Mae Fran Smith yn fyfyrwraig lefel 4 ar y cwrs BSc Seicoleg ym Mrhifysgol Metropolitan Caerdydd. Yma, mae hi’n dweud wrthym am rhan arall pwysig iawn o’i bywyd ble mae hi’n hyfforddi fel chwaraewr tenis cadair olwyn a sut mae Seicoleg wedi helpu gyda hyn.
Fy enw yw Fran Smith, rwy’n 18 oed, ac yn bara-athletwr elit yn y gamp tenis cadair olwyn. Cefais gyfle i fynychu fy ngwersyll tenis cadair olwyn cyntaf ar 05/06/17 ac ar hyn o bryd rwyf wedi cyrraedd y brig o blith merched iau Prydain ac yn dal safle 38 o blith merched iau y byd. Ar hyn o bryd rwyf yn fy chweched mis o chwarae ac yn ystod y cyfnod hwnnw rwyf wedi ennill yr aur mewn tenis merched iau i senglau a pharau yn y British Open yng Ngemau Ysgolion 2017.
Mae hyn yn swnio’n dipyn o gamp, tydi? Efallai fod hynny’n wir, ond wnes i ddim eistedd mewn cadair olwyn chwaraeon gyda raced tenis a datblygu’r gallu anhygoel i chwarae.
Roeddwn i eisoes wedi chwarae tenis am 13 mlynedd gan ddefnyddio fy nghoesau. Ond erbyn imi gyrraedd 16 oed roedd rhaid i mi roi’r gorau iddi oherwydd nid oedd fy nghorff yn ymdopi, ac roedd y perygl o wneud niwed difrifol i’m coesau yn rhy uchel. Am 6 blynedd rwyf wedi bod mewn brwydr gyda’m corff a gyda’r Gwasanaeth Iechyd. Gyda’i gilydd, rwyf wedi gweld 6 ffisiotherapydd (2 arbenigwr), 2 rhiwmatolegydd, 1 niwrolegydd, 1 arbenigwr clust-trwyn-gwddf (ENT) ac un meddyg teulu pryderus dros ben.
Pe byddech chi’n fy ngweld i, fyddech chi ddim yn meddwl bod gen i anabledd (rwy’n dal i aros i rywun ddod i weiddi arnaf mewn maes parcio na ddylwn i fod yn deilwng i gael bathodyn glas), yn bennaf oherwydd fy mod i’n gallu cerdded.
Mae seicoleg yn hanfodol i mi, yn enwedig gan fy mod yn dod yn fy mlaen mor gyflym yn fy nghamp. Y llynedd, roeddwn i’n drist drwy’r amser, yn fwy trist nag arfer, oherwydd doedd gen i ddim chwaraeon yn fy mywyd, ac yn teimlo bod gen i ddim byd i’w wneud, dim uchelgais, ac yn y bôn, dim bywyd. Roedd y tristwch hwn yn gwneud imi fyw yn fy mhen yn ormodol a gor-ddadansoddi pob manylyn fyddwn i’n ei gael. Wrth lwc, llwyddais i roi trefn ar fy hun cyn imi droi yn gadach llestri am weddill fy oes!
Mae fy nghwrs seicoleg wedi fy helpu i mewn sawl ffordd. Un o’r pethau pwysicaf rydw i wedi ei ddysgu yw sut mae eich gwrthwynebwyr yn mynd i ymateb mewn gêm; beth mae eu hosgo, eu hedrychiad, eu safiad, eu symudiad a’u patrwm o chwarae yn ei ddweud wrthyf. Ond mae un peth sydd hyd yn oed yn bwysicach na’r rheiny; fy seicoleg fy hun. Yr elfen fawr yw fi fy hun yn byw y tu mewn i’m pen ar y cwrt oherwydd, wrth gwrs, mewn gêm senglau, dim ond chi a’ch gwrthwynebydd sydd yno. Rwy’n gwybod nawr os oes rhywbeth yn mynd o le ar y cwrt bod angen i mi newid pethau yn y fan a’r lle, ac yna, mae angen meddwl beth all fynd o le a pham.
Enghraifft wych yw’r gystadleuaeth ddiwethaf yr oeddwn i’n cystadlu ynddi, sef y Wheelchair Tennis Nationals cyn y Nadolig 2017. Collais y gêm gyntaf achos ’mod i’n teimlo fel pe bai gen i gartŵn o geiliog deri yn fy mhen. Yn hytrach na chanolbwyntio ar fy ngwrthwynebydd, roeddwn i’n meddwl yn ormodol am yr elfennau yn fy arddull i. Ar ôl imi gael ychydig o amser i feddwl, sylweddolais mai’r rheswm roeddwn i wedi colli’r gêm oedd fod gormod o bobl wedi bod yn gofyn imi beth oedd fy nghynllun ar gyfer y gêm, sut oeddwn i am eu trechu nhw, pa strategaethau oedd gen i, ac ati. Mae gormod o hyn cyn mynd allan i chwarae yn gallu bod yn llethol.
Diogel yw dweud, erbyn imi chwarae’r gêm gysur gyntaf, roeddwn i wedi rhoi’r gorau i’r ceiliog deri, ac wedi dileu popeth o’m meddwl. Canolbwyntiais ar ddim ond chwarae tenis, ac yn sgil hynny, llwyddais i ennill y rownd gysur a churo dwy ferch sy’n cystadlu yn fy erbyn am le yn nhimau Prydain. A dweud y gwir, yn ystod y ddwy gêm honno, doeddwn i ddim yn teimlo bod gen i ymennydd, yr unig beth yn fy mhen oedd pêl denis.
Yn amlwg, dim ond camau bychain ar y daith yw’r rhain, ond mae seicoleg wedi dysgu un peth i mi, mae wedi fy nysgu i stopio a meddwl. Ac os nad oes gennych chi fawr ddim synnwyr cyffredin, fel fi, mae hynny yn rhywbeth pwysig dros ben.
As a Psychology department proudly part of a Welsh university in the capital of Wales, we have wanted to reflect the language heritage of many of our students for a number of years. We have translated student work, assessments and all sorts of things, but without the take up that we really desired. It was fairly obvious what was missing, staff who were confident enough to work and teach through Welsh. In the last two years, we have made staff appointments that have enabled us to start to build what we wanted. In the first year, we now have tutorials and seminars in Welsh, which help students work in and think in two languages. We offer service learning placements in Welsh in both the second and third years, offering students the chance to work in the community with Welsh speakers.
The addition of Welsh language opportunities strengthens and enables closer links with communities across Wales, and adds to the diversity and vibrancy of Psychology at Cardiff Met. In the following piece, our colleague Dr Mirain Rhys, talks about Welsh language, her role and how she is working to build more Welsh language content into our curriculum.
Welsh Psychology at Cardiff Metropolitan
It always surprises me that sometimes I have to explain that I come from a home where only Welsh is spoken, and that English is my second language. I was raised in a town where over 70% of the population are fluent in Welsh. I was educated solely through the medium of Welsh until I was 18. I speak Welsh every day and I take pride explaining that I am from a minority language background, and that my passion for our country’s language maintenance and revitalisation led me to my career.
And it’s not just me! Almost a quarter of the population of Wales are educated through the medium of Welsh. They learn subject terminology and are instructed through the language and by the time they finish compulsory education, each individual should be bilingual. After students finish school, education becomes a choice. There are many choices to make of course, and some will find themselves deciding on and applying to a University. In Wales, another choice is beginning to gain momentum – do you study a degree through the medium of Welsh or not?
The Coleg Cymraeg Cenedlaethol (Welsh national college) is an organisation that works across all Welsh Universities. Its main aim is to provide Welsh medium higher education in a variety of subjects. There have been various success stories, and students across Wales are now able to study part or all of their arts, sciences, social sciences or health degree through the medium of Welsh. It makes a lot of sense to continue studying in the language that most of your education was conducted in. You are already aware of the terminology involved and will most probably be a competent user of said terminology in English as well through your degree studies. Bilingualism serves you well as a graduate in an ever-competitive labour market. Many industries need Welsh speaking employees to carry out their business, and this is especially true of Health Sciences graduates. Psychology is an important part of health sciences. Imagine wanting to talk to someone about difficult things in your life, but having to do so using words and terms you don’t feel as comfortable with.
I have now been a member of staff at the department of Applied Psychology for just over a year. One remit of my position as a Welsh speaking Psychology lecturer is to support students who have completed most of their education through Welsh and are now transitioning to a very different linguistic experience.
This year, we have begun to provide Welsh medium provision. The aim is to pave the way for those students who might feel that going from being educated at school or college in one language to being educated at degree level though another, as well as all the other anxieties that come with starting at Uni, is overwhelming.First year students are offered a bilingual tutorial where their study skills are developed to aide with their content lectures. Students are provided with the same English medium material as the other groups, but we have discussions in Welsh which engages their translanguaging skills, one of the many benefits of speaking more than one language!
Our aim for the future is to continue to work closely with the Coleg Cymraeg Cenedlaethol to develop credited modules which will be available through the medium of Welsh. I am currently researching the feasibility of developing Welsh medium provision for the whole school with the aim of providing Coleg Cymraeg Cenedlaethol with insightful data on the challenges, and the opportunities, of incorporating the Welsh language into many willing departments. What we’re doing within the Psychology department will help with these developments and there will be more blog posts to follow on these exciting developments.
Of course, not all students can speak Welsh, and not all that can want to use it within their education. But the element of choice which is vitally important in every minority language situation will be incorporated further into Psychology at Cardiff Metropolitan University so that each student can continue their educational journey through either of Wales’ official languages.
In the summer of 2017, Mirain attended the Eisteddfod with colleagues from Psychology, and was caught on camera by S4C:
I am very pleased with the way that we are outwardly supporting Welsh now, and this can be seen reflected in comments from our colleague Dr Delyth James:
I joined the Applied Psychology Department at Cardiff Metropolitan University in 2015, having worked at Cardiff University for over ten years. There at the School of Pharmacy, I developed the Welsh language provision across all 4-years of the Pharmacy Degree plus postgraduate programmes, focusing mainly on developing pharmacy students’ and practitioners’ communication and consultation skills in Welsh (or bilingually).
When I joined Cardiff Met Uni, I was delighted to find a welcoming and supportive environment to continue with this work and expanding Welsh language provision to other healthcare professionals and psychology students. We work closely with colleagues across other Universities in Wales and the Coleg Cymraeg Cenedlaethol. For example, Mirain and I recently delivered a Welsh language workshop for Medical and Pharmacy students at Cardiff University on the topic of ‘Addiction’.
I’m sure Mirain and Dan would agree with me that there is a real buzz and sense of enthusiasm in the University for nurturing and using our Welsh language skills on a day to day basis in the workplace and in preparation for students’ employment opportunities in Wales after they graduate.
There is a lot of enthusiasm for supporting and encouraging all our students to develop skills for the future, and we take pride in the excellent work students do with all our placement partners. We want to provide students with the necessary skills for the future, and one way we can do that is in recognising the importance of language in engaging with the communities around us. The Welsh initiatives we have started enrich our department, and have broad consequences for us all beyond are everyday work. I look forward to showcasing more of the language and placement work of the department!
One of our recent graduates recently completed writing a blog for us. Owayne worked really hard as a student, and took the opportunities that the programme offered. It is great to see how he engaged with the programme and to know what he plans to do now.
I recently graduated with a 1st class degree in Psychology from Cardiff Metropolitan University, something that from the outset I would have never imagined in my wildest dreams. My University experience began in August 2012, when I decided almost on a whim to visit the UCAS website and see if I could access higher education through the ‘clearing’ process. I was uncertain as to whether such access was possible, because I had achieved very little in college academically. I had studied Maths (grade E) and Design Technology (grade U) three years prior, evidently and my motivation was poor. After college I focused on working with children with additional learning needs, and these experiences taught me the significant role that Psychologists play in understanding developmental conditions. Owing to this, despite it being completely new to me, I decided to apply for Psychology as a subject – without having any other real plan or direction in life. I was accepted onto the Foundation in Social Sciences, which had a pathway leading to Psychology.
So there I was, ready to begin university a few weeks later in September, with a history of poor grades, and little or no understanding of the subject I was about to pursue. Therefore, it would be fair to say that when compared to many of the other people starting on the course I was not in the best of positions. However, like everyone else, I quickly realised how interesting Psychology is. When I went to the effort of reading around the various modules I had assignments for, I found it was a tolerable and even rewarding way to spend my time. One of my favourite things about Psychology is how the information you learn can relate to and be applied to real life. This is especially true of when attempting to understand the behaviours and opinions of other people. I also found that other people tend to view Psychology as a particularly interesting subject, and this increases when the matter of conversation involves the research that is conducted.
As I progressed through my first year at University, I learned that, despite past shortcomings, anyone is able to succeed so long as they choose to take an interest. Psychology is fantastic in teaching people this idea from the very outset, that is how humans learn. I feel students should be taught this much earlier in their education. Theories on how humans remember information (great for exams), how they are motivated, and perhaps most importantly, how belief that learning is always happening helps us to develop and grow our brains further (it causes us to be more effortful) is helpful to understand how we learn. I found this to be of particular importance, because I attribute my success in university to the effort and time I put into the work I handed in. However, we came to understand that putting our best into our assignments not only improved the grades we attained, but also advanced the skills and writing techniques we needed if we were to get 70+ (a first) in the long run.
To summarise, thanks to Psychology at Cardiff Metropolitan University I have a goal for my future that before I could never have even dreamed of. This year I will be gaining experience as an Educational Psychologist Assistant whilst I apply to a doctorate course in Educational Psychology. Not only is this career path very well paid, but I will also be able to continue to work with people with Additional Learning Needs, and even support them on a much larger scale, which is something I always thoroughly enjoyed. By accessing the support that is available from the tutors and various other services, my career path was offered something I had not previously thought possible – a fresh start.
It is hard to believe that it has been four years since Owayne joined our Foundation leading to BSc/BA in Social Sciences course, and three since he transferred to the BSc (hons) Psychology course here at Cardiff Met – my memory is so fresh that it seems like only yesterday!
Owayne’s determination, to work to the best of his ability in his studies, was obvious from the start. A testimony to this dedication is the fact that he won the British Psychological Society prize for Best Performing Student at his Graduation. This prize was very well deserved, along with his first class BSc (Hons) Psychology degree.
His innovative approach to his work often revealed an ability to integrate his learning effectively across different psychological perspectives. Owayne’s motivation and intellectual capacity demonstrate the potential for successful research in a postgraduate study – I look forward to hearing from him when he gains his PhD in Educational Psychology!
However not only has he been outstanding in his commitment to his own studies over the last four years, but I also know that he played an integral role in encouraging and supporting his peers throughout this time.
Owayne is a credit to this university and I have no doubt that he will succeed in his future career. It has been both a pleasure and a privilege to have been his personal tutor during this time.
We have been offering volunteering opportunities within the BSc (Hons) Psychology programme for a number of years, and have rapidly expanded the number of organisations that we work with in the last four years. The placement opportunities offered in the second and third year provide students with work experience and helps them develop other practical skills that supplement and support the academic side of the programme. Hannah Rowlands recently published a guest blog (http://studentblogs.cardiffmet.ac.uk/a-day-in-the-life-of-a-third-year-psychology-student/ ) about her routines at Cardiff Met, which made us think it would be interesting to ask if she would write something more specific for us. Here is her blog about volunteering:
I chose to study psychology at Cardiff Met primarily because of it is applied nature. This course stood out to me as it allows its undergrads to develop a range of important employability skills. These skills are developed through the vast range of placement partners on offer!
Hence I chose to do the second year option Work, Volunteering and Placement module. Through this module I could apply for a range of placements Cardiff Met offers, such as placements in clinical settings to charity based community projects. There were so many to choose from and I was really unsure of which direction to head in but eventually I applied for Safer Wales Inclusive Service. This involved one-to-one and group sessions with a focus of encouraging positive lifestyle choices to the service users at risk of sexual exploitation. During the course of this placement I was given the opportunity to complete mentoring training. This consisted of a day’s workshop going thorough all aspects of mentoring, and afterwards we were expected to complete a booklet to evidence our understanding. These were then marked by our supervisors at Safer Wales and we were informed if we had passed the course. This helped me a lot on my placement when advising and mentoring the service users, and will aid me in the future on other projects.
The placement supervision consisted of the placement provider completing an assessment grid evaluating my personal employability skills. Additionally, I had to complete a placement incident report. The focus of this was to evaluate my response to an incident of my choice that occurred during the course of my placement. I had to justify the reasons for my behaviour and what I would do differently in future to respond to a similar situation.
Due to the rewarding nature of this placement I also applied for extra volunteering at Whitchurch Hospital through a charity called Student Volunteering Cardiff. Throughout the volunteering I worked with adults who had an acquired brain injury. This was a really interesting experience as working in a clinical setting allowed me to see the difficulties the patient’s face when having mental health issues.
As you can imagine both of these volunteering programmes helped me to develop many key skills, like working in a confidential manner in professional settings, understanding appropriate ways to communicate with both professionals and service users and my confidence and ability to lead activities with service users. These skills will prove important in my later career in psychology. With this in mind I would definitely recommended anyone to get involved in the amazing number of placement partners Cardiff Met has to offer. Not only will it help you develop important skills and be great experience for your CV, but most importantly it is really rewarding and helps you see psychology applied in the real world!
We think it is great that Hannah recognises how she is developing and building skills. The Module Leader, Alison Walker, added this:
Community based placements offer students the opportunity to apply their learning in a range of contexts and gain valuable experience for their CV, whilst at the same time learning about the issues that impact on the local community. The model used by the department means that students are supported through the application process and are provided with 1:1 support for their individualised assessments. It’s great to see how Hannah recognises how she has developed skills in professional contexts.
Developing the cultural capacity of Cardiff Metropolitan University students through internationalising the curriculum is a key theme in our learning and teaching strategy. As such, our Psychology Study Abroad Week went a long way toward achieving this. Dr Clare Glennan and Dr Tina Alwyn accompanied 11 Psychology students from Levels 4,5 and 6 to Athens during the Easter break. City University College (CUC) and our Cardiff Metropolitan students integrated very well and discussed the importance of culture and diversity within the discipline. CUC and Cardiff Metropolitan students developed relevant presentations and delivered these through joint symposiums. There was debate about internationalisation and what this meant for the students and how their future careers in Psychology would be influenced by these factors. The staff from both universities met and discussed how internationalisation could be facilitated through shared experiences, teaching and joint teaching. All in all this was an enriching and enjoyable experience for all involved.
I am a second year Cardiff Metropolitan Student, who was accepted to go on the Psychology Study Abroad week. This took place in City Unity College (CUC) Athens in April this year. It was an amazing experience, amongst the many highlights were the cultural historical sights and exploring the amazing city that it Athens; it helped that it was 24 degrees and bright sunshine!
At first when I was told we were going I was very excited but the thought of sitting in on lectures and contribute to a symposium was daunting and I even thought It might have been a bit boring. However I could not have been more wrong, the lecturers were fascinating, and we were particularly impressed by one who presented a lecture on forensic psychology. The symposium was also really great. It was interactive and offered such an eye opening experience in how both cultures view each other and themselves.
It was also an excellent opportunity to meet the Athenian students who are studying the same Psychology degree. They were all so welcoming and friendly and we had a real laugh with them and bonded really well. The trip gave me a real insight into how other cultures live, it was fascinating to see first-hand the everyday lives of people from another culture. I feel I have been able to apply this into my work; thinking critically about psychological research and its applicability to other cultures.
I was also really taken a back at how close all of the students that went on the trip became. It was an opportunity for Cardiff Metropolitan students from across all levels to come together and bond as a group. It was also lovely to meet the Athens student, some of whom I have stayed in contact with and will probably remain my friends for life.
If I could recommend you do one thing this year it would be to apply for the Athens trip!
This year I was able to attend the Psychology study abroad week, it was amazing experience and I thought I would share with you!
Firstly, I really enjoyed the lectures, considering psychology from a different perspective was so interesting. During our visit we were able to present at an Internationalisation Symposium. In preparation our lecturer split us into groups and each group were assigned a task. The focus for my group was looking at the impact of child poverty in Wales and illustrating from a psychological perspective, how poverty can impacts upon the individual. The symposium and the visit in general highlighted the importance of culture to me especially after the internationalisation discussion and this has helped me so much with my academic understanding of culture, especially when considering social psychology.
The Greek students and lecturers made us feel so welcome at the CUC and it was really nice talking to them about their psychological interests and ideas. This really helped spark some ideas from my dissertation for next year!
Finally, the group of Cardiff Met students we went with were amazing, we all got on so well and we have all stayed in contact, speaking almost every day! The trip was a great way to meet people in higher and lower years as I was able to give advice to the L4 students but also seek advice for module and dissertation ideas from the L6 students.
Thank you so much for the opportunity to attend, I really enjoyed it and found it such a valuable experience!
Dr Dan Heggs, Programme Director for Psychology, says “It’s great to see that out staff and students have once again visited CUC in Athens. As we build the links between the two programmes it is clear that we can all learn from one another, and that the opportunities given to the students from both colleges to come together enables them to think about how psychology can be applied in broader cultural contexts.” Dr Amie-Louise Prior, Moderator for the BSc Psychology Programme at CUC, says “This trip provides an excellent opportunity for students to gain experience of teaching and learning within a different cultural setting. Symposium and discussion sessions encourage students to discuss and share their ideas relating to the topic of Psychology and develop presentation and networking skills.”
We look forward to further trips to build the relationship with Athens and to allow more students to experience psychology in Athens!