Abstracts and awards from the DARTP Conference 2022Improving resilience
in the classroom with the Hummingbird ProjectInclusive curriculum
development with a Black, Asian and minority ethnic student advisory
panelThe experiences of Black Asian and Minority Ethnic students studying
psychology in the U.K and the development of an online decolonising the
psychology curriculum and pedagogies toolkitStaying sonnected: a toolkit to
support student groupworkImposter syndrome and sense of belongingImproving
accessibility and inclusion for students on an open, online, undergraduate
psychology programmeImproving student user experience of blackboard
VLEEnhancing students’ report writing skills: The challenge of stating study
limitations‘The EHCP isn’t really worth the paper it’s written on’:
exploring the perceptions of teaching staff in further education on the
implementation of education, health and care plans for learners with Special
Educational Needs and DisabilitiesDecolonising teaching and research through
a student buddying programme: applying theory to practiceDrama-based
pedagogical (DBP) approach to learning and teaching psychology: Creative use
of online drama to facilitate student engagementWhat makes psychology
students satisfied?Co-creating engaging and immersive learning experiences
for online, in-person and hyflex teaching in psychology: a
‘students-as-digital-scholars’ approachPerceptions of decolonising the
curriculum: A preliminary Reddit forum studyThe efficacy of differing
handout types on student retention of lecture materialRethinking vocational
support in higher education – An interdisciplinary steppedcare approach to
career adaptability and post-traumatic growth‘We can’t see your slides!’
Undergraduate Psychology Students’ Perceptions of Emergency Online
TeachingYou don’t have to understand me to respect me: A qualitative
exploration of wellbeing among queer, nonbinary and gender-questioning youth
of colourThe pedagogical potential of registered reports: Reflections on a
case studyUnderstanding the needs of postgraduate taught students
transitioning into a research-methods focused psychology conversion course:
evidence from co-design researchDeveloping researcher identity in psychology
students: the role of qualitative and quantitative research methods
teachingUniversity students’ experiences of mental health and wellbeing
post-lockdown: hybrid learning and transition to a ‘new normal’Distance
learning (DL) psychology students’ perceptions of equality, diversity and
inclusion in higher educationLGBTQ+ students’ experiences of online learning
during Covid-19Action research: Developing an interactive coversheet for
student’s written assessmentsTHESIS - Teaching in Higher Education:
Supporting and Inspiring StudentThe potential of Miro in building
collaborative learning environmentsFeeling alone in one’s educational
experience: implications of existential isolation in higher educationUsing
mindfulness and resiliency based pedagogy to protect forensic psychology
students from secondary trauma in teachingDecolonising the psychology
curricula: challenges and success storiesThe psychology debrief: A YouTube
channel for students studying psychology in higher educationStudent
perceptions of employability on a psychology conversion courseSeparation
anxiety, homesickness, and undergraduate students’ adjustment to
universityEntering university with predicted grades: exploring students’
feelings of school belonging, academic self-efficacy, and academic locus of
controlMental imagery ability is correlated with the memory benefits
experienced after drawing to-be-remembered informationRecognising the
barriers to postgraduate study for students who identify as
working-classDecolonising the curriculum at the University of
ReadingSupporting students to reimagine social psychology through a critical
feminist lens
Authors: Platt Ian , Taylor Louise , Jutley-Neilson Jagjeet , Swingler Maxine , Kedge Izzy , Brunton James , Mangiarulo Marta , Horowitz Ava , Conroy Craig , Taylor Louise , Ma Lawrence , Wesson Caroline , Guiller Jane , Brewer Gayle , Webb Tessa , Chim Kathleen HM , O’Connor Paddy , Donovan Jordan , Pownall Madeleine , Barnard Megan , McDermott-Thompson Vicki , Scott Holly , Ranaweera Nellinne , McNair Steven , Rose Sarah , Serbic Danijela , de Cruz Nicholas , Fairlamb Samuel , Worthington Rachel , Tsapali Maria , Fairlamb Samuel , McNair Steven , Cnossen Fay Julal , Burns Stephanie , Murray Jamie , Travis Liz , Laville Allan , Pownall Madeleine , Carson Jerome , Kannangara Chathurika , Tytherleigh Michelle , Hochard Kevin , Charles Frankii , Clarke-Jeffers Paige , Cook Amy , Sotaro Kita , Watson Derrick , Pringle-Barnes Gayle , Amin Sarah , Beatty Chloe , Pallaro Sophia , Brand Chris , Bromnick Rachel , Bunn Geoff , Cowap Lisa , Charles Frankii , Chung Yiu-bun , Derrer-Rendall Nicola , Gibson Emma , McKechnie Jacqui , McNally Jordyn , Oliver Alex , Hendrikse Calanthe , Janagal Anjali , Lai JoJo TC , Lee Ruth , Luwaji Adekunbi , Mason Joseph , McDonald Stephanie , Allen Harriet , Whitt Emma , Melvin Clare , Hill Phoebe , Naughton Aria , Schulz Torben , Barratt John , Steele Catherine , Anderson Kazia , Steel Ewan , Lamprecht Marianna , Feng Xuqing , Chen Jingyi , Taylor Jennifer , Barlow Claire ,   THESIS
                        Team, Dee Audrey , Leigh Jessica 
Published: October 2023

Objectives: Positive mental health in school predicts positive mental
health throughout the lifetime. Positive Psychology interventions (PPIs) in
secondary schools have been shown to improve mental health outcomes for
students. The Hummingbird Project, a brief, multi-component PPI, educates
secondary school students in a variety of Positive Psychology concepts, in
the hope of improving mental health outcomes in this cohort.

Design: Over a 4-year period (pilot, N = 90; full study year 1, N =
1,054; year 2, N = 876; year 3, N = 907), this intervention educated
secondary school students on the concepts of happiness, gratitude, kindness,
mindfulness, character strengths, hope, and growth mindsets.

Outcomes: The intervention led to improvements in; student well-being,
as measured by the World Health Organisation Well-Being Index (WHO-5);
resilience, as measured by the Bolton Uni-Stride Scale (BUSS); hope, as
measured by the Children’s Hope Scale (CHS); symptoms of mental distress, as
measured by the Young Person’s Clinical Outcomes in Routine Evaluation
(YP-CORE).

Conclusions: These results show that a brief, multicomponent, PPI,
delivered by non-specialist staff, can improve mental health outcomes in
secondary school settings. This masterclass will show some of the methods
employed in the delivery of the Hummingbird Project, discuss some of the
various pitfalls one might encounter when attempting to deliver such
psychological interventions in a school setting, and give participants an
opportunity to try some of the activities involved in sessions. Participants
will leave with a clearer understanding of some quick, simple exercises that
can be performed with their students to improve mental health outcomes and
academic attainment.