1. Developing creative practice through multi-media learning: Linking theory and research Dr Sandra Dunsmuir Emma Sheffield Educational Psychology Group Thursday 3 rd April 2014

2. Grant from UCL SLMS Education Innovation Fund (2013) To develop a course unit for trainee educational psychologists to help them: Learn how to tailor evidence-based therapies (in particular CBT) to ensure maximal child engagement and motivation to participate Apply theory and research about multi-media learning to enhance child learning and improve their understanding of more abstract constructs addressed in therapy Learn to develop and adapt multi-media resources for use in therapy to ensure the content and presentation is salient, authentic, appealing and draws on the knowledge- base with regard to children’s learning

3. Presentation structure: 1.Delivering psychological therapies with children and young people 2.The use of multi-media to support learning 3.Access to a web-based resource bank – a student perspective 4.Adaptation of multi-media resources for use in therapy – an example of creativity in practice

4. 1. Delivering psychological therapies with children and young people Adapting CBT for children and young people Engagement and motivation Working with systems Overcoming developmental limitations

5. Do students learn more deeply from words and pictures than from words alone? Mayer’s (2005) cognitive theory of multimedia learning – applies to both child and adult learners.

6. Cognitive Theory of Multimedia Learning (Mayer, 2005) wordswords picturespictures earsears eyeseyes prior knowledge soundssounds verbal model imagesimages pictorial model Multimedia Presentation Sensory Memory Working Memory Long-Term Memory integratingintegrating media selection media organization

7. 2. The use of multi-media to support learning Video Animation Photos Illustrations Games Digital storytelling Therapeutic storytelling Involves building mental representations from words (language or text) and pictures.

8. 3. Access to a web-based resource bank – a student perspective Support to the resource bank facilitated: Application of psychological theory Engagement of CYP Creativity Confidence

9. Working creatively Go to http://www.ucl.ac.uk/ep-resources/http://www.ucl.ac.uk/ep-resources/ to access a range of resources that can be used to support delivery of psychological therapies and assist pupil engagement

10. 4. Adaptation of multi-media resources for use in therapy – an example of creativity in practice Low mood Speech and Language difficulties Resources needed to be practical and accessible

11. Psycho-education resources

12. Adaptation of a CBT tool Thoughts Feelings (body sensations) Feelings (emotions) Behaviour

14. Assessment of competence: CBT skills 5.15 Provides a clear rationale for selection of a case to receive a cognitive behavioural intervention, based on research evidence 5.16 Presents key aspects of assessment and cognitive case formulation, presented within recognised CBT frameworks 5.17 Devises and delivers a programme of at least 8 sessions based on the cognitive case formulation 5.18 Demonstrates creativity through development and adaptation of resources (e.g. video, photographs, booklets, games), tailored to individual child skills and interests, to engage them, assist understanding of the CBT model and facilitate guided discovery 5.19 Produces appropriate resources to support the delivery of a CBT intervention 5.20 Evaluates the effectiveness of the CBT intervention, drawing on measures of cognitive change (behavioural and affective measures can be used additionally)

15. Evaluation: indicators of success Improvement in quality of resources produced to support CBT interventions (evaluated by course tutors with reference to assessment criteria within submitted assignments). Post-course assessment showing improved tailoring of interventions by students and increased confidence in doing so (evaluated by course tutors and student self-report). Improved outcomes for children and young people evaluated using a range of pre- and post- intervention measures.

16. Conclusions Student engagement and participation Potential of multi-media learning Application of a competence framework Embedded, multi-faceted evaluation to inform –Understanding of student learning processes –Improvement of curriculum design and delivery –Staff professional development objectives –The further development of evidence-based practice in teaching and learning