RAPPORT
Issue 5 (August 2020)
mechanisms. This distance has brought
challenges in providing student support
that may not be easily resolvable
precisely because the student is at a
distance:
There seems to be a disconnect
between AAs and students at this
time, as another member of staff is
the first point of contact when issues
arise in placement. (Portfolio 8, CS3)
Students were found to be feeling isolated
whilst on placement which can magnify
their academic concerns and beliefs
about their abilities:
She appreciated the support I gave
her, as her main worry and concern
was that she was feeling a bit
lonely …she was starting to
hesitate whether she was capable
of doing a good job… rather than
believing that she could overcome
this challenge as she had not set a
learning goal. (Portfolio 15, CS 3)
Students who feel isolated may struggle
to identify workplace support especially
where a poor relationship with their
supervisor is either the cause of, or
contributing to, their perceived isolation:
she had not developed a strong
relationship with her supervisor and
generally felt awkward around her.
(Portfolio 1, CS1)
It is important that student-AA
relationships are continued throughout
this vulnerable period, not least because
students are unlikely to confide in those
with whom they don’t have a good
relationship:
the absence of the academic or
person with a relationship with the
student could result in students
falling through the gaps in the
system…The fact that the student
felt able to tell me what had
happened shows the importance of
relationship building and trust.
(Portfolio 22, CS 1)
AAs can also be instrumental in helping
the student build or restore their
workplace relationships:
We discussed her feelings/
experience and considered her part
in the relationship with the
supervisor. We agreed that she
would increase the contact she had
with her, including requesting more
meetings, emailing updates about
her work etc. (Portfolio 1, CS1)
and build other supportive relationships:
also discussed the possibility of her
identifying an informal supervisor by
approaching a member of staff who
she interacts with on a daily basis at
work. (Portfolio 1, CS1)
There is a necessity therefore for AA proaction
in keeping abreast of evolving
situations, offering advice in a preventative
capacity:
[to] make a concerted attempt to
keep these lines of communication
open with regular emails and
informal contact to remind students
that I am available if they are
experiencing difficulties and need to
get in touch. (Portfolio 8, CS 3)
Such pro-active engagement is heavily
dependent upon the university
acknowledging and meeting resource
need, as well as providing appropriate
structures and policy to support and
shape AA activity. Making contact and
carrying out placement visits to the
workplace is a staff time cost to
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