4.4 Maintaining effective relationships
An effective relationship may begin with you sharing some information about yourself with your learner to help create a trusting environment (Bennett, Stone and Payne, 2022). Knowing the learner, any specific support needs, and how they like to be contacted, can be established in enrolment documents, a learner record, initial email or conversation. At initial contact you may ask learners how they prefer to be contacted and discuss their specific support needs.
Mental health problems can influence how a learner prefers to study. Some learners may not want to give presentations or may have a preferred place to sit in face-to-face sessions or could need additional help in the period up to assessment deadlines.
Other learners may want to discuss assessment feedback or might find additional reassurance useful because of a lack of confidence or being unable to attend in-person sessions or online tutorials.
A key consideration is to always ask learners what support has worked well for them in the past, and what help they feel they need. They know themselves best and are their own ‘experts’. Such enquiry can also help to make learners feel listened to, valued, included and empowered.
Empathy, the ability to imagine and share in what a person is thinking and feeling, is another important element of effective relationships with your learner. This quality will be discussed in more detail in Week 3, but the next activity introduces the idea of empathy charts, maps or grids that can be used as a tool for exploring learners’ thoughts and feeling (the empathy map will also be covered in a bit more detail in Week 3).
Activity 5 Supporting learners with empathy mapping
Empathy charts, or grids, like the ones below are often used to help explore what you think a person may be thinking or feeling and how you might respond.
Read Case studies 2 (Nicola) and 3 (Sam) again in the following document: Case studies. In this activity you will complete one of the empathy mapping diagrams provided. This will enable you to explore what the learners may be thinking and feeling and what you, as an educator, could do to support them.
- Using the below mapping diagram, write into each of the three sections to show what you think Nicola may be thinking and feeling. Then in the ‘Does’ section, write what you think you could do as an educator to support Nicola.
- Now do the same for Sam, using the diagram below.
Comment
In Case study 2, Nicola has been diagnosed with mild or moderate depression. As her educator you could discuss which specific academic skills may be helpful for her to develop, such as essay planning and writing, to make the completion of assignments easier. You could also work together to create a study timetable, identifying times when she feels more energy and/or motivation for studying, as well as times for rest, taking breaks, and spending time with her family. If appropriate, you could also offer additional support sessions or tutorials, or extra time to complete assessments. Sometimes flexibility is a required adjustment by law. In the UK, the Equality Act 2010 requires that education and training providers make reasonable adjustments in terms of facilities, assistive technology, or support services to ensure learners are able to make the most of their education and training (Disability Rights UK, 2022). It would be helpful to search for any relevant laws and policies regarding reasonable adjustments in your own country if you live outside the UK.
In Case study 3, Sam has been diagnosed with Generalised Anxiety Disorder (GAD), characterised by constant worrying, a sense of dread and difficulty concentrating (see the Mind website for more information) but also a clear motivation to study. You might explore with Sam potential stressful situations that could trigger anxiety, such as impending exams or assignment deadlines, and what anxiety-reducing or relaxation strategies Sam has found helpful in the past. You could discuss other probable educational scenarios, such as how comfortable Sam is with being asked perceived ‘on the spot’ questions, or asked to participate in group activities, and how best to manage any group work. You could also discuss strategies for managing extreme anxiety and/or a panic attack, such as seating preferences and how to leave the session quickly without causing disruption. In this way you are showing that you take Sam’s anxiety seriously and, by keeping lines of communication open, you can help identify ongoing support needs.
Remember, there are many different definitions of mental health so it’s important to know what your learner’s understanding is and to know how to identify warning signs for poor mental health. Utilise resources and support services and encourage your learners to support themselves by developing coping skills, as appropriate. However, if you have any serious concerns about a learner’s mental health and safety always seek support from relevant colleagues, such as the designated safeguarding and/or welfare officer or your line manager.