Final Interview Transcript

Interviewer: Hello. I am a post graduate student studying at the Institute of Education. I am currently
studying child development. just to clarify this interview will be recorded for the entire duration of the
interview, and as soon as it is over the the recording will be transcribed and deleted immediately from all
records. You're welcome to leave this, any of you at any point in time. If there are any questions that you
feel, aren't up to your stand as you are welcome to not answer them. Does everything sound okay to
you?

Interviewer: Okay, Great. So i'm just gonna start with some general questions but before we proceed into
the actual questions that are related to the study. Can you tell me your identifier number and can you
tell me how old you are?

Participant: I am 22 years old and my identifier number is 97512

Interviewer: great. Are you from the United Kingdom?

Participant: Yes.

Interviewer: perfect. Have you previously studied at a university in London?

No, not in London. I studied in Lincoln.

Interviewer: great, Are you currently working?

Participant: Yeah, I do. Well, I do part time, right? So I work at the Ymca. Sorry.

Interviewer: Nice, So what kind of jobs or research placements have you done in the past besides your
your job at the ymca

Participant: So I've not done any research placement in terms of jobs.Nothing relevant to what i'm doing.
So the the first kind of relevant thing to what I wanted to study is when I found out the YMCA. I. So that
was kind of summer a second. Just. It's 2021. I was just happen to be on Facebook, and, like it came up
previous to that I kind of did host our thing. So it's just like bar work. We just go around London, went to
the April, went to Somerset House, and then, before that it was well work at a local pop.I work at golf
club. yeah, just kind of That's the kind of stuff they'll hire you without meeting

Interviewer:? Excellent. Okay, Are you currently living in university accommodations

Participant: Now, I'm: at home Perfect.

Interviewer: Okay. So now that we've just got those simple questions out the way, i'm going to proceed
with a little more deeper questions, more in depth questions, and is, does everything sound okay to you

Interviewer: alright, perfect? So what did you study in your undergraduate degree.

Participant: So I did education psychology. So it's split because i'm currently doing psychology of
education. So it was more education based when I first applied the because I ended up starting at Lincoln
I got an unconditional offer. It was meant to be bps accredited, but it was more it the way they changed
the course. It was less psychology and more education based in previous years, but they didn't actually
tell us until we started. So the reason that's kind of so, because I want to be like that. So I take that I have
to have that Bps accreditation.

Participant: So then I have to do psychology of education, but it's kind of useful because I have my
undergrad was a lot of education based in kind of looking at at the end, and kind of how limited bit to
psychology applied to the classroom. But because I have that education base. Now, when we're doing
psych psychology theories, I have that background. I've been studying psychology since A levels

Participant: So that definitely helps. I have an underlining of the series. But then we actually get to see
exactly how those series applies to education, so they do complement each of them. But the whole thing
was the was to get that Bps accreditation. So if I want to go and do a doctorate go down one psychology
rate, then I've got it

Interviewer: all right. Just to clarify. You currently studying the psychology of education program. But
during your undergraduate degree you studied education, all psychology.

Participant- Yeah that’s right

Interviewer: Okay? Great. That makes sense. Now, okay, what made you even want to go to university. In
the first place.

Participant: that is a very good question, I think to me it was I've always been quite academic. I've always
been academic since I was like Tiny, who was love reading and kind of. When I was looking at University. I
knew I wanted to go down, so it's the teaching rate. And then it was kind of like reasons at home as well.
I have 2 brothers with one of them having being SEN. One with very serious SEN. He's been through a lot
over the past 6 years. So for me. when I was kind of looking at the universities, the academic was one of
my main focuses, and I did come across. I love psychology at A levels, and then I found the education,
psychology, and it combined with the to a lot of that at the end, and all about development.

Participant: and then not see the education side for me Also, i'm quite a home when you go. I like being
home. But for me I was like I need. I kind of need to be away from home, I think. in some respects like
where my wings, if you know I may not be under my mum and dad some of the time. So it was that kind
of also socializing and and being out learning how to be in as well, and and being the people

Participant: my own age and kind of like living a life that I didn't really live before that freedom. So that
was another big aspect of wanting to come

Interviewer: That's amazing. So

Interviewer: we're so. Besides, just you know, getting out of like and moving out, having a little bit more
independence. Were these like? Were there any other practice size, intrinsic motivations that made you
make this decision

Participant: like to go into university the when you look at career-wise. It's highly competitive.: and I
mean even nowadays it like when I was thinking about my parents era.

Participant: B. Anyone went to university it was You were lucky if you got to college, for most of the
people would finish school, and then they would go into the workforce. But there was a lot more jobs
nowadays, You kind of almost need a bachelor's, at least to kind of at least be considered.And to be
honest nowadays, you can't need a masters to. and it's kind of that. If you have a degree it helps with
jobs. It also helps with the the entering that job point. If you have a degree. If you have batches or more
so, if you have a masters, you not, you can necessarily don't have to start at the bottom, if you know. I
mean you can kind of go in at a more high level, maybe manage your level something like that. So I think,
with you need. That's not that. I would describe it as an extrinsic. That kind of thatgoals in terms of
career goals, and that push to kind of secure your future by having a higher education, because
nowadays that is what they they look for. If you've not got a degree in your up against someone who's
got a masters. Unfortunately, the way the world works is they're gonna look at more. The people with
the master. That's my opinion. But my dad's been like he does business. He's like business Director top
top of the top, and he said, that's unfortunately what it's like, even though he hasn't got any form. I
don't even think he's got 5 gcs, but it was in that area he was able to go up from the top. Now it's now
it's not That's definitely the extrinsic.

Interviewer: I can personally, and I can understand why you'd want to do a postgraduate, but just to ask
this question. Can you tell me when you decided you wanted to do a postgraduate study. or, like most of
what year you like, realize that you wanted to move on to like. Yes, I do want to pursue my postgrad in
educational psychology or psychology related to education

Participant: I need to kind of figure out what I want to do, and also especially if you're looking at like
Russell Group University. If you want that application in relatively quickly. You don't want to leave it.and
because it's so competitive. So I was looking at the post graduate courses. I looked at Ucl. I looked at
other universities around the Uk. And I applied. I thought, okay. Also the fact that I didn't have that.And
then during that day things were a little bit off.I wasn't always enjoying it. I person once I got quite on
well. and I actually was considering not doing it, not doing a postgrad, or at least not doing it straight off.
The My degree might be taking a couple of years out and then doing it. and then I got. and I think for
me: I always number one in the world. The prestigiousness, the the honor for me to be taught by people.
You know you. It's really weird.I've spent 3 years doing some education psychology, and there are
professors that we've looked at, and doctors that we've You know we've looked at within the field that
we're reading that papers.and, you know, studying their work. And then you go into You see all the
unions lectures, and then literally right in front of you and their toolkit. And that's just also like I cannot
You've been idiot to not take that opportunity. You might not get accepted again.So for me that kind of
push me I was like. This is a really good opportunity that you. I know I forget again. So that kind of so to
fight really, in terms of saying doing, i'm gonna go do this post, graduate cool.

Interviewer: So that section yeah. So, because that was what my next question was going to be about
what truly motivated you to pursue this postgraduate study. So I can take it that you want to do this
degree, because it not only is it at UCL it's like at one of the highest ranking Institute of Education in the
world. So is that one of the reasons that really pushed you into this, or is there any other reason?

Participant- I mean, that was one of the main reasons as well. I also moved around the campus the fact
that it's in London, so I kind of livemin South London. so I didn't obviously finance as well. So because
with the the student loans that you get on like undergrad, you get it all in one pot, so it's kind of you
have to pay for your fees, and then whatever is left. go towards your dorms, or whatever i'm like. I don't
have that money to to kind of do that by myself with the fact that it was in London. and it was always I
i'm able to commute. Sometimes I don't. I don't have to pay trains there, but I get discount as well
because of the 1624 rail card.: So it's kind of that i'm able to come home. I'm not having to pay for
accommodation. It's easy to access my trains when i'm running. So that was another another fact. I
didn't, You know I've spent 3 years being away from time. and I kind of wanted to come home again and
and be able to do my studying, but also in terms of my part. Time work. I may do stuff at the weekend.
So again, that's that's more access to a little bit of money we made. So that was also another factor
which I looked at, but I did look up. You need like I I looked at somewhere up. No, then, although I
enjoyed the course, and i'm going to have to try, and not only find money to to pay for my
accommodation, but it's also another year away from home. and I kind of wanted to come back home,
and it' be up studying also be able to explore other ventures, one on one i'm down here. So that was a
major factor. Proximity time.

Interviewer: all right. Actually so. It seems like you're quite family oriented. So how did you feel? How
how did you do in your undergraduate studies when you were away from home.or did you feel like you
did better with being away from home Or do you think you have done better if you did stay at home.

Participant: It was really weird because of Covid. So I was midway through first year when Covid hit. So
thenwe'll come home, and then the whole second year we will at home, albeit, I think, like a month. We
went back in the October, and for us, not just down by the: I was at home the second year. So I was only
really away from home for like a year. So it really difficult to answer that question. I mean, I like being.
Why it enabled me: to study. I have a very busy household. but they get to go to school so that's fine. But
in terms of it was, it did enable me to study. I also don't go 0ut with friends. But that's reallydifficult
question, because Covid impacted. So I didn't really get that undergraduate experience because the
majority of my course was online and everyone was at home. So that's a bit of a difficult one. 3 as well.

Interviewer: So now that you are at home. How are you feeling doing this degree? Your postgraduate at
UCL?

Participant: So I really enjoy it. I I I do really enjoy it's a lot of work.It's especially like this term. They've
got assignments from lost like more lost is like last semester modules dissertation on the mix, and then
you've got this.but that's kind of. When you have to manage your time : a lot better. you know in it. It's
because we're only in our money in 2 days a week, and it's only for 2 h. So it's not a lot of contact time
you are doing the majority of it. Why, also you really do have to kind of manage your time and be quite
stretched with yourself in a okay. I'm not you each day that doesn't mean it's a day off. It's not the
weekend you still have to like. Do I do much do this and what i'll do every day, you know, sitting.Try and
manage it, and it's quite nice because the kids are at school. So I get set the kitchen table. I don't tend to
like study in my room because I find it distracting, and also I find it difficult to sleep, because you can't
mix the two So it's Really, it's really enjoyable, but it's very hard. It's a lot of hard work. I kind of knew
that comingly. Participant: and I think also the fact that you are at the Ira at you. See out. I feel like the
expectation for me is a student is a lot more in comparison to when I did my undergrad.and I don't know
how much of that is because you're doing the masters. And how much is that because of the: so the way
you're being told, and the content and the people that are around you is just on a higher level. So I think
that naturally, almost boost you upand almost it's almost like a motivation to want to do to do better as
well. So i'm really enjoying it. Sometimes I really stress but overall i'm i'm really enjoying the course.

Interviewer: So that's that's good to hear. So do you think you're doing better at this postgraduate level
than you did at your undergraduate level in terms of like academics. Are you scoring better as opposed
to when you did in undergrad?
Participant: Hmm. So in my And then, because of the on the the grading system is different. It's like a
Bsee? And i'm not entirely sure what you need to do to get. And I what that kind of percentage is like,
and also with it being a masters. I feel like again that expectation of what you've got to do in order to get
that a: is a lot harder than undergraduate level. So i'm currently coming out with. I got an I one of my Mt.
And then B is across the board, but a part in percentage that they give you a moodle is an accurate, so
I've got a letter.but i'm not quite sure where i'm sitting, which makes it for me. It makes it really difficult
to look at the feedback, and i'll implement it into my nextassignments. But for me i'm not quite sure
where i'm sitting in comparison to my undergrad, because they are 2 different schemes. We've been told
the percentagedoesn't isn't an accurate reflection which is really frustrating. I feel like that in terms of
my in terms of my : read papers, and being at critique papers. is a lot better than it was an undergrad. I
through that because I and I think that's because we've been doing itfor so long that it almost becomes
like a nature in in cool topics we have to d0 0ff versus on this critique.And to be honest with you, that is
the first time someone's actually taught me how to properly critique a research they found. which is in
sign, considering in like undergraduate to get first. You did need to critique, and you need to do with
those things I was able to do it. But the level of depth in terms of being towards like this is how to
critique a paper. This is what you need to be looking out for. That's the first time anyone ever told me
how to do it properly. So I feel like now. even when i'm reading papers. i'm not actually critiquing it to
that level which I wasn't doing before. So there's definitely new skill sets that i'm learning, and I feel like
i'm a high level of being able to do on this masters. then on undergrad. So grading. I don't know where it
was grading, but personal skills, and actually academic writing and synthesizing, and all that kind of thing
definitely higher.

Interviewer: That's excellent. So do you feel like you're pushing yourself harder doing this, master's
course than you did with the undergraduate, despite it, only being like a couple of days a week, and
having a relatively less course load.

Participant: It's not this. We want you to get the grades, because I remember sitting when we first
started. It was our instruction mode module. and

Participant: I've come like, who's the head of the Iowa? But he's one of the top, and he sat there and
said, Just because you you're at Ucl doesn't mean that you're gonna get a good grade: but he was like we
would you to do as well as we can? We want you to develop in all aspects. and it doesn't matter if you
don't get an A providing you learn something, and you're the number one in the world.

Participant: even though it is 2 days a week. I feel like I'm doing a lot more than my undergrad. The
workload is a lot more, and I think a lot of that is contribute to self study. So I feel like with an
undergradlike kind of Hold your hand all the way through. They tell you what you need to do. They tell
you exactly what you need to write in papers. They tell you exactly what to read as like this. It's like, okay,
you have 2 h of input. Now go and do your best by some. which is in some respects is really good,
because you have interest and you can. how you it to your interest. My interest is special education
needs. So when we're doing topics, i'll do research and kind of look at also the core reasons, but also
maybe look around. How does this affect you in the session needs? So that's somethingreally interesting,
but it it's a lot of self. It's a lot of if you don't understand what's going on. Yes, you can go and talk to the
lecture, but it's also kind of: pushing you to do your own research. Find out what's out there. What does
it mean t0 0ther people? A lot more peer collaboration, that kind of thing. So though, yeah, you're
running into that way.Well. definitely a lot more rigor, and it's a lot more working things out for yourself
which is really useful in terms of the skills that you done You're not having your hand held. It's kind of
you need to be independent, almost like an independent researcher. which is. you know, if you want to
be an educational psychologist if you want to. You know, doctor, you need to do research and things like
that. You need to be able to have those skills. We have to do it and to do it successfully. And it's the first
time i'm learning how to do those skills to a higher level without someone telling me directly what to do.

Interviewer: All right. Excellent. So despite this program being like, or the more difficult, more work
involved, do you find it more enjoyable than your undergraduate degree.

Participant: I love my under graduate degree, but : this is it's it's different, because it's psychology of
education cycles, instead of educationional psychology. Psychology of education is a lot more psychology
based, and it's really interesting for me to actually see how these psychology theories I've applied to the
classroom, because in my undergrad we did have psychology education, but it was one module. So
you're doing it 10 weeks. Not that not even 10 weeks. I don't think so. You're only doing 1 0ne tiny
module, and I did it for like in my second year, and my third is this? Is it fully what we're talking about?
It's the whole course.and it's really interesting to see, especially running at things like and kind of looking
at that in more depth, because on my psychology side it was. It was child development, that kind of
thing. And then we did one and autism.: But you're looking at it from a broader scope. So you're getting
a lot more knowledge, and you're kind of seeing directly how the those kind of aspects and those kind of
theories and things like that may be like.So education is not necessarily just in the classroom as well,
which is really helpful, because again, you.: it cooled into your horizon, because learning is, you know,
education is learning, so it's not necessary in the classroom, you know I would. I. I spend my people at
work, and what we're doing is educating them. Now we're not sitting with them and math and English,
but we're teaching them social skills. We're teaching them how to share. We're teaching them how to
interact, communicate. So she could say kids with special needs. That's really difficult, and I thinkthe
psychology of education has enabled me to put that into practice in my work a bit more in the other way
around. So i'm definitely fully engaged: a little bit more with this course, purely because it's just different
perspectives, and it's stuff that we cover stuff that I've already donewell in more detail. So it's increasing
my knowledge. So i'd say under some of these topics I've had surface levelI'm more in that level, so i'm
I've definitely say i'm enjoying it a bit more than than my undergrad, because it's just more in depth. It's
more detail, and it's providing a border perspective: for me, which is what you need, especially when
you're going into the working round.

Interviewer: Excellent. So so just speaking on this program in general, are there any difficulties that
you're having with any of the courses with the program, just speaking generally

Participant: So obviously at the moment. It's a bit difficult because of the strikes.So all cognitive
development a lot of those strike days full on the Wednesday, which is when we have it. So we're kind of
having to wait till months like the Monday before. So it's like today to kind of tell us whether we're in or
not, and we're missing. and she 5 is the time.So that is a lot that's a lot, although the University says we
won't be marked on it.That's a bit difficult.The ramp module I found particularly challenging. I think it's
because you're having to learn a lot of content in a very small space of time. You know something that
people would do over the course of the year or more. You're learning: within 10 weeks and that was
really difficult, especially the quantitative side. So it's just parts of it I don't understand it's very much
based on I don't mind I just don't like it. Me and that's, and they've been friends. So that's been really
difficult. I also found, like the workshops, are really good, Though I enjoyed the workshops, we got to
interact with people and and kind of help each other out. The lectures of a little bit confused about.
because it's kind of like what we were doing. The workshop they weren't doing a lecture on it in on
theand that really confused me. They're not doing something completely different in my head that that
took me a while: to get my head around. So the ramp court has been particularly challenging the
qualitative assignment. I'm finding a lot easier, but that I think period because I did the massive analysis
for my undergraduate. It's a very challenging course.

Interviewer: Oh, excellent. So just after you finish this program, what do you intend on doing? Do you
plan on moving on to your your doctorate degree, or do you plan on getting a job right after you finish?

Participant: Yeah. So the the thing is with the doctorate degrees of really competitive, and I think you
have to. I was looking at it. You have to have like a minimum of one years full time experience: to even
be looked at so because, although I've been working part time. I think if I accumulate it all up in terms of
my work at the ymca. I don't think it's enough. So what I'm planning on doing is working for a couple of
years within the secondary school Again, it's working within the same SEN department. So you're
working with your special needs and maybe continue the ymca. As well maybe do that for one or 2
years. Then, start looking at different programs.. If you're a teacher. and if you have experience. so
depending on. If I can get onto it without having to need to be a teacher, then I will find my doctorrate If
not, if we'd be looking at, maybe teach best: and do that for a couple of years, and then g0 0n and do my
doctor. So my doctor is somewhere in the future.: But I need that like it's like in time experience first,
before I can even consider it so it might be in one or 2 years. Hopefully, i'll be able to get onto it. If not,
we're looking at 3 to 4 years so it is somewhere within that time line

Interviewer: Excellent. So are you excited to start your journey when you finish your studies.

Participant: I'm. Excited, but also really nervous. I've done part time work. I know what the working
environment is like. I know that it can be somewhat challenging. but I've never really. This will be my first
time going into the rock I've literally been studying. That's all like that's all my major focus.For years, you
know, I went straight from secondary school to college, and straight from there to undergrad, and then
straight from there to masters. So I've not done anything but studying in education for my whole life.So
it's definitely going to be something new. It's going to be something different. I'm excited, and I'm also
excited to see the doors that hopefully this masters will open up for me. That wasone of the major, you
know reason for me doing this, masters, especially at: you see our kind of where I can go with it, and
where it will take me: I have some idea of where I want to go. I'm definitely gonna do it in secondary
schools from September onwards. But where we go from there is which is wait and see, really, which is,
which is exciting. It's really exciting. Actually. Go into the world to work and and start, you know. being
an adult, a full adult, you know, when you're when you're studying. But it's being close with different
lifestyle.And i'm excited for also yeah, it's. It's kind of really nervous because i'm not worked full time
before.

Interviewer: Alright, Well, excellent. Just a final question I want to ask, do you believe, after finishing this
program, you've gained the necessary skills to become a practitioner of mental health in education.

Interviewer: Do you still think you'll need more skills after studying this program?
Yeah, and in terms of practitioners, mental health. yeah. definitely need more skills. I have personal
skills. I live with a brother who very, very severe that Cmh needs, and you can't right but on it with that
voice being through blessing.So I have personal experience. I think the Master gives you skills that you
are definitely able to transfer into the world of work: working together as a team being out to go out
your way and and research, using your own initiative.being able to write: to implement them correctly,
Interviews that kind of stuff that you will definitely need, because it's part of that job description. I think
maybe a bit more experience in terms of other individuals is definitely needed, because, my God, there's
only one person, and they all present with it definitely all day with the one day we do
have.Unfortunately, young people with mental health needs: a bit more experience on that, the the
once. Yeah, it's definitely open my doors, and then you have to research from you see out as well kind of
understanding the the underpinning of why : the situations might come. Why, it might be like this, and
why and what we need to do for the future, especially within schools and and and things like that so?: I
think this is why it's. It's also kind of important for me to go into the world to work in time and be able to
witness it in time would definitely give me more experience in terms of houses. What we learning in the
classroom. How does that actually implement the real world within a secondary school setting within a
primary school setting at the Y.M.C.A. That kind of thing. So I think once I've got a couple of years full
time experience on my bell, I would definitely be ready to to kind of g0 0n the start looking at becoming
a practitioner.

Interviewer: Oh, excellent! Well, I appreciate the full candor, and thank you for helping me complete this
interview just to reiterate this interview has been recorded, and will not be used for anything. Besides,
my course report. Everything has been fully anonymized, and will be deleted as soon as it has been
transcribed. Even now, if you still feel like we're drawn from the study you are more than welcome to,
and are under n0 0bligation to remain in the study. If you like to. In the results from study, I will be more
than happy to email you.

If there are no for the questions, then this will come to a conclusion