Research Ethics
to outcomes that produce change. This paper outlines the process of introducing this‘ new thing’ and evaluates its outcomes. It begins by setting out the background to the development of the session and the ethical considerations involved. It goes on to explain why it was important to introduce a focus on wellbeing, and how the session used technology and collaborative, panel-style discussion to support the session’ s aims. Following discussion of session design and implementation, the paper evaluates the session and explains how it has informed practice in the Law School, including the introduction of our new Legal Essentials module, which takes a holistic approach to Law School induction and legal skills development.
Research Ethics
It’ s OK not to be OK was initially conceived during a joint Law and Psychology research project at Keele, called Why Not Me? This project examined the factors that impacted on students’ academic identity, sense of belonging, and wellbeing( Skipper and Fay, 2019). The literature review for Why Not Me? revealed significant issues affecting Law students in particular( see Law Student Wellbeing section), which prompted a discussion in the Law School about how these might be addressed alongside the Why Not Me? research. This discussion led to the design and delivery of It’ s OK not to be OK. This work was supported by the Head of School, the Law School’ s Learning Development Tutor, and Level 4 module leaders. The session design was led by Law School colleagues with experience in student counselling, pastoral care provision, and mental health research.
The session sought to raise first years’ awareness that studying Law can present challenges to their wellbeing; to remove the stigma attached to experiencing these challenges; and to show students how they can look after themselves and each other. In recognition of the difficulties highlighted in the literature, the Law School had already introduced the Look After Your Mate session( Student Minds, 2016) during Induction Week in 2018. Look After Your Mate shows students how they can support each other through emotional or psychological difficulties. The session must be delivered by staff who have undergone the Student Minds training, which has a cost. We wanted to develop a session that would complement the messages of Look After Your Mate but would also take it further and integrate wellbeing awareness into student learning and achievement. We recognised the link between wellbeing, learning and achievement, but at the time the link was not being made explicit to students at School level.
For session delivery, we had panel members who were willing to share their own experiences with students, to remove stigma and to show students that staff understand their difficulties. Members included Level 4 core module leads; our Level 4 Graduate Teaching Assistant and Keele alumna; and the Learning Development Tutor who also teaches some Law subjects, as well as having a pastoral role. Research indicates that collaboration between subject teachers and learning development staff can impact positively on achievement and retention( Butters et al, 2013), and this is very much the approach taken in the Law School.
The session was delivered in a vacant Level 4 lecture slot, but it was advertised( by email and flyers) to students as being separate from their Level 4 modules. Students were advised beforehand what the session would involve; that participation was voluntary, and attendance would not be recorded; that the session itself would not be recorded; and that their anonymous, whole-cohort responses to the Mentimeter polling would be used as part of an ongoing research project. At the start of the session they were reminded of this and reassured that they were free to decide whether to take part; to answer all, some, or none of the Mentimeter questions; and that they could leave at any time.
The session sought to achieve three main outcomes:
• To raise first year Law students’ awareness that studying Law can be challenging psychologically for everyone;
• To remove the stigma attached to experiencing difficulties with mental wellbeing; and
• To show students how they can look after themselves and each other – and to see the Law School as a supportive community.
The post-session support available to students( both internal and external to Keele) was flagged up towards the end of the session, with contacts and weblinks displayed using PowerPoint. We also
50