Psych News Easter - Bangor University

Psych News Easter
Contents Professor Andy Field comes to Bangor!! On Wednesday 19th of February, Professor Andy Field, the author of Discovering Sta>s>cs Using SPSS, came to Bangor to give a talk on “Are daleks or parents beEer at ins>lling childhood fears?“. Andy Field is a lecturer at Sussex University and a researcher in the field of Child Psychopathology. He focuses on how anxiety develops in childhood. In 2010 Professor Field won the Na>onal Teaching Fellowship, and in 2007 the Bri>sh Psychological Society Book Award for his book “Discovering Sta>s>cs using SPSS”. The book is well known and loved amongst students. If he is not working as a lecturer or a researcher he is playing the drums in a band called “Fracture PaEern” that released a CD in 2009 called “Splinters”. His talk about childhood fears took place in Thoday and started at 4pm. The talk was well-­‐aEended; most of the seats were filled. He started the talk with a video about Daleks who had abducted his wife, forcing him to aid the Daleks as they went about their mission of over taking the world!. The interac>on between the Daleks in the video and Professor Field looked like a real conversa>on and made the talk more interac>ve, and therefore also really interes>ng and funny. During the talk he also revealed some personal informa>on about his own childhood and current fears. AXer the talk everyone was invited to join the Psych Society and Professor Field at the pub to ask him a few more ques>ons. • 
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By Wiebke Tietje For anyone who is interested in finding out more informa4on about Andy Field, he is ac4ve in social networking and has his own homepage. discoveringsta>stcs. ProfAndyField @profandyfield blogspot.uk • 
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Time to Change (page 2) Psychology of Easter (page 4) St David’s Day (page 5) SVB experiences (page 6) EaCng disorders awareness (page 7) Self-­‐harm Awareness (page 9) Nightline Ball (page 10) PsychNews Book Reviews (page 11) Interview with Professor Judy Hutchings (page 12) Welsh EducaCon (page14) Easter recipes (page 15) Professor Andy Field BSc, D.Phil, CPsychol 1 Led by mental health chari>es Mind and Re-­‐think, Time to Change is a na>onwide campaign to end the s>gma and discrimina>on that s>ll surrounds mental illness. The effects of a mental illness can be as debilita>ng and painful as breaking your leg, but the effects are less obvious. One in four people will experience some kind of mental health issue at some point in their lives. Here are some facts and myths about mental illness to give you an idea of the challenges that an individual with a mental illness faces as they live with their condi>on: MYTH? -­‐ People with mental health illnesses are usually violent and unpredictable. FACT! – People with mental health illnesses are actually more likely to be the vic>ms of violent crime MYTH? -­‐ It’s easy for young people to talk to friends about their feelings. FACT! – Nearly 3 in 4 young people fear their peer’s reac>ons if they were to speak about their mental health problems MYTH? – People with mental health issues can’t work FACT! – You’re likely to have more than one person with a mental health problem working with you Those are only a very small selec>on of reasons why it is impera>ve that we as a society speak up about mental health. People who have a mental health condi>on oXen say that the s>gma and discrimina>on they face is a bigger burden than the condi>on itself. Isn’t that shocking? They face discrimina>on in the workplace, whereby they are oXen pushed to the side for a person without mental health problems as they’re viewed as a burden or a ‘risk’. This in turn has an adverse effect on society, as people with mental health problems are prevented in taking an ac>ve role in the economy. This is not a small issue. At the beginning of the Time to Change campaign, 87% of people surveyed reported that s>gma and discrimina>on against them because of their mental health issues had had a nega>ve impact on their life in some way. Considering that one in four people have a mental health issue, this is a huge por>on of our society. The university held a ceremony for the signing of the pledge. PsychNews Easter
2 Mental health problems should not be hidden because of shame and embarrassment. You can ensure that a friend, rela>ve or colleague is not afraid to speak up about their problems and they should be able to find help and support without fear of discrimina>on. SIGN THE PLEDGE NOW! hEp://www.>me-­‐to-­‐change.org.uk/pledgewall It’s really simple. Follow the link and sign your own personal pledge, make a video saying how you will help end s>gma and discrimina>on or you can choose a pre-­‐made pledge message. Every pledge counts! SPREAD THE WORD! Facebook, TwiEer and YouTube all have Time to Change accounts. Start a conversa>on; make a video or #TimetoChange. The more we talk about it, the less discrimina>on! YOU DON’T HAVE TO BE AN EXPERT! Tips on speaking to someone who you think may be having some mental health problems can be found at hEp://www.>me-­‐to-­‐change.org.uk/talk-­‐about-­‐mental-­‐health/>ps. But oXen the best thing is to listen, remind them that you care and be pa>ent. TALK! Remember, there is no more shame in having a mental health issue than there is in having a common cold. Talk about it, don’t be afraid to speak up. By Rhea Asfaw pledge signing was well aEended by The students and staff, including Unity LGBTW+ Chair, Nightline Coordinator & Deputy coordinator, SVB chair, Kate Tindle (Head of the Counselling Service), Cheryl and Fiona (Mental Health Advisors). Lead by Rhys Taylor (VP Educa>on and Welfare) – contact him at [email protected] or 01248388019 for more informa>on and for details about the exact contents of the pledge Signed by Time to Change Wales, Prof. Carol Tully (Pro Vice Chancellor for Students), and Rhys Taylor PsychNews Easter
3 Delving into the Psychology of Christmas in the last edi>on led us to thinking about our next favourite >me of the year; Easter. As jealous as I am knowing that some lucky Psychologist has the privilege of studying such delighrul topics (in a generally dismal and nega>ve field of science), the research that’s cropped up regarding chocolate eggs, cuddly ducklings and easter egg hunts has amazed me. So as Spring begins to enlighten Bangor (for a few weeks…), have a think about this fascina>ng research into the Psychology of Easter! We don’t care what it is; milk, white, dark or dairy free – the taste and sa>sfac>on we get from everyone’s favourite treat is what really maEers. Mar>n (2008) says that the possibili>es for behavioural change are endless when using chocolate – not only does the mere presence of a bar of Dairy Milk improve memory recall and ar>s>c apprecia>on, but his latest research suggests that even a chocolatey aroma in a lecture theatre will encourage students to revise more in that class (lecturers, take note…). Obviously chocolate also beEers our mood – Macht and Muller (2007) suggest that you should always have your favourite bar at the ready when watching a sad movie, as their research indicates that you can remain rela>vely emo>onally neutral when you have a Mars Bar by your side. In the days when chocolate was a biEer Aztec beverage, Hernan Cortes famously said “just one glass was sufficient to refresh a soldier for a whole day”. Which is a perfect excuse to get out doors aXer gorging on all those Easter eggs – eat as many as you can and then get out in the April sun, as Karp (2006) found that not only does chocolate keep you energe>c for longer, but it also keeps you ac>ve when you come inside. On the cuter side of the season, the role of animals has been acknowledged in Easter research. The famously ambiguous drawing that could either be a rabbit or a duck, is more likely to be judged as a rabbit around the Easter holidays, according to Brugger (1993). Strangely, this change in interpreta>on is actually more likely in adults than in children! Even the no>on of “at it like rabbits” has been explored, with Skinner (2006) finding that the reason we love bunnies around Easter is due to their ability to superfetate (that is, conceive whilst already pregnant), which gives us a sense of never-­‐ending rebirth and joy. Finally, we all know that like every other holiday, Easter isn’t what it’s made out to be. The disappointment you feel when you’ve seen weeks of adverts for supersized Easter eggs but receive a mediocre Creme Egg has been felt by us all. Cogni>ve Psychology has taken a stance on this, with Craddick (1962) finding that before Easter, children’s drawing of Easter eggs are much larger than the real thing, and aXer the season they are much smaller. This could either indicate efficient clever marke>ng and high expecta>ons, or just that you’re sick of chocolate by May and are trying to convince yourself that those leX over remnants are smaller than they actually are. Regardless of your feelings on Easter, enjoy the season and all of the wonderful behavioural change it induces. Whether you’re filling up on chocolate and using it as an excuse to run around, confusing your ducks with your bunnies, or completely misperceiving the size of an Easter egg, the holiday is an great >me to think about the lighter aspects of human behaviour. By Jakeyy Sallaway-­‐Costello PsychNews Easter
4 Those of you studying in Wales for the first >me this year may not realise that March 1st is St David’s Day (or, in Welsh, Dydd Gwyl Dewi). St David is the Patron Saint of Wales and was famous for making the ground rise up underneath him so that he could be seen and heard by a crowd that he was teaching. This is said to have happened in the now famous village of Llanddewi Brefi (yes, the very same village that is home to LiEle Britain’s Dafydd Thomas – Dafydd also means David). Some say that David founded the church at Glastonbury. St David is believed to have lived somewhere between year 500 and 589 and to have died on March 1st. As he died, it is believed that he urged people to live a good life and to: "Do ye the liEle things in life" ("Gwnewch y pethau bychain mewn bywyd"). This is apparently a well known saying in Wales, though not one that I am familiar with. As a child growing up in North Wales, I remember St David’s Day celebra>ons well. The primary school I aEended was bi-­‐lingual, so we were educated in both Welsh and English and kept Welsh tradi>ons. On March 1st each year there would be a Welsh concert, with singing and Dawnsio Gwerin (tradi>onal Welsh folk dancing). We would all dress in Welsh costume – large black hats and red woolen skirts with white aprons for the girls, and flat caps, checked shirts and waistcoats for the boys. Everyone got a daffodil (the flower of Wales) and a Welsh cake. Sadly, I can’t find a photo of me as a child celebra>ng St. David’s Day to accompany this ar>cle… By Dr Tracey Lloyd Welsh cakes and daffodils are a symbol of Welsh celebraCon. PsychNews Easter
5 Some of our contributors are ac>ve par>cipants in Student Volunteering Bangor. Here’s what two of them think about the schemes they take part in and what volunteering in their community means to them… Name Rhea Project Clwb Llinos Role Service for individuals with Down syndrome, providing a peer-­‐oriented kjhjhjhkjh environment for socialising and gaining independence What I love about Clwb Llinos Firstly, I don’t feel like I’m volunteering! It’s like going to the pub with your friends, chazng, enjoying food and good company. I’ve only been part of the project for a short >me but I already love it. It’s a really great service for the service users, as it gives them an opportunity to socialise with their peers and gain even more independence in their daily lives. On a personal level, it’s nice to feel like you’re possibly making a difference to someone’s life, and it’s good to use my spare >me usefully instead of just watching TV and online shopping! What I wish I could change about Clwb Llinos Not a lot! It’s a brilliant project run by 2 lovely project leaders, and we have a lot of fun doing it. The only thing I would change is Bangor! We all know that there’s not much to do in Bangor, which gives the project some limita>ons. A bowling alley would be great, and an extension of the SU building to have more space for projects would open doors for more chilled out evenings in, like watching a film or playing board games. Name Emma Project Hergest Role Weekly befriending sessions at Ysbyty Gwynedd’s Mental Heath ward, offering ac>vi>es such as cooking, arts and craXs, pampering, pool, table football and other games or just a friendly chat! What I love about Hergest As cliché as it sounds it’s an incredible feeling doing something for others even if it is just being there for them to talk to. We get such great feedback from the service user’s which makes it even more enjoyable! There’s something for everyone, volunteers and service users, and it’s a fantas>c opportunity! What I would change I’d love to be able to do more for the service users but unfortunately I have a while leX in educa>on before I can do this, but that’s why I’m here! Hopefully in a few years I’ll be able to make even more of a difference in mental health services! PsychNews Easter
6 To some of us, Easter can feel like one of the best >mes of the year! Lots of delicious chocolate, hot cross buns and a nice break from the stresses of uni life; but to others the thought of having to cope with an ea>ng disorder when everyone’s sharing round the chocolate can be daun>ng. All ea>ng disorders are different, but are oXen linked (not exclusively) with abnormal/irregular emo>ons, stress and self esteem issues. Everywhere we turn, we see examples of what we are taught is the “ideal image” – selling a lifestyle image which en>ces the audience to a make-­‐believe way of life. It’s wrong that we should feel pressured to look a certain way but unfortunately we do, in fact I cannot think of a single person (male or female) that is 100% happy with the way they look, and this simply isn’t right. Anorexia Nervosa Anorexia involves trying to keep weight as low as possible, oJen by ea4ng less and oJen over exercising. Those with Anorexia will oJen skip meals, punish themselves and avoid ‘bad’ foods. Symptoms: severe weight loss, stomach pains, cons>pa>on, fa>gue, amenorrhoea, hair falling out, unrealis>c mental representa>ons of the self, and perfec>onism. Signs: Excessive exercising, obsessive behaviours , being secre>ve, lying about ea>ng, trying to please everyone, cooking or Bulimia Nervosa preparing food for everyone else, wearing baggy clothes. Bulimia involves persistent thoughts about calories , diets and ways of geOng rid food that has already eaten. Bulimia is more common than anorexia and is easier to hide as body weight usually remains the same. Symptoms: Stomach pains, amenorrhoea, mouth infec>ons, cons>pa>on, dehydra>on, fain>ng, kidney and bowel problems, feeling emo>onal and depressed, feeling out of control, and having mood swings. Signs: Taking laxa>ves or purging to get rid of already eaten food, unrealis>c representa>on of the self, ea>ng large amounts of food and being secre>ve or lying. Binge ea>ng Binge ea4ng involves feeling compelled to eat large amounts of food in short periods of 4me. There is oJen a feeling of no control during these binges. The individual may also snack and pick at food throughout the day. “An eaCng disorder is used as a coping mechanism, it can be addicCve, it can isolate sufferers from their family and friends” – Anon. PsychNews Easter
7 MYTH -­‐ “Only girls have ea>ng disorders” TRUTH -­‐ Anyone can have an ea>ng disorder; there has been a rise in the amount of males having ea>ng disorders. Specifically, males make up 25% of people with anorexia and bulimia nervosa and 40% of binge ea>ng disorders . MYTH -­‐ “ There’s nothing wrong with wan>ng to lose weight” TRUTH -­‐ Die>ng and weight loss is a part of life, and most of us have tried a diet at some. However it can become a problem when the feelings and die>ng ac>vi>es centralise. Thoughts and feelings that involve the person feeling overweight (even though they are oXen not) can lead to harmful behaviours. MYTH -­‐ “It’s just a phase” TRUTH -­‐ ED’s are not about seeking aEen>on and people go to great lengths to avoid people knowing about them. An ea>ng disorder is a serious mental illness that can result in death. Ea>ng disorders take a long >me to overcome and those suffering need non-­‐judgmental support. If you are concerned with whether you may have an ea>ng disorder try to honestly answer the five ques>ons asked by doctors: Do you ever make yourself sick because you feel uncomfortably full? Do you worry you have lost control over how much you eat? Have you recently lost more than one stone in a three-­‐month period? Do you believe yourself to be fat when others say you are too thin? Would you say that food dominates your life? Although the informa>on in this ar>cle has come from reliable sources, it should not be used to self diagnose. If you are worried about yourself or others in regards to anything men>oned on this page please contact: Beat Helpline 08456 341414 EDS Helpline 01494 793223 Nightline 01248 383880 By Emma Acford PsychNews Easter
8 The Cadarn Skills Centre regularly present talks on a variety of subjects. On the 18th February at Venue Cymru in Llandudno, Bangor’s very own Dr Michaela Swales delivered a talk on young people, adolescents and self-­‐harm. A senior psychology lecturer, Dr Swales’ is involved in psychopathology; par>cuarly developmental disabili>es in adolescents. S h e a l s o w o r k s t o i m p r o v e t h e effec>veness of dialec>cal behaviour therapy and the treatment of borderline personality disorder. Dr Swales’ focus of the evening was self-­‐
harm in young people and adolescents. The term self-­‐harm refers to a deliberate act of injuring oneself; this can include self-­‐
poisoning (usually in the form of overdosing) and self-­‐injury (usually in the form of cuzng). It was highlighted that although young people may harm themselves by drinking too much or taking drugs, these acts are not usually a means of deliberately harming themselves. Par>cular aEen>on was drawn to the assump>ons people make about the mo>va>ons of someone who self-­‐harms. Some people are not aware of what will harm their body – this is especially true of young people. An example of this, given by Dr Swales, was of someone taking an overdose on an>bio>cs – this overdose did not harm the young person but the inten>on was there. The act was not an aEen>on seeking act, even though the young person was not physically hurt in the process. This then leads on the popular no>on that self-­‐harming is an aEen>on seeking behaviour. The aztude of believing it is aEen>on-­‐seeking oXen stops a young person from coming forth to talk about their problems, therefore encouraging self-­‐harm It was acknowledged that although self-­‐harm can become the core problem, this isn’t usually the case in the beginning – the problem is why the young person is self-­‐harming (i.e. if a young person is being bullied, they may go on to harm themselves). This would be the basis for treatment – looking for solu>ons, whether they are prac>cal or emo>on based, to feelings or events that led someone to self-­‐
harm. The treatment of self-­‐harm can be difficult, especially as a lot of young people who self-­‐harm do so in secret. There is the s>gma aEached to their behaviour which makes it more difficult for a young person to seek help. Dr Michaela Swales at the Self Awareness evening PsychNews Easter
9 When someone does disclose that they have been hur>ng themselves, it can take a lot of emo>onal energy for them to do so. If self-­‐harm is being done as a means of gezng support, the individual engaging in this s>ll warrants valida>on, acknowledgement and support. As Dr. Swales pointed out, someone who is harming themselves in this manner is s>ll suffering and deserves gentle understanding. Dr. Swales also talked about how self-­‐harm has helped some young people in a posi>ve way. The act of harming themselves (usually cuzng) can actually help the young person deal with difficult and intense emo>ons that they feel they cannot express any other way. Some medical professionals now encourage safe self-­‐harm (clean equipment and so forth) to those already self-­‐harming, rather than focusing en>rely on stopping the behaviour. Ideally, the ul>mate goal would be to have a young person in a posi>on where they no longer feel the need to hurt themselves. This is done through a range of different means, including talking therapies, self-­‐management and family support. By Louise Brinton If you are worried about yourself or someone you know, then it may be a good idea to seek some addi4onal support. This can be through a trusted friend, family member, colleague or GP. For more informa4on on self-­‐harm, please visit hEp://www.nhs.uk/condi>ons/Self-­‐injury/Pages/Introduc>on.aspx hXp://cadarnskillscentre.ac.uk/ Nightline 40th Anniversary Ball!
On February 27th, Bangor Nightline celebrated their 40th Anniversary in style with a Classic Hollywood themed ball. The ball was a collabora>ve effort between the anonymous volunteers of Nightline, RAG, Stage Crew, DJ Society, Bangor University Jazz Band, Bar Uno, Student Cut Films, and Photo Soc. Students and Nightline alumni came dressed to the nines, spending the night dancing to jazz classics. Bangor Nightline was established in 1974, the 10th Nightline in the UK. Originally set up to help prevent student suicides, Bangor Nightline has developed into a society spearheading campaigns targe>ng the all-­‐
round welfare of students, from ‘Walk Home Safe’ campaigns, to Sexual Consent campaigns, to giving students the opportunity to unwind through social events such as the ball. Bangor Nightline is a listening and informa>on service, run by Bangor students, for Bangor students. Lines are open from 8pm-­‐8am, every night of term. Volunteers are able to provide callers with listening support (for things like homesickness and rela>onship problems) and informa>on services (for things like taxi numbers, exam >metables, and other support services). Nightline’s new contact number is 01248 38 38 80. By Jenny Waymont PsychNews Easter
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Psych News’ resident book worm gives us the inside news on psychology related literature. Here’s what she recommends for this semester’s reading. The Ministry of Thin Emma Woolf Have you ever no>ced how every >me you watch adverts in the short period from your escape from reality, you’re suddenly brought back to the world of perfec>on, weight and die>ng. You may try to avoid it, but you can’t go for walk without being bombarded with die>ng related posters such as slimming clubs sign posted on every street corner or low fat products on billboards; even in the hair dresses or doctor’s wai>ng room you are not safe. It’s no wonder that so many of us are insecure as we live in a world obsessed with our bodies and what food we use to fuel them. In Emma Woolf’s book ‘The Ministry of Thin’, Emma explores the controversial, up to date obsession with weight loss and exactly how perfec>on got out of control. Why is it that for some of us food is associated with guilt? Why are so many of us at war with our bodies? Why do so many of us have this unhealthy desire to be thin despite all the costs. Emma talks from experience, and I just kept finding myself saying “yes that's so me”, rela>ng it to how I feel or think. I feel this book had a big impact on me and I just want to pass on this feeling. It really made me think about how we are affected by the world around us. A feminist must read. Also if you liked this book you may also want to read “Hunger Strike”-­‐ Susie Orbach or “Fat is a Feminist Issue’. Life Size Jenefer Shute I’d read this book again. This book gives you the key to dark, mordantly funny insight into the anorexic mind of Josie, a twenty five year old being hospitalised; the dreaded situa>on many people with anorexia label with both terror and relief. The narra>ve switches a lot. You’ll find yourself looking back and forth between Josie’s past memories and present ones , which give the you an insight to the reasons as to why Josie has become the way she is. You’re leX to come up with your own conclusions. I found it gripping from start to finish. Explains carefully what it is like to be anorexic. Highly recommend for sufferers, parents and academics. By Yasmin Smurfa Ruddick PsychNews Easter
11 Professor Judy Hutchings, Director of Centre for Evidence Based Early Interven>on (CEBEI), is a great example of research excellence here at Bangor, as not only has she dedicated her life to researching support for disadvantaged families and children with behaviour problems, but has also been awarded an OBE in recogni>on of her services to children and families. CEBEI was established in 1996, and was known as the Bangor Child Behaviour Project which focused on families with children with severe behaviour problems, using an evidence-­‐based interven>on programme. Due the success of the Incredible Years (IY) parent, teacher and child programmes, the centre became known as the Incredible Years Wales centre in 2003. Since then the centre has grown and now helps children and families not only in Wales but parts of South Africa, Jamaica and other countries. In 2011 the centre became known as the CEBEI and its most recent research has focused on the KiVa an>-­‐bullying programme, which has already seen success across Wales and England. The aforemen>oned programmes and achievements are just a small part of what Judy and her team do Can you tell us a liXle bit about yourself and how you decided to become a psychologist? I did a psychology degree by accident because I leX school, went to work, had a child and decided I wanted to be a teacher but I only had A-­‐levels in maths and physics which I didn’t want to teach. The only other subject you could do where you didn’t have to have a specific A-­‐Level was psychology so I signed up for the psychology degree at Birbeck College in London. Then I did a masters in Occupa>onal Psychology aXer which I had the opportunity to work as a researcher at what is now Thames Valley University. AXer mee>ng my husband, who worked locally, we married 40 years ago and I moved here and worked at the university as a careers adviser. I soon joined the health service and became a clinical psychologist. I have always had interest in children with behaviour problems and disadvantaged families that are struggling with all sorts of challenges, so back in the 70’s I got to work with child protec>on agencies across Gwynedd and Anglesey, looking at the different paEerns of paren>ng that were associated with risk. Then in 1988 I got my first joint appointment with the university and was based part-­‐>me in Bangor whilst also working in the health service. This led to me being given the opportunity to start research programmes at Southampton University, comparing two paren>ng programmes. I think one thing is having the programme, but a lot of it is about having the skills that leaders of the groups need to be able to keep challenging families on board so this is focus on the process of delivery. I say it is one third in the manual and two thirds is group leader skills which are all the psychological skills such as Rogerian counselling skills, knowledge of Social Learning Theory (SLT), knowledge of what will be effec>ve in child management and the knowledge of how to help people change their behaviour. Professor Judy Hutchings, OBE Incredible Years Project PsychNews Easter
12 Where did your mo[va[on come from? I grew up in a very Labour family, so my grandmother was the only labour counsellor in the whole of east Devon, which was very conserva>ve, so I grew up learning that my job is to do things to support and improve other people’s lives; which is why I think I have focused on working with disadvantaged families. When I started working in clinical psychology, there were no clinics so we used to do home visits to people; seeing people’s home lives. Many trainee clinical psychologists sit in clinics and people come to them; I don’t think you can learn much about the challenges facing families in that way. What do you see as the next big challenge for you and the centre? The main challenge for me is making sure the Centre has a future because I am 70 this year and I am keen to see the work con>nue. I am keen to see that we become more main stream in the department. The most important thing for me is to see the work con>nue. I don’t par>cularly see myself as a future main grant applicant because I am part-­‐>me and the other work I do in Cape Town and other places takes a fair bit of my >me. What would be your take home message for students who are taking a psychology degree? Make sure you learn about behaviour change. I have just wriEen an ar>cle about it because everybody needs to know about behaviour change, as for example doctors need to know about behaviour change. They can’t even make people take pills reliably every day; so everybody needs to know about the underpinnings of behaviour change. Make sure that when you come out of your degree you know the ways in which psychology can contribute to helping people make beEer choices and achieve more of the things that are good for them. How did you and the centre become as successful as you are today? I was very lucky I think because due to the success of the IY programme, the Welsh Government became interested in our work, so for the last seven years they have funded free training for every authority in Wales to deliver the programme across Wales and funded us to do it because of our evidence of how successful it is. I am a clinical psychologist not a policy maker, I start from the boEom-­‐up because you got to have someone that makes a commitment to something to make it happen, try it, get the evidence and publish it so dissemina>on of the results is key to having an impact on policy. I take it the success of your research has been recognised outside Wales? Absolutely. I have done a project in England with the paren>ng programme for 8 to 12 year olds funded by the Westminster government and I helped Birmingham deliver their Brighter Futures project. What would be your advice to students who are planning to do clinical psychology? I think I was lucky at the >me because it was the >me of expansion of clinical psychology and they weren’t that many clinical psychologists. The compe>>on to become a Clinical psychologist is tough but I think that it is important to recognise that there have been changes in the health services in the last years crea>ng a lot more opportuni>es. I think it is important to remember that other specialists such as teachers and nurses, psychologists also work to support people so, while clinical psychology is now extremely compe>>ve area, there are many other ways to help people. By Elvis Balabka PsychNews Easter
13 Dwi caru Cymru achos dwi wrth fy modd dysgu a siarad Cymraeg! This is what I proudly said last month whilst being filmed as part of Coleg Menai’s video celebra>ng Diwrnod Santes Dwynwen, in which learners across North Wales were asked why they love their country. My answer, amongst many possibili>es, was that I love Wales because I love learning and speaking Welsh. I can’t begin to count the number of >mes that a fellow student, member of staff or Bangor na>ve has been shocked at my choice to learn the language during my >me at university. But why should they be? Cymraeg is a vibrant, ever growing language that is central to centuries of Cel>c culture, and has broken through into the modern age. Bilingual emailing, Welsh-­‐medium degrees and government support have facilitated the language’s transforma>on from a tradi>onal, ancient mother tongue into a modern, economically beneficial skill that can be appreciated by people all over the UK. When we think back to our days at school, we remember the German teacher that had never been to Germany, and the French tutor that didn’t know the meaning of “voulez-­‐vous coucher avec moi?”. We think of the endless hours spent conjuga>ng verbs that you would never use in normal conversa>on. Welsh language educa>on is nothing like that. The tutors that I have had the privilege of being taught by over the past two years are not only na>ve speakers and linguis>c experts, but have a passion for their language and a drive to inspire others to enjoy it as well. They build upon their own experience of learning the language as a mother tongue, to develop exci>ng and meaningful lessons that enable you to use your Welsh confidently in everyday life. The courses involve trips to local places of Welsh culture, compe>>ons and chances to meet other learners to prac>ce your skills without fear of the other conversa>onalist talking too fast! Most importantly, you leave every lesson knowing that you’ve learned something new that you can then use to be an ac>ve member of the North Wales community. Lessons are offered by both the university and Coleg Menai – I have taken courses at both and found them to be equally interes>ng, interac>ve and inspiring. Bangor University students are en>tled to a reduc>on in fees, meaning that weekly lessons can cost as liEle as £1 per session. Learners also have the opportunity to take op>onal tests at the end of their course in order to aEain qualifica>ons to evidence their language skills, in addi>on to being able to claim BEA credits for their commitment. I would highly recommend Welsh language learning as a fascina>ng, diverse hobby for anybody interested in culture, linguis>cs or personal development. Dwi'n edrych ymlaen ar weld i chi yn fuan! By Jakeyy Sallaway-­‐Costello PsychNews Easter
14 Hot Cross Muffin Buns Chocolate Brownie Chunks with a Chocolate Dip Ingredients 200g dark chocolate, broken into chunks 100g milk chocolate, broken into chunks 85g buEer 100g light muscovado sugar 85g dark muscovado sugar 3 large eggs 140g plain flour 140g chopped walnuts 200g natural yoghurt Method 1. Preheat oven to 180c/160c fan and line a 20cm square baking >n with baking parchment 2. Melt 100g of dark chocolate, all of the milk chocolate and the buEer in a bowl over a pan of simmering water 3. Take the chocolate off the heat and add in the sugars. Leave to cool 4. S>r the eggs into the chocolate mix (make sure it’s cool or the eggs will scramble!) followed by the flour, walnuts and a pinch of salt 5. Pour the mix evenly into the >n and bake for 25-­‐30 mins. Cool in the >n. 6. For the dip, melt the remaining dark chocolate as above, then s>r in the yoghurt and chill. Cut the brownies into chunks and spoon the dip into a small bowl. Enjoy your chocolate feast! Ingredients 450g strong white bread flour 50g cold buEer, cut into cubes 7g packet of fast ac>on yeast 2tsp mixed spice 50g golden caster sugar 1 lemon, grated zest 250ml tepid milk 2 large eggs 200g dried mixed fruit 2tbsp plain flour 5-­‐6tsp cold water golden syrup Method 1. Put the flour in a bowl and rub in the buEer using your hands. S>r in the yeast, mixed spice, sugar and lemon zest, then mix in the milk and the eggs. Knead the mixture for 10 mins then cover with a tea towel and leave to rise for an hour (or un>l it has doubled in size) 2. Pat the dough into a large flat circle on a lightly floured surface and then >p the fruits into the middle and encase them with the dough. Knead the fruit in evenly and then shape into 9 balls 3. Cut 9 14cm squares of baking parchment and line a muffin >n with it. Drop in the balls of dough and cover with oiled cling film un>l doubled in size again. Preheat the oven to 200c/180c fan while you wait 4. Brush the buns with milk. Mix the plain flour and water together, then pipe crosses over the buns. Bake for 15 mins or un>l golden. Brush with golden syrup while warm, then enjoy once cool! By Rhea Asfaw PsychNews Easter
15 Join Student Volunteering Bangor! There’s a massive array of projects offered by Student Volunteering catering for many interests, whether they be sports, the environment, children’s projects, vulnerable adults and elderly persons projects. Not many universi>es offer this level of volunteering opportuni>es which makes Bangor preEy special! Volunteering is a great way to use your spare >me usefully and it makes you feel good too! But most importantly it allows service users to take part in ac>vi>es that may not otherwise be offered due to funding issues or availability. Projects are free to join and take part in. Signing up to hear when volunteering opportuni>es within SVB arise is really simple. Go to bangorstudents.com/volunteer to find informa>on about the projects that are currently offered and sign up for email updates for opportuni>es. We hope to see you soon! Emma & Rhea. Becoming a Peer Guide! Peer guiding is a great way to give back to your university, and show how much you appreciate the help you received in your first few months at Bangor. A varied, interes>ng and highly enjoyable role, you’ll be buddied up to a small group of new students, be invited to all sorts of events, and be offered some brilliant opportuni>es. In addi>on to a month of fun, you’ll be awarded BEA points and be among the first to hear of any exci>ng volunteering opportuni>es and paid work offered by the university. The School of Psychology are s>ll recrui>ng for September 2014. Simply log into hEps://my.bangor.ac.uk/handbook/content and follow the links from there! Contribute to PsychNews! We are looking for exci>ng, innova>ve people to join our team! It’s not much of a >me commitment, just tell us what you’d like to write about and get busy! Planning for the next edi>on will begin in September, but in the mean >me, we’d love to hear your ideas. If you’re interested in student media, have a passion for wri>ng or simply love Psychology, let us know by emailing Dr Tracey Lloyd at [email protected]. We are also looking for someone that’s good with graphics to help us design the newsleEer – so if you’re looking for something special to add to their CV, let us know! From Emma, Rhea, Wiebke, Elvis, Yasmin, Jakeyy, Louise & Jenny J PsychNews Easter
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