What was required?

In the Department of Language and Communication Science, first year Speech and Language Therapy and Human Communication students receive service user teaching within their Social Context module (Module Leader: Abigail Levin). This module covers the main populations with associated issues that practitioners in public health, social and education services would experience. This year, a new initiative involved exploring the needs of young people and teenagers. Topics included the diverse range of experiences related to teenagers with associated references to the media. The high association of language and literacy problems within the young offender population was also discussed. To engage the students further, a group on young people from Fortismere comprehensive school in North London were interviewed, and their comments were recorded. Zoe Judge, Assistant Head of Fortismere school presented the lecture with Celia Harding, LCS.

How did it go?

Using the comments made by the school students , supplemented with discussion from Zoe enabled the LCS students to engage with the more theoretical concepts through discourse. Students commented after the lecture, sharing relevant resources with post lecture discussions. Students also were able to reflect during the session on what were the key issues relevant for future health, education and social care practitioners.

What worked well?

Providing this lecture supported by an additional speaker and the teenagers quotes made the lecture accessible for the LCS students. A strong discussion between lecturers and students was evident from the start, with a major focus around how to minimise exclusion. As this was a successful lecture, negotiations are underway with the school to reflect on how to extend this material in next year’s teaching through direct contact between LCS and Fortismere students. In addition, more work on reflecting on how to engage with young people in accessing support from education, health and social services in a timely way  would be a useful method of supporting early clinical skill development.