RAPPORT
Issue 5 (August 2020)
I was required to employ. I felt
compelled to spend a lot of time
following-up on the tutorial and
reflecting on how I might be better
prepared for future interactions of
this type. (Portfolio 27, CS 3)
It is sometimes difficult for the tutor to be
able to know how to address complex
personal problems that are shared:
With so many issues emerging in
one conversation, I felt out of my
depth (Portfolio 19, CS 6)
The relationship between personal tutor
and tutee is at times tough in terms of
what is heard:
A wide range of risk factors in
relation to attempted/suicide have
been identified including mental
health problems, family background,
relationship breakdowns and
childhood experiences. Over a
period, Jane discussed several of
these areas with me and I found
some of her experience distressing
to hear. (Portfolio 9, CS 2)
Many personal tutors are only too aware
of the emotional risks of poor listening:
without allowing this student to 'off
load' and discuss at length their
concerns, they may have been at
risk of leaving early (Portfolio 23,
CS1).
The responsibility often falls back on the
personal tutor which reveals a need for a
wide support framework as well as an
avenue for personal tutors to seek help
themselves. Students often need time,
and for tutors paying 'emotionally
intelligent attention' (Portfolio 3, CS1)
through attentive listening, stress and
strain can often surface for tutors,
particularly when such listening demands
more time than allocated.
Filling the gaps
Through listening, personal tutors allowed
tutees to reveal things that were helpful
for finding the correct support:
'The student shared a lot of personal
information about his background ….
This was an emotional conversation
and disclosure of substantial
information which he may not have
felt comfortable discussing with
professional services or a tutor he
didn’t know … I was able to offer the
additional time needed to ensure the
student had felt they had disclosed
sufficient information to provide
background.' (Portfolio 29, CS 5)
Concerns are raised about particular gaps
experienced by tutees: gaps over support
for tutees over vacation time is a worry,
especially when tutors may be on
fractional contracts:
As a tutor (and a zero-hour contract
tutor as well) I am not paid to support
students over holiday periods, yet I
feel that I should be there if needed
…. For someone like Jane, I am a
strand in her coping strategy – if one
strand is cut the cord is weakened
and could this ultimately lead to her
collapse or am I taking too much
personal responsibility? (Portfolio 9,
CS 3)
Concerns are raised about students who
miss their initial personal tutoring
sessions and therefore lack information
and/or relationship-building:
'What is apparent is that we need a
mechanism to identify students
missing their initial Semester one 1-1
feedback meeting and systematically
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