referral, by and large it is best to encourage the tutee to do this themselves,
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thereby taking responsibility for it.
7.1 Referral to whom? Many of the problems which Tutors come across can be due to many possible causes. Typical problems such as loss of concentration and motivation could be due to no clear sense of identity, depression, a viral illness, anxiety, or a range of disorders which range from eating problems to obsessiveness etc. Equally, academic underachievement could be due to poor study skills, or Dyslexia, or to doubts about whether they have chosen the right programme and its relevance in career terms.
There are a wide range of support services available to help students and Tutors manage these problems and these are listed in the Directory at the end of this Guide. � Further information is available on the Tutor’s Handbook website. 7.2 Skills Opportunities at Reading (SOAR) It is not always necessary to refer students to people or services, often referring to resources is sufficient. The SOAR website presents study skills resources to students in a positive, aspirational way to help avoid stigma and encourage them to continue trying to develop, even if they are getting satisfactory marks. The site links students directly to skills resources and encourages them to help themselves by making use of the extensive range of opportunities available at Reading. All students should be made aware of the SOAR website: www.reading.ac.uk/soar
8 Common issues
Tutors should feel that they are able to consult their Senior Tutor regarding any of the following issues for advice and support. 8.1 Academic issues 8.1.1 Change of programme After an initial discussion with yourself as Personal Tutor, refer any student wishing to change programmes to the Sub-Dean of the student's faculty in the first instance. The Sub-Dean can then obtain full details about the request, discuss it with the Tutor, the School responsible for the programme requested, and, where appropriate, negotiate with the
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relevant Sub-Dean if the programme is in another faculty. The student must also speak to either Kelly Borlase-Hendry (x5644, [email protected]) or Kay Dickinson (x8056, [email protected]) in Student Services. 8.1.2 Programme suspension Students may be allowed to suspend their programme (normally for a year), usually on medical, social or personal grounds. Students should first discuss the matter with their Tutor and if suspension appears to be a reasonable option, the student should then be referred to the Sub-Dean who may send the student to Student Services (because of financial implications). If the student wishes to proceed, normally a formal request is made for consideration at faculty level. Tutors cannot approve suspension and should not get involved in matters relating to finance but rather refer to Kelly Borlase-Hendry or Kay Dickinson in Student Services. 8.1.3 Withdrawing from the University It takes courage for a student to withdraw from a university programme; friends are surprised, families do not expect it, and the future is uncertain. It is not a step which should be taken lightly, and a student who is considering withdrawal requires both practical advice and considerable support from his or her Tutor and perhaps from the Counselling. Withdrawal should not be seen or portrayed as failure in any terms. For some students, withdrawing from university is the right decision for them. When handled sensitively, withdrawing can make it easier for students to return at a time that is right for them. Students are advised to seek help early, before a problem gets out of hand; a high proportion of those who consider the possibility of withdrawing do not in the event do so, but this outcome may require some effort on the Part of the Tutor. Referral to the Careers Advisory Service can help, as concerns about the relevance of a programme can often be successfully addressed, or possible career/alternative study options explored. Students should also talk to their Sub-Dean, who can explore with them whether the problem can be resolved in a different way. Where a student does choose to leave, it is very important for the University that the Tutor makes every effort to check whether anything in the system itself is at fault, so that where necessary lessons can be learned.
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Advice for students considering withdrawal can be found at: www.reading.ac.uk/studentservices/withdrawals.htm If, after discussions with the Tutor and the Sub-Dean, withdrawal appears to be a realistic option, it is essential that the student talks to Student Services.
8.1.4 Neglect of work and unsatisfactory progress Tutors are generally responsible for any initial and informal moves to help a student who is neglecting his or her work, or is making unsatisfactory progress. The task initially is to help the student to sort out any personal problems that may underlie the academic ones, to instil an element of time management, and to investigate any academic difficulties there may be. A referral to a Counsellor or Study Adviser may be appropriate. If, however, such efforts bring no improvement, formal warnings will need to be given that persistent neglect of work will lead to discontinuation of the student's programme. Tutors are not responsible for formal warnings, but they do have a role both in bringing the problem to the attention of those with that responsibility, and in continuing to offer support to the student. 8.1.5 Discipline As with neglect of work, the role of the Tutor in matters of student discipline is primarily to try to avoid the need for formal disciplinary action by advising the student with regard to their conduct or behaviour and helping them to address any underlying problems. If the student lives in hall, it is worth liaising with the relevant Resident Tutor: as disciplinary problems tend to occur outside of normal teaching hours, wardens are often involved in dealing with them. Tutors should not hesitate to consult with others such as their Senior Tutor, Head of School or Sub-Dean if they believe a case may need to be taken further. � Further details are available on the Tutor’s Handbook website. 8.1.6 Extenuating circumstances If the student feels there are extenuating circumstances which have affected their performance in assessment, they are responsible for submitting an Extenuating Circumstances Form to their School office,
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together with any required evidence. The Extenuating Circumstances Form is available from School offices and from the web at www.reading.ac.uk/Exams/extcircs.htm 8.1.7 Examination failure Tutors have an important role in supporting students following examination failure or underperformance. Such students will need to discuss the options open to them and decide on the best course of action. Tutors should consider referring students who have failed examinations (re-sits as well as first attempts) to the Study Advisers and/or Counselling. 8.1.8 Review of results If a student believes there are genuine grounds for their examination result to be changed, they can request a review by the Standing Committee on Examination Results. Such students should consult with their Tutor and Head of School and be advised to contact the Examinations Officer. Tutors are not routinely asked to provide information but are asked to be available in case the panel wishes to see them. Details are available on the web at www.reading.ac.uk/Exams/scer.htm or from the Examinations Office. � Further information on all of the above academic issues is available in Tutor’s Handbook website. 8.2 Homesickness Homesickness is a common issue for many students and can affect students of all ages and from all backgrounds. Symptoms can include:
� Missing home � Feeling lonely, depressed and anxious � Inability to stop telephoning home � Feeling lost � Constant ruminations about the past � Being absent-minded � Inability to concentrate � Feeling ill � Constantly crying.
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Symptoms can occur at different times including:
� When something is happening at home which students cannot get involved in or feel excluded from
� It can be a big shock after Freshers’ Week when reality starts to sink in
� When feeling unwell, as it becomes difficult to get day to day things done
� If everyone else in a shared house or group of friends goes home
� Homesickness does not just occur in the first year it can be caused by a change of circumstance
� It can be difficult if parents change their circumstance whilst students are away – parents moving house or separating can lead to stress and homesickness
� When budgeting difficulties arise or students are coping with things that parents would normally have dealt with.
An important function of the Tutor is to 'give permission' to the student to be homesick, to accept it as normal, and to discuss it with them. This will help to reduce anxiety and reassure the student. � For further information also see the Tutor’s Handbook website. 8.3 Financial issues The process of applying for financial support is usually well underway before the student arrives at university; if a student is having problems arranging this Tutors should always refer them to Student Services rather than trying to provide help themselves. For information on the Government-funded Hardship Funds and University Hardship Fund, contact Jo Gibson (x7430, [email protected]).
8.4 Crisis Referring a student in crisis to Counselling is quite appropriate although it can be difficult to know if the student intends to act upon the referral. It is a good idea to make another appointment with the student so that they come back to see you with general feedback about how they got on with Counselling. Other services such as the Chaplaincy or the RUSU Student Advice Team can also offer support in times of crisis.
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If the tutee is living in hall, it is important that the Tutor (with the tutee's permission) informs the Resident Tutor so that the hall can offer appropriate support and monitor the well-being of the tutee. � See Tutor’s Handbook website for further information. 8.5 Other issues There are a range of less common issues that may arise from time to time and these obviously vary considerably but can include: giving students’ bad news, advice regarding perceived harassment, staff/student personal relationships, jury service, and supporting students with eating disorders. � These and other issues are touched upon on the Tutor’s Handbook website.
9 Physical/mental health
Students should be encouraged to keep their Tutors fully informed on matters of ill health. This is important both to ensure that the student is receiving the appropriate support and in cases where the illness contributes to examination failure, to enable the Tutor to present this as mitigating evidence. Tutors should liaise with School Offices (or equivalent), who will report to Student Services as appropriate and should also keep the Sub-Dean informed. If a student feels that his or her examination performance has been affected by ill health (mental or physical), they should be advised to fill in an Extenuating Circumstances Form (available from School Offices). If they wish to have these countersigned by the Counselling or Health Service, some previous history of contact is required. Single assessments are available but will not necessarily provide proof of previous difficulties. Students who suffer from serious or persistent ill health may need to re-consider their study options, for example programme suspension or a change to part-time study. The advice of a GP can be helpful in such circumstances.
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Mental health can be a particularly difficult area. Problems include anxiety, obsessive behaviour, depression, self-harm etc. Symptoms may not be obvious, and are often difficult to interpret. A general rule for Tutors is therefore to encourage any student about whom they have concerns (or who is himself or herself concerned) to see a GP or counsellor. If a Tutor has serious concerns – for example about student self-harm, harm to others or lack of rootedness in 'reality' – it is advisable to consult before deciding how best to handle the situation, including the referral. Contacts:
• Mr Charles Kenderdine, The University Mental Health Adviser • Ms Alicia Pena, Acting Head of the University Counselling
Service The Duty Counsellor
• The Duty Doctor.
For full contact details see the Emergencies Section and the Directory at the end of this document. � Further information is available on the Tutor’s Handbook website. 9.1 Disability The University policy on admission of students with disabilities is not to reject a student on the grounds of disability, specific learning difficulty or mental health difficulty, without compelling and legally defensible reasons. There is a legal requirement for inclusivity; therefore care needs to be taken to ensure that students with disabilities are not excluded from any aspect of the Personal Tutorial System. The Disability Office has an information pack for students with disabilities and there is a disability webpage www.reading.ac.uk/disability which provides further information for staff. Staff are also strongly encouraged to attend the disability awareness sessions organised by the Centre for Staff Training and Development. Tutors are given background information about their tutees who have disabilities. They are also provided with more detailed information about teaching methods and exam requirements as well as being briefed
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about any support arrangements such as note-takers or sign language interpreters. Some students may need assistance in co-ordinating their study support, and this is usually provided by the student's Tutor in conjunction with the Disability Office and other University support services. � Further information is available on the Tutor’s Handbook website. 9.2 Specific Learning Difficulties (Dyslexia and Dyspraxia) The term 'Dyslexia' refers to a combination of specific difficulties a person may have in connection with written language which affects aspects of reading, writing and/or spelling. People with Dyslexia may be poorly organised and sometimes have difficulties with spoken or heard language. Nearly five percent of the student population at Reading has been found to have Dyslexia. The problems underlying Dyslexia fall into five main categories:
� Visual processing difficulties � Auditory processing difficulties � Poor short-term "working" memory � Difficulties to do with motor co-ordination � Difficulties with organising and sequencing.
Individuals do not generally have all of these difficulties. It is often possible for dyslexic adults to develop strategies for coping with the difficulties but they are likely to have to work harder than others to achieve the same results. Dyspraxia is a less common condition than Dyslexia but the two frequently occur together. Dyspraxia is an impairment in organising movement and may include difficulties with language, perception and organisation. For adults Dyspraxia may show itself in very poorly formed handwriting or in problems with time management, planning, organising and carrying out tasks. Individuals often have difficulty with word finding and oral or written expression and may have poor social skills. If a Tutor suspects that a student may have specific learning difficulties then they should be referred to a Study Adviser.
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9.2.1 Dyslexia stickers Students with a Specific Learning Difficulty (SpLD) such as Dyslexia, are often eligible to have stickers for their written work and exams. These stickers tell the markers that they should mark only the content of the work, and the student should not be penalised for spelling or grammatical errors. This ensures that the student is neither at an advantage nor a disadvantage because of their SpLD. All first year students with SpLDs are entitled to stickers and to extra time in class tests throughout the first year and up to, but not including, Part One exams. To receive extra time in Part One exams students are required to provide evidence of their Dyslexia for the Disability Advisers. Stickers are supplied to Schools by the Examination Office and provision to students is administered by the School Disability Representative. Further information on these topics is available on the Study Advisers’ website: www.reading.ac.uk/studyskills
10 Alcohol and illegal drugs
Alcohol Alcohol consumption becomes a concern when it is affecting a tutee's ability to pursue their studies. It can be difficult to detect and in many cases it is part of a more general problem that the student is spending too much time enjoying a hectic social life. In extreme cases it can be a form of self-harm and increases the likelihood of potentially fatal acts. If Tutors suspect that the latter is the case, an early consultation with a counsellor or GP is advisable. Otherwise, Tutors should discuss the matter with the tutee, and perhaps agree an action plan for improving attendance, completion of work etc. Experience shows that a Tutor and counsellor or GP working together can usually achieve far more than either could alone and a consultation regarding strategy with support services, followed by an assessment and review of strategy with all parties, is often the best way to proceed, provided that the student will give consent. If this produces no improvement it may be necessary to initiate disciplinary procedures.
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� The University has drawn up procedures relating to alcohol abuse, these are available on the Tutor’s Handbook website. Illegal drugs If a tutee comes to a Tutor seeking help for a drug problem, they should be referred in the first instance to the Counselling Service. The Tutor is advised to consult with the Counselling Service and Senior Tutor as to whether there is a need to initiate any disciplinary action. If a Tutor suspects that a tutee is taking drugs, they should discuss this with the tutee. If the tutee acknowledges that there is a problem, they can then be encouraged to go to the Counselling Service; it should be made clear to them that failure to address the issue may lead to disciplinary proceedings. If however, the tutee denies taking drugs and there is insufficient evidence to pursue disciplinary proceedings, there is little that a Tutor can do beyond ensuring that the tutee is aware of the seriousness with which the matter is regarded and of the support services which are available. If the student's work or attendance is very poor, the Tutor of course has the option of initiating action for neglect of work.
� Before taking any action, Tutors should consult the University's procedures relating to illegal drugs which can be found on the Personal Tutor’s Handbook website.
11 Emergencies Security General Enquiries (0118) 378 7799 Emergencies only (0118) 378 6300 Security Services Manager (0118) 378 8046 Police 999 (0-999 from an internal University telephone) www.reading.ac.uk/Security Medical Practice In case of emergency, immediate advice is available by calling 0118 987 4551 at any time. We will arrange to see emergencies at any time between 8.00am and 6.30pm on weekdays. Outside of those times your call is automatically transferred to WestCall, the out-of-hours service.
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Duty Counsellor Each day (Mon-Fri) during term time there is a Duty Counsellor who can be contacted to offer support to students. The Duty Counsellor acts as primary gatekeeper and primary risk manager for the Service and will not turn away an emergency. The Duty Counsellor will aim to respond students on the day and arrange for them to be seen as soon as possible. All members of the University community can have access to this service. The Counselling team also provides initial assessments for cases that need to be seen quickly. To arrange an appointment, students can contact reception who will be able to make appropriate arrangements depending on their needs. During busy times of the year it may take a bit longer to arrange this initial assessment. The Duty Counsellor can be consulted by Tutors regarding a possible referral and help to assess the degree of urgency. Tutors can contact the Service either on the telephone (0118) 975 1823 or in person. If anyone is in such distress that they cannot come to the offices, a Counsellor can talk to them on the phone and if necessary the Mental Health Advisor may visit initially, depending on circumstances. Duty hall staff All halls have a system under which one senior member of staff is always available in an emergency within a reasonable time. Outside o++ffice hours University Security is normally the first line of contact. Arrangements may differ slightly from one hall to another and are made clear to students. Tutors should encourage students to make sure they are aware of the practice in their own hall. Campus Security can usually provide helpful advice to Tutors and students about out-of-hours emergency cover. Tutors are also expected to keep Resident Tutors informed of major problems. It is usually possible for a Resident Tutor to be contacted through the hall office at short notice. Student Services Directorate The Student Services Directorate can often help by providing additional information about a student in an emergency and can also advise on procedures to be followed and outside bodies which can help. Tutors should contact the Helpdesk in the Student Services Centre for help with undergraduates or the Sub-Dean of the relevant faculty for information about postgraduates.
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Death of a student In the event of the death of a student, there are agreed university procedures as set out in the Guide to Policy and Procedures, available from the Communications Office or on the web at www.reading.ac.uk/Guide/ It is essential that the University responds in a sensitive and appropriate way to avoid unnecessary further distress to those close to the student. If a Tutor becomes aware of the death of a student, they should immediately notify Security Control in Whiteknights House (x6300, external phone (0118) 9316300) in order that the procedures can be initiated. Counselling and the Chaplaincy are available to offer support. The Tutor may wish to talk to someone about how the death of the tutee has affected them, or other students affected by the death may need support. In a case of suicide, leaflets are available on request from Counselling or the Chaplaincy. Tutors should also be aware of other sources of support, for example, the Samaritans (tel.: 08457 909090), or CRUSE (Bereavement support, tel.: 0870 1671677).
12 Directory
The Accommodation Office [email protected] www.reading.ac.uk/accommodation/ The Careers Advisory Service x8359 [email protected] www.reading.ac.uk/careers/ The Centre for the Development of Teaching and Learning (CDoTL) x6250 [email protected] www.reading.ac.uk/cdotl
The Centre for Staff Training and Development (CSTD) x7097 [email protected] www.reading.ac.uk/cstd
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The Counselling Service (0118) 975 1823 [email protected] (information only) www.reading.ac.uk/counselling/ The Deans and Sub-Deans Faculty of Arts and Humanities Dean: Prof. Susan Walker x8060 [email protected] Sub-Dean: Mr Nigel Trethewy x8061 [email protected] Faculty of Economic and Social Sciences Dean: Prof. Jim Pemberton x8226/8234 [email protected] Sub-Dean: Mr Nigel Trethewy x8061 [email protected] Faculty of Life Sciences Dean: Prof. Richard Ellis x8488 [email protected] Sub-Dean: Ms Sally Adams x8340 [email protected] Faculty of Science Dean: Prof. Steven Mithen x8342 [email protected] Sub-Dean: Ms Sally Adams x8340 [email protected] Henley Business School Dean: Professor Chris Bones x7195 [email protected] The Disability Advisory Service x8921 [email protected] www.reading.ac.uk/disability/ The Disability Representatives www.reading.ac.uk/disability/support/do-support.asp#sdr
Equal Opportunities and Diversity Officer (Melody McGrath) x7306 [email protected] www.reading.ac.uk/Personnel/rdg-only/equal_opportunities.htm
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English language support for international students Andy Seymour x6760 [email protected] www.reading.ac.uk/IESP Year-round pre-entry English language courses [email protected] English language testing service for students [email protected]
Information Management and Policy Services (IMPS) x8981 [email protected] www.reading.ac.uk/imps/ The International Student Adviser (Shahnaz Raven) 9571823 (x4242) [email protected] www.reading.ac.uk/internationalstudentadvice The Library Whiteknights x8770, Bulmershe x8652 [email protected] www.reading.ac.uk/library/ The Students' Union (RUSU): Student Information and Advice RUSU Student Advice Team, Students' Union x4100 [email protected] www.rusu.co.uk/studentadvice Study Advice Appointments: [email protected], x4242 Tutors may also contact the Study Advisers directly: Dr Angela Taylor x4236 [email protected] Dr Judy Turner x4235 [email protected] Dr Kim Shahabudin x4221 [email protected] Dr Michelle Reid x7490 [email protected] www.reading.ac.uk/studyadvice The University Chaplaincy x8797 [email protected] www.reading.ac.uk/chaplaincy
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The University Medical Practice 0118 987 4551 www.reading.ac.uk/medicalpractice Mr Charles Kenderdine, The University Mental Health Advisor x3842 [email protected] Hall contacts: Senior Resident Tutors and Resident Tutors Lakeside Group Bridges Hall – Senior Resident Tutor – Dr Alistair Culham Wessex Hall – Resident Tutor – Dr Simon Andrews Bulmershe Hall – Resident Tutor – Mr Jawwad Raja Assistant Resident Tutor – Dr Mike Proven Northcourt Group St Patrick’s Hall – Senior Resident Tutor – Dr Jim Ross Sherfield Hall – Resident Tutor – Dr Fred Davis Sibly Hall – Resident Tutor – Mr Tony MacFadyen Reading Student Village – Senior Academic Resident – Dr Yuri Roskov Park Group Child’s Hall – Senior Resident Tutor – Mr Christopher Hardman Whiteknights Hall – Resident Tutor – Professor Joe Sweeney Windsor Hall – Resident Tutor – Professor K Niranjan Redlands Group Wantage Hall – Senior Resident Tutor – Dr John MacDonald St George’s Hall – Senior Academic Resident – Mr John Fisher
