The Marjon Blog
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Archived: 2026-04-23 17:23
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#We are Marjon: Professional Education Practice
Marjon Business – Week 4: Challenges and Wins
Marjon Business – Week 3: Making Connections, Building Community – you are the glue!
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Marjon Business – Week 2: Porter and his 5 forces
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Plymouth Marjon University is a trading name of the University of St Mark & St John.
Working in the military as a non-standard educator, the MA Professional Education Practice has been fantastic.
Firstly, it has been so convenient as I could work remotely at a distance whilst undertaking busy roles within the Royal Marines (RM) and then through a transition to the Royal Navy (RN) as an Officer. The ability to connect with all the learning at any time makes it simple to work at times that suited me. Lynne’s approach, recording bite-sized videos highlighting each week’s learning themes, was convenient and enabled replaying to re-consider key points.
Furthermore, the weekly content supported the learning, meaning I could focus on key elements. What made this unique was the extra learning elements enabled me to expand on the topics to a deeper level if I had the time or the inclination. All this was supported by Lynne, with feedback sessions online that enabled discussion on my plans for the reports and she helped expand my thinking in a very mentor-inspired approach.
Secondly, the content enabled me to expand gaps in my knowledge. I have spent years delivering training within both the RM and RN, and I have an extensive coaching and mentoring background but, I am not a pure teacher and won’t follow that path in the military or after.
This course recognises this and helps me to link the higher theological understanding into my skillset. It has enabled me to think deeply about other training elements like analysis and design supporting my current RN Officer career as a Training Manager.
Thirdly, the final dissertation did two things; it enabled me to write a dissertation to the highest standards as seen with my final grade of 88, and more importantly, it enabled me to seek a gap in the RNs’ training approach concerning technology. I now have a clearer understanding of the technology being used in education across multiple industries, how it is used, and what pitfalls have been discovered. Additionally, I have a deeper understanding of my peers’ thinking and the theological concepts supporting technology utilisation. As a Training Manager, this knowledge will be valuable to the RN as it continues to adapt and implement these types of technology into its training envelope.
I would wholeheartedly recommend this course to anyone busy, looking to upskill their career, and needing the foundation of education to accurately analyse, design, and support training within an organisation. Lynne Wyness (Programme Leader) is simply the finest of mentors, she enables her students to seek both inspiration and the drive to excel.
Royal Navy Educator
MA Professional Education Practice graduate
Plymouth Marjon University
Takeaway of the week – it’s not that deep.
“It’s been a week of fluctuating feelings of capabilities – I absolutely know that I am competent enough to take on this Master’s, but looking too far ahead at assessments and putting high expectations on myself to already know what I’m supposed to be doing is something that I have always had to work harder at rationalising.
“Being the only one doing the part-time element of this year means that I can sometimes feel like I am missing content because my peers have had additional contact time, but this is something that I am working on not adding to my mental load. Doing the pre-reading, saving thoughts and ideas as soon as they land in my notes app, adding papers to Zotero (on my phone so it’s so easy and to hand at any downtime!) and taking a deep breath have all been mechanisms that have prevented me from getting overwhelmed.
“I look after a small cohort of children each week and teach them to swim; a longstanding passion of mine. This week, I redesigned my business logo with the mindset that part of my desire to take on this MSc is to establish my self-employed business further as a passive (mostly!) income in providing a high standard of swim lessons to the children of Plymouth. I learnt some new skills that have elevated my logo and design, and for someone who has recently realised my parents are, in fact, not technophobes, it’s the pace at which things change, I was proud to have gotten my head around the tech!
“I think that being a Marjon BSc grad has helped me to realise that there’s help if you need it, no one wants you to fail, and communication is key.
Strategies for coping with stress and overwhelm? IT’S NOT THAT DEEP! That and the mantra from my Year 3 teacher, Sister Anita, “Ella, has the world stopped spinning? No? Then carry on.”
Post authored by:
Ella O’Neill
MSc Business, Management and Enterprise
student
Plymouth Marjon University
“I’m in a unique position where I already know several students due to my involvement with Marjon. This has its perks but also its downfalls. Due to splitting study and work in the same space, I am a little more keen to keep my head down and partake in the lecture, but not much outside of this. I’m fortunate to be studying with a friend on the course, although she is full-time so this is only for the parts relevant to a part-time course.
“It’s been great to mix with a range of individuals on the course so far – we have people from America, London and France at first glance in our group, and a diverse age range meaning conversations in lectures are varied.
“Due to work commitments, this week has been particularly tough, but I have managed to get my first-ever university sporting debut which was the most fun and brilliant way to interact with a wider demographic of students. I highly recommend it, no matter your sports background! I was referred to as the glue by some students watching, inferring that I followed instructions and delivered on what the coach asked of me… doing what I was told!? A revelation! With nearly zero previous team sports experience, it’s a proud moment that even if I can’t get many more in with work and study commitments, it will surely be a highlight of my Master’s career. I can’t believe I’m about to be a month into my study… time flies!”
Post authored by:
Ella O’Neill
MSc Business, Management & Enterprise
student
Plymouth Marjon University
“In my third year at Marjon, I began looking for jobs in the hope that something might catch my eye, and it did! So while I was frantically writing my dissertation, I was also updating my CV and filling in applications. Unfortunately, I didn’t get the job, but the charity offered me a volunteer opportunity, which I took. After all, experience really is key!
“I began sometime in April, and my passion and determination were recognised. I was offered the job I originally applied for on the spot! If there’s one thing I took away from Marjon, particularly from the amazing lecturers, it was believing in yourself and being confident in your abilities. I used this to negotiate getting a management position, which I am still in more than two years on. 💼
“During this time, I have been supported with self-development and using my skills to develop others, while gaining relevant experience for future opportunities. I’d particularly like to thank my lecturers for all their support and advice.”
Find out where a Marjon Criminology degree could take you.
Post authored by:
Chris Taylor
BA (Hons) Criminology graduate
Plymouth Marjon University
The first content lecture landed. A review of the course content took place and then we moved on to talking about all things business. First stop, the business environment.
I’m still on the initial wave of this is brilliant, this is terrifying and everything in between. Laura had set us a pre-course writing task which we got feedback on. I’m pleased to say that I received positive feedback and I get the clear ‘vibe’ that feedback and conversations are a spinal point to the course. That being said, clear expectations on how work can be reviewed have been set out – one of the main differences seems to be that you are a little more ‘on your own’ with the big stuff compared to undergrad – no less supported though, but that’s the academics at Marjon. I’ve always had as much help as possible from all of the touch points to my courses both at UG and so far, PG.
It was useful to have used Canvas (our virtual learning platform) before as none of this was foreign but I definitely think that being a bit older and wiser, it makes sense and it’s there to be used. I was a bit like a rabbit in headlights when I started my undergrad after 12 years out of education so I didn’t utilise everything properly and often different modules had slightly nuanced ways of uploading content. Again, Laura has mapped out how the pages will look so really, there is no way for any of us to come back and say we didn’t know where to look. You can’t miss it!
One of the best things so far for my studying is in fact writing up these blogs. I review my notes and recall what we looked at in my session. I only do one of the sessions compared to my peers as I am a part-time student, so it’s helpful sitting down and going over my notes. I’ve gone away and used my notes this evening to read up on a guy who seems pretty relevant to the course so far, something I didn’t start to do until later in my undergrad. We got given a case study during the lecture and I’m taking the time to review, piece together and think of how this could be relevant to my first piece of work, an industry report.
It’s been really interesting already looking at how the topics land within my current job. The world of business crosses all sectors and it’s going to be interesting to try to apply my learning to benefit my Monday-Friday.
Porter and his 5 forces, out.
Ella O’Neill
MSc Business, Management and Enterprise student
Plymouth Marjon University
Accidental Manager – my takeaway of the day
Starting my Master’s today was somewhat overwhelming, with the imposter syndrome hitting hard first thing. I was quickly put at ease by an informative morning led by our programme lead, Laura, and an introduction to the Chartered Management Institute (CMI) qualification we will gain as a result of the study, in addition to our academic qualification. Having missed out on this as an undergraduate due to COVID-19 and being a clearing student, it felt great to be informed and welcomed to a course that is evidently passionately led.
Icebreakers with the course and a timeline of events made me feel better about the future undertaking and excited about the opportunity. It would be wrong not to note the concern about the balance of work, study and life, especially since work and study are in one place, but I firmly believe that this is attainable given the clear outset of expectations.
The afternoon was more generalised and it was great to meet other postgraduate students. The nature of mature study means that it’s less about settling in and more about getting on, in my opinion, so it felt great to be introduced to key stakeholders and then ready to start our next week.
I am joined by a fellow friend, from a different background which meant that today was able to be a purely student day for me, although I am hoping that our name sign-making skills, referenced above in a picture are not indicative of the times ahead – Katy standing tall and strong and my label sinking quite rapidly!
A key takeaway today was the focus on the ‘accidental manager’ from CMI. As a new manager, I am keen to upskill to ensure that I lead with purpose and don’t fall into this category. It’s a promising sign that I have lots to learn, develop and improve and can gain this with the assistance of the course.
Ella O’Neill
MSc Business, Management and Enterprise student
Plymouth Marjon University
Results day and the days that follow can be an incredibly stressful time! If you’re a young person, parent or carer, you may be worried about the uncertainty of the future and what happens next, hoping for success.
What can you do to manage your stress in the moment?
Take a moment to count to 10
Spend 2 minutes taking deep and slow breaths
Take a break and walk for 5 minutes
Play your favourite song!
Move away from any screens and close your eyes for a moment
Don’t forget to support yourself. There can be a lot of emotions flying around during results time – happiness, disappointment and anxiety to name a few, and it’s not only your children that face a new chapter.
Did you know you can access confidential, affordable ‘pay what you can’ counselling at Plymouth Marjon University? Our trained counsellors can support you and help you to prepare for what the next chapter brings.
Go to our webpage and click on our self-referral form
here
. Want some top tips to best support your children? Find out more here on the
BBC Bitesize
website, or from
Young Minds
.
Photo by Rainier Ridao
Waiting is a fundamental element of human life. Yet, as humans, we can find the practice uncertain, problematic, and sometimes anxiety-provoking, whether we are waiting for food to be delivered, results from exams, starting a new chapter in our lives or for an appointment, even devoted optimists show a loss in confidence (1) as the deadline for the end of the waiting period approaches.
As we approach a new academic year, many of us are facing two separate periods of waiting, the first period is waiting for results and confirmation of an unconditional offer in August, and the second period is waiting between mid-August and mid-September to start your new course. While these waits are similar in how we perceive and react to them, we need to manage and cope with each one differently to make the most of our waiting time.
Waiting for results
While we bring our unique selves to the situation of waiting for results, we tend to be similar in our actions to deal with the uncertainty. The Uncertainty Navigation model (2) explains how humans cope with waiting for results.
Firstly, we need to recognise and acknowledge that anxiety and repetitive thought are part of the process, they are to be expected; we all have moments of doubt as we wait for results, and we all have moments of high optimism.
Secondly, we use many different strategies to try and deal with the cognitive or emotional aspects of waiting and to prepare for dealing with news (good or bad). People might use consequence mitigation techniques, where they begin to think about what they might do if they have bad news, such as contingency planning for bad outcomes or minimising the consequences of the outcome. We might begin to reevaluate the outcome and its implications during the waiting period, such as bracing ourselves for the news, managing our own and others’ expectations of the outcome, and commencing pre-emptive benefit finding; whether this is finding a benefit of potentially bad news (finding that silver lining!), or reminding ourselves and others of the great benefits of good news.
Thirdly, we might use direct emotion management techniques such as suppression, where we try not to think about our emotions at all (this is never a psychologically good option), and distraction, where we place our attention elsewhere to pause the repetitive thinking.
But do these activities work? One questionnaire-based study (2) suggested mixed results for activities used to reduce the stress of waiting for results: Distraction activities can help reduce stress, but suppression offers no benefits. Cognitive coping mechanisms like preparing for negative outcomes and managing expectations have mixed or sometimes negative effects on anxiety.
Consequently, there are a few recommendations about what we can do whilst we participate in a wait for an unknown result, to increase the likelihood of waiting well:
Be aware – Identify when those negative thoughts arrive and deal with them and know that a little bit of optimism cannot harm you.
Distract yourself – Find all-encompassing activities, where you are lost in the moment or the flow of the activity, but remember that when the activity is over, your thoughts will revert to thinking about the outcome. Distraction is great, but not a long-term solution!
Waiting
“A watched pot never boils”, “time flies when you are having fun”
Across the English language, there are a whole series of idioms and sayings which indicate the more attention we pay to time, the slower it seems to go, and many have reported the wellbeing benefits of being in the flow, or involved in activity to the extent of not noticing time go by. But what is the supporting evidence behind these sayings? How do humans experience waiting? And how do we wait well?
The psychology of waiting offers a few interesting comments on the perception of time/waiting, which indicate actions we can take to wait well:
If we are experiencing uncertain wait lengths, time appears to move more slowly. Therefore, we wait better when we know there is a specified end to the wait, for example: “your food will arrive in 9 minutes”, rather than “Your food is with the delivery rider”, and “You will begin your degree on 23 September” rather than “the course starts in September”.
Unexplained waits are more difficult to deal with (3). For example, imagine yourself waiting for a train that keeps getting delayed. It can be annoying and provoke irritation, but once we are aware that the train is delayed because there has been an animal on the tracks (this happens in Devon more than we like to think!), then our irritation subsides because there is a reason for the delay / wait.
Anxiety makes the wait seem longer. Anxiety related to waiting is linked to the desire to get started, it’s about the anticipation, and therefore if we are encouraged to do something linked to the outcome of the wait, our anxiety reduces. Such as being given a menu to read whilst we wait for a restaurant table or being invited to buy popcorn whilst we wait for the film to start. This works because we feel like we are starting the activity. In contrast, being asked to perform an activity not associated with the end outcome increases our anxiety / irritation, like listening to muzak whilst we wait for a call to be answered or standing in a lengthy line waiting for a barrier to open.
Solo waiting is harder than group waiting. As humans, we like to be in groups, often in queues. You can see non-verbal communication between the queuers or hear conversations start as the wait continues, and whilst these may be negative about the length of the wait or our boredom, the conversations promote group identity where we are waiting together, and once this occurs, boredom reduces and time appears to speed up.
Based on the research, here are a few things you can do while waiting to start university to make the most of the time:
Gather Information
Learn about timelines such as move-in dates, induction sessions, and the start of the term.
Seek Updates
If you’re waiting for an outcome past the deadline, ask for information to avoid uncertainty. Follow up on emails after 3-5 working days if you haven’t received a reply.
Engage in Relevant Activities
Read recommended texts or books, search for related podcasts or YouTube channels, buy necessary supplies, and plan your study time or room layout.
Connect with Others
Join social media groups for your course or cohort, contact the course team for recommended preparations, reach out to people you met on applicant day, and start conversations about beginning the course.
Post authored by:
Dr Hazel Bending
Associate Professor & Course Leader,
BSc (Hons) Psychology
Plymouth Marjon University
(1) Sweeny, K., & Falkenstein, A. (2015). Is waiting the hardest part? Comparing the emotional experiences of awaiting and receiving bad news.
Personality and Social Psychology Bulletin
,
41
(11), 1551-1559.
(2) Sweeny, K., Reynolds, C. A., Falkenstein, A., Andrews, S. E., & Dooley, M. D. (2016). Two definitions of waiting well.
Emotion
,
16
(1), 129.
(3) Maister, D. H. (1984).
The psychology of waiting lines
(pp. 71-78). Boston: Harvard Business School.
Last week we welcomed Dr Vincenne Revilla Baltran and Dr Cristal Edmunds from Point Park University, Pennsylvania, USA. The Drs had come to the UK on a research trip and specifically came to Marjon to learn more about our MA Arts, Health and Wellbeing degree.
The Drs met with students and learnt about their experiences. This was followed by an academic sharing session hosted by Marjon lecturer Dr Kate Massey-Chase with other Marjon academics, where the Drs shared their expertise in youth mental health, social-emotional learning and teacher training.
The Drs expressed their enthusiasm for Marjon and their hopes for future collaborations. Academics from across the globe are inspired by our work and the MA Arts, Health and Wellbeing’s excellent international reputation.
Plymouth Marjon University has strong partnerships with 26 institutions in 18 countries around the world, helping to bring diverse cultures to the University and providing opportunities for Marjon students to learn more and build a broader experience.
Get started on your MA Arts, Health and Wellbeing journey here.
Post authored by:
Dr Kate Massey-Chase
Lecturer
Plymouth Marjon University
Edited by:
Patrick Owen
Press & Public Relations Officer
Plymouth Marjon University
Marjon graduate Matt Taylor
“My experience at Marjon equipped me with a strong foundation of knowledge and skills, both practical and theoretical, that have been directly applicable to my working life.
“Through valuable placement opportunities and support, it has allowed me to confidently transition into the working world and helped me land my desired job.
“I now work as an Exercise Rehabilitation Instructor in the Ministry of Defense.
“What I enjoy most about my role is that I work with a fantastic like-minded multidisciplinary team, who are all contributing towards service personnel health and injury rehabilitation.
“This is done through health and wellbeing workshops, exercise classes and individual exercise prescriptions.
“The MSc Sports Rehabilitation course equipped me with a solid foundation of exercise rehabilitation and hands-on experience which I have further developed the longer I have been in my role and exposed to different musculoskeletal conditions, becoming a more competent and confident clinician.”
Find out where a Marjon MSc Sports Rehabilitation programme could take you.
Post authored by:
Matt Taylor
MSc Sport Rehabilitation graduate
Plymouth Marjon University
Going to university or entering higher education is a significant life change for lots of people. And for many, it can bring about feelings of loneliness or isolation.
These feelings are completely normal, as research has shown that young people aged 16 to 34 are one of the most
at-risk groups for experiencing loneliness
.
Your college or university may offer wellbeing or mental health support. Student services or the students’ union (or other student body) can give you information about what’s available – make sure you check the university or college website too.
If you or someone you know is feeling lonely at university, the following organisations can also help.
Student Space
Student Space
is a mental health and wellbeing platform designed to bridge any gaps in support for students.
It also has a specific section hosting resources focusing on
friendships and social life
.
The Mental Health Foundation
The Mental Health Foundation
works to prevent mental health problems across the UK.
Students can learn more in the
student guide to loneliness
, and read about top tips and advice by accessing the
Behind the Books
resources.
There is also a range of mental health advice and information on the website.
Tips on dealing with loneliness
If you are feeling lonely, or know someone else who is, there are plenty of simple, affordable actions you can take.
1. Keep in touch with people
Regular chats with friends and family can help to combat loneliness. Just talking to someone in that moment can really help when you feel alone – and help the person you contact.
Try to do this regularly, as most of us love hearing from others. Being more sociable might also make it easier to reach out when you notice any signs of loneliness.
Messaging old friends and colleagues, or creating a group chat on apps like WhatsApp or Messenger, are good ways to feel more connected.
2. Join a group
Being part of a group or club is a great way to connect with and meet people.
Look for groups to join in person or online that focus on things you like or activities you would like to try.
If you’re in a group, remember to always welcome others and involve them, as it can really help anyone who might be shy or lack confidence when meeting new people.
3. Do things you enjoy
Filling your time doing things you like might be a way to stop you from focusing on your loneliness, which can improve your wellbeing.
Spending time outdoors in green spaces, exercise or sport, reading, and listening to podcasts and radio shows are great ways to boost your mood and occupy your mind.
4. Share your feelings
Talking more openly about how loneliness affects you can really help. Hearing a familiar voice or seeing a friendly face can also make us feel less isolated.
Try not to compare yourself with others. Some people only share the good things happening to them, especially on social media, so comparing yourself to others can make you feel lonelier.
Plus, we can never be sure of what someone else is going through.
5. Connect with others or volunteer to help
Think about people you know who might be feeling lonely and try to connect with them. This might also make you feel less lonely too.
If you pass someone you recognise, try smiling and saying hello. And if you start chatting, could you swap phone numbers or suggest joining or setting up a local group together?
Getting to know people in your area can help with social isolation, especially when moving somewhere new.
Arranging to meet new friends in a safe, public place for a walk outside, or inviting someone out for a cup of tea or coffee can be a great way to help lift each other out of loneliness.
It might be harder for people who have been lonely for a while to be open to connecting, so give them time to respond to your friendly contact.
Volunteering is also a great way to meet people, and seeing the benefits of your actions can really help to boost your mental wellbeing.
Find out about volunteer roles here.
6. Invite someone along to activities near you
There are many free and low-cost activities you can take part in throughout the year.
Invite someone to come along to explore hundreds of free and affordable events happening across the country.
See
what’s on in your local area
, from affordable theatre tickets and free exhibitions to fun family activities at your local library.
Post authored by:
Better Health – Every Mind Matters
NHS
Marjon Graduate Gabby Anderson
“Marjon was the obvious choice for me. I’m from Plymouth anyway and there aren’t many universities that do Osteopathy. So, I could have gone to one of the big London colleges, but Marjon was close to home and my mum completed her teaching degree here and loved it, so it just made sense.
“I loved being a student at Marjon. The teaching team were great, and I liked that we learnt in small groups instead of massive lectures. And they made sure you were hands on, there’s no hiding in the back, especially in the public-facing clinic. Having involved and available lecturers just enhanced the experience.
“We worked in small practical lectures in groups of about 18. The tutors were always floating around to offer guidance and praise, but they were never imposing, always willing you on to learn for yourself. I thought that was invaluable, and with Marjon being a small uni, I felt well-supported.
“Smaller groups meant we could voice our opinions, build relationships with each other and the tutors, and we could explore our practice in a safe environment.
“I loved being close to home and was able to live at home and spend time with my family, but also meant I still had the full uni experience. I was in my first year when COVID hit, so I was so lucky to be around my support network to get me through, and Marjon were quick with getting everything online and handled it really well.
“The Personal Development Tutor (PDT) set up did loads for me. Knowing you had one person that was your point of contact, and you could talk to them about anything was so great. But with a good teaching team, you always felt that you could approach any of them.
“Osteopathy is a demanding course, it’s not something you can breeze through, but the close support at Marjon helps you through.
“Before I graduated, I was offered two jobs. It was nice to feel secure and know I could leave uni and go straight into a job. I also work at Marjon now as a Clinic Practitioner, teaching on the course two days a week and observing practice in the clinic.
“Building connections throughout your degree is important, and the lecturers help with that. It meant I didn’t struggle when it came to finding work.
“Remember that the staff here are in your corner, they want to see you succeed and push you to go further, but you have to put the work in too. They believe in you and your capabilities and make it a smooth transition from student to professional.”
Become a qualified osteopath with Marjon here.
Post authored by:
Gabby Anderson
M.Ost Osteopathy graduate
Plymouth Marjon University
As the sporting season comes to an end, we’re wrapping up our regular British Universities and Colleges Sport (BUCS) and wider competitions. Over this season, our teams have had some major successes with Marjon scholars playing a key role in achieving these results!
The University has risen eight places in the BUCS rankings already, exceeding our initial expectations and putting Marjon in league with some much larger institutions.
Celebrating recent success!
⚽
️
Our football scholars have enjoyed a tough record-breaking season, collecting four titles this year. Our men’s first team scored a league and cup double win, securing a promotion to Western Tier 1. Our women’s first team are revelling in an unbeaten season, collecting the conference cup as they go.
Marjon wheelchair basketball player
In wheelchair basketball, Marjon Scholars have been competing on the continent for Plymouth Fusion at the IWBF EuroCup 2024.
Marjon Swim Scholars at the Team GB Olympic Championships
Our swim team relished another successful BUCS nationals competition at the Swimming Long Course Championships 2023-24 where Marjon scholars broke University records! Some of the swimming scholars travelled to London to compete in the Team GB Olympic Swimming Championship. The scholars did very well, achieving lots of top 50 results and breaking some personal bests!
⛹️
The men’s 1 basketball team were crowned the BUCS Western Men’s Tier 1 Champions!
🏑
Marjon scholar Tarryn Keuler is currently in Turkey representing South Africa in the Ice Hockey World Championships!
Marjon Sport Scholar Chloe Huxter playing rugby
Chloe Huxter, the Marjon Women’s Rugby team captain has been selected for the 2024 English University Rugby Squad, making it an all-star line-up ready to compete!
🏄♀️
Two-time BUCS surfing champion Emily Currie is set to travel to El Salvador for the ISA World Longboard Surfing Championships this month
.
Congratulations to our scholars
🏆 Anna Barnes
🏆 Jasmine Read
🏆 Sam Cox
🏆 Adam Kenyon
🏆 Jack Kelsey
🏆 Dylan Jones
🏆 Jake Curtis
🏆 Sammy Stayt
🏆 Dan Smith
🏆 Jordan Bright
🏆 Ethan Rayment
🏆 Georgia Gussey
🏆 Will White
🏆 Briceny Lomeka
🏆 Leon Mowlem
🏆 Jack Pallant
🏆 Tarryn Keuler
🏆 Chloe Huxter
🏆 Emily Currie
You can become a Sport Performance Scholar at Marjon too,
get started here
.
Post authored by:
Patrick Owen
Press & Public Relations Officer
Plymouth Marjon University
With contributions from:
Tom Kelsey
BUCS & Performance Sport Coordinator
Plymouth Marjon University
April is Stress Awareness Month, a time to recognise stress in our lives and find ways to manage it to improve our wellbeing and quality of life. This year’s theme is #LittleByLittle, highlighting the powerful impact of consistent, small positive actions can have on our wellbeing.
What is stress?
Stress is your physiological response to a situation, and everyone will have a different response.
⚠️ When your senses perceive something as stressful or dangerous, they send an alert to your brain.
🧠 The amygdala, a part of your brain responsible for processing emotion and information, identifies this risk and alerts the hypothalamus, your brain’s command centre.
🔴 The hypothalamus will kickstart survival mode, which usually translates into four responses; fight, flight, freeze or fawn. (Unless it’s a threat to your life, you probably won’t actually fight, you might use a coping mechanism like bouncing your leg or fiddling with an object).
🧬 A hormone (adrenaline) will start coursing through your veins and cortisol (the stress hormone) will enter your brain, maintaining this response for as long as necessary.
What kinds of stress might you experience?
There are four known types of stress that someone may experience in their lifetime.
Eustress
The opposite of distress, this type is beneficial to your body because it builds your resilience. It’s associated with feelings of excitement, anticipation, and fulfilment, and could be triggered by planning a wedding or starting a new job.
Acute stress
This is a quick and short-lived stress response that could be caused by any number of things day to day – a presentation, a job interview, a leaky pipe, etc. Acute stress is not harmful in small doses and can even be motivating but can have negative health effects if it’s prolonged.
Chronic stress
This is long-term and persistent stress usually caused by ongoing difficulties and pressures. This could be caused by health conditions, family or relationship challenges, or other life adversities. Chronic stress can have a negative impact on your physical and mental health and could lead to cardiovascular disease, depression, anxiety, and immune system issues.
Let’s work against stress!
Along with the theme #LittleByLittle, we can do lots of little things to maintain our wellbeing and counteract stress.
📆 The
Action for Happiness
calendar offers lots of daily activities to encourage you to take a short break and do something beneficial. They release a new calendar each month so there’s always something new to do!
🏃 You’ve heard it before, and you’ll hear it again – EXERCISE! Don’t worry, you don’t have to go for a five-mile run, you just need to get moving. You could walk instead of driving somewhere, you could take the stairs instead of the lift at the shopping centre, or you could take a dip in the sea for 10 minutes. It doesn’t have to be long or difficult, it just needs to be movement!
🟩🟦 Spend time in natural green and blue spaces. Read a book by the sea or meet with a friend on the moors. This is a proven way to bring calmness to your day and improve your wellbeing (
European Centre for Environment & Human Health
).
💧 Drink water! It’s not a complex one, but it’s so important for your health and your brain! Staying hydrated is really important and helps to keep your body functioning at its best.
📵 Spend an evening without screens. You could cook a nice meal, play a board game, or explore a new book.
☀️ Spend some time in natural light. Now the clocks have gone forward, we have more time in the evenings to enjoy some daylight. Try to spend some time in the light and fresh air, even if it’s having a cup of tea in the garden.
💤 Prioritise sleep. Sleep and rest are essential for your body and mind, it allows you to recharge and energise your body for your day. An average adult should sleep between
seven and nine hours
per night!
Check out the
Stress Management Society’s stress test
to check your levels and get some more tips on how to reduce your stress!
Post authored by:
Patrick Owen
Press & Public Relations Officer
Plymouth Marjon University
Picture by Kaleidico
Postgraduate study is a brilliant, rewarding but challenging opportunity to showcase your talents and hone your experience to enhance your career, or jump into a new one!
The MRes experience with Marjon is customised to reflect your professional aspirations and increase your potential to progress with your current employer, within the wider sector, or in a new career. The programme also provides a good grounding in the research process and can be a stepping stone into doctoral research.
What is an Master of Research (MRes) programme?
An MRes is a postgraduate Master’s-level degree that focuses on research and equips you with the skills to conduct research independently. This programme allows you to research an area of interest and really finesse your skill set while expanding your knowledge.
Do I have the skills to complete an MRes?
Postgraduate study is great, but you shouldn’t assume it’s easy! If you’re considering an MRes, you should:
Have a desire to direct your research and be driven to discover more.
Be curious to explore a desired line of research.
Many MRes students use their Master’s degree as a step into further study such as a PhD. An MRes will equip you with the necessary skills for this.
What would my timetable look like?
Many of our students have work, family, or caring commitments, so our MRes aims to fit around you. We try to keep our on-site taught sessions limited to one afternoon a week, allowing you time to study independently too.
Here’s an example of a semester A timetable:
Tuesday – 13:30-15:00 Lecture (Module 1)
Tuesday – 15:30-17:00 Seminar (Module 2)
What will the teaching be like on the course?
Interactive learning is a key part of your study, so taught sessions are full of student contributions. We’ll ask you to engage with specific reading materials and pre-recorded lectures to stimulate your mind and shape discussions that follow in class.
Lecture presentation slides and supplementary reading on relevant topics are usually available before your sessions to help you prepare and support your independent study.
Picture by Daria Nepriakhina
What is the difference between full-time and part-time study?
On the full-time programme, you will complete your modules in one academic year which is usually most suitable for those with a developed research project idea and minimal commitments outside of university.
The full-time option allows you to complete the programme over two years, with three modules in the first year and two modules in the second. The part-time course is usually favourable for students with other commitments, especially work.
How will I be assessed?
We like to make sure our assessments are authentic and align with tasks that a researcher would need to complete. Your assessments may include reports, portfolio work, a literature review, a proposal, a presentation, and a Master’s thesis.
What is a supervisor and who will mine be?
Supervisors are research-active members of staff at Marjon. They’ll have a research interest in your subject specialism and will be there to support, challenge, and help you succeed. Your supervisor will be your first point of contact whilst conducting your research.
Kickstart your MRes and find out more – contact Programme Leader Rosanna Walters-Symons
here
.
Post authored by:
Rosanna Walters-Symons
Senior Lecturer
Plymouth Marjon University
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Working in the military as a non-standard educator, the MA Professional Education Practice has been fantastic.
Firstly, it has been so convenient as I could work remotely at a distance whilst undertaking busy roles within the Royal Marines (RM) and then through a transition to the Royal Navy (RN) as an Officer. The ability to connect with all the learning at any time makes it simple to work at times that suited me. Lynne’s approach, recording bite-sized videos highlighting each week’s learning themes, was convenient and enabled replaying to re-consider key points.
Furthermore, the weekly content supported the learning, meaning I could focus on key elements. What made this unique was the extra learning elements enabled me to expand on the topics to a deeper level if I had the time or the inclination. All this was supported by Lynne, with feedback sessions online that enabled discussion on my plans for the reports and she helped expand my thinking in a very mentor-inspired approach.
Secondly, the content enabled me to expand gaps in my knowledge. I have spent years delivering training within both the RM and RN, and I have an extensive coaching and mentoring background but, I am not a pure teacher and won’t follow that path in the military or after.
This course recognises this and helps me to link the higher theological understanding into my skillset. It has enabled me to think deeply about other training elements like analysis and design supporting my current RN Officer career as a Training Manager.
Thirdly, the final dissertation did two things; it enabled me to write a dissertation to the highest standards as seen with my final grade of 88, and more importantly, it enabled me to seek a gap in the RNs’ training approach concerning technology. I now have a clearer understanding of the technology being used in education across multiple industries, how it is used, and what pitfalls have been discovered. Additionally, I have a deeper understanding of my peers’ thinking and the theological concepts supporting technology utilisation. As a Training Manager, this knowledge will be valuable to the RN as it continues to adapt and implement these types of technology into its training envelope.
I would wholeheartedly recommend this course to anyone busy, looking to upskill their career, and needing the foundation of education to accurately analyse, design, and support training within an organisation. Lynne Wyness (Programme Leader) is simply the finest of mentors, she enables her students to seek both inspiration and the drive to excel.
Royal Navy Educator
MA Professional Education Practice graduate
Plymouth Marjon University
Takeaway of the week – it’s not that deep.
“It’s been a week of fluctuating feelings of capabilities – I absolutely know that I am competent enough to take on this Master’s, but looking too far ahead at assessments and putting high expectations on myself to already know what I’m supposed to be doing is something that I have always had to work harder at rationalising.
“Being the only one doing the part-time element of this year means that I can sometimes feel like I am missing content because my peers have had additional contact time, but this is something that I am working on not adding to my mental load. Doing the pre-reading, saving thoughts and ideas as soon as they land in my notes app, adding papers to Zotero (on my phone so it’s so easy and to hand at any downtime!) and taking a deep breath have all been mechanisms that have prevented me from getting overwhelmed.
“I look after a small cohort of children each week and teach them to swim; a longstanding passion of mine. This week, I redesigned my business logo with the mindset that part of my desire to take on this MSc is to establish my self-employed business further as a passive (mostly!) income in providing a high standard of swim lessons to the children of Plymouth. I learnt some new skills that have elevated my logo and design, and for someone who has recently realised my parents are, in fact, not technophobes, it’s the pace at which things change, I was proud to have gotten my head around the tech!
“I think that being a Marjon BSc grad has helped me to realise that there’s help if you need it, no one wants you to fail, and communication is key.
Strategies for coping with stress and overwhelm? IT’S NOT THAT DEEP! That and the mantra from my Year 3 teacher, Sister Anita, “Ella, has the world stopped spinning? No? Then carry on.”
Post authored by:
Ella O’Neill
MSc Business, Management and Enterprise
student
Plymouth Marjon University
“I’m in a unique position where I already know several students due to my involvement with Marjon. This has its perks but also its downfalls. Due to splitting study and work in the same space, I am a little more keen to keep my head down and partake in the lecture, but not much outside of this. I’m fortunate to be studying with a friend on the course, although she is full-time so this is only for the parts relevant to a part-time course.
“It’s been great to mix with a range of individuals on the course so far – we have people from America, London and France at first glance in our group, and a diverse age range meaning conversations in lectures are varied.
“Due to work commitments, this week has been particularly tough, but I have managed to get my first-ever university sporting debut which was the most fun and brilliant way to interact with a wider demographic of students. I highly recommend it, no matter your sports background! I was referred to as the glue by some students watching, inferring that I followed instructions and delivered on what the coach asked of me… doing what I was told!? A revelation! With nearly zero previous team sports experience, it’s a proud moment that even if I can’t get many more in with work and study commitments, it will surely be a highlight of my Master’s career. I can’t believe I’m about to be a month into my study… time flies!”
Post authored by:
Ella O’Neill
MSc Business, Management & Enterprise
student
Plymouth Marjon University
“In my third year at Marjon, I began looking for jobs in the hope that something might catch my eye, and it did! So while I was frantically writing my dissertation, I was also updating my CV and filling in applications. Unfortunately, I didn’t get the job, but the charity offered me a volunteer opportunity, which I took. After all, experience really is key!
“I began sometime in April, and my passion and determination were recognised. I was offered the job I originally applied for on the spot! If there’s one thing I took away from Marjon, particularly from the amazing lecturers, it was believing in yourself and being confident in your abilities. I used this to negotiate getting a management position, which I am still in more than two years on. 💼
“During this time, I have been supported with self-development and using my skills to develop others, while gaining relevant experience for future opportunities. I’d particularly like to thank my lecturers for all their support and advice.”
Find out where a Marjon Criminology degree could take you.
Post authored by:
Chris Taylor
BA (Hons) Criminology graduate
Plymouth Marjon University
The first content lecture landed. A review of the course content took place and then we moved on to talking about all things business. First stop, the business environment.
I’m still on the initial wave of this is brilliant, this is terrifying and everything in between. Laura had set us a pre-course writing task which we got feedback on. I’m pleased to say that I received positive feedback and I get the clear ‘vibe’ that feedback and conversations are a spinal point to the course. That being said, clear expectations on how work can be reviewed have been set out – one of the main differences seems to be that you are a little more ‘on your own’ with the big stuff compared to undergrad – no less supported though, but that’s the academics at Marjon. I’ve always had as much help as possible from all of the touch points to my courses both at UG and so far, PG.
It was useful to have used Canvas (our virtual learning platform) before as none of this was foreign but I definitely think that being a bit older and wiser, it makes sense and it’s there to be used. I was a bit like a rabbit in headlights when I started my undergrad after 12 years out of education so I didn’t utilise everything properly and often different modules had slightly nuanced ways of uploading content. Again, Laura has mapped out how the pages will look so really, there is no way for any of us to come back and say we didn’t know where to look. You can’t miss it!
One of the best things so far for my studying is in fact writing up these blogs. I review my notes and recall what we looked at in my session. I only do one of the sessions compared to my peers as I am a part-time student, so it’s helpful sitting down and going over my notes. I’ve gone away and used my notes this evening to read up on a guy who seems pretty relevant to the course so far, something I didn’t start to do until later in my undergrad. We got given a case study during the lecture and I’m taking the time to review, piece together and think of how this could be relevant to my first piece of work, an industry report.
It’s been really interesting already looking at how the topics land within my current job. The world of business crosses all sectors and it’s going to be interesting to try to apply my learning to benefit my Monday-Friday.
Porter and his 5 forces, out.
Ella O’Neill
MSc Business, Management and Enterprise student
Plymouth Marjon University
Accidental Manager – my takeaway of the day
Starting my Master’s today was somewhat overwhelming, with the imposter syndrome hitting hard first thing. I was quickly put at ease by an informative morning led by our programme lead, Laura, and an introduction to the Chartered Management Institute (CMI) qualification we will gain as a result of the study, in addition to our academic qualification. Having missed out on this as an undergraduate due to COVID-19 and being a clearing student, it felt great to be informed and welcomed to a course that is evidently passionately led.
Icebreakers with the course and a timeline of events made me feel better about the future undertaking and excited about the opportunity. It would be wrong not to note the concern about the balance of work, study and life, especially since work and study are in one place, but I firmly believe that this is attainable given the clear outset of expectations.
The afternoon was more generalised and it was great to meet other postgraduate students. The nature of mature study means that it’s less about settling in and more about getting on, in my opinion, so it felt great to be introduced to key stakeholders and then ready to start our next week.
I am joined by a fellow friend, from a different background which meant that today was able to be a purely student day for me, although I am hoping that our name sign-making skills, referenced above in a picture are not indicative of the times ahead – Katy standing tall and strong and my label sinking quite rapidly!
A key takeaway today was the focus on the ‘accidental manager’ from CMI. As a new manager, I am keen to upskill to ensure that I lead with purpose and don’t fall into this category. It’s a promising sign that I have lots to learn, develop and improve and can gain this with the assistance of the course.
Ella O’Neill
MSc Business, Management and Enterprise student
Plymouth Marjon University
Results day and the days that follow can be an incredibly stressful time! If you’re a young person, parent or carer, you may be worried about the uncertainty of the future and what happens next, hoping for success.
What can you do to manage your stress in the moment?
Take a moment to count to 10
Spend 2 minutes taking deep and slow breaths
Take a break and walk for 5 minutes
Play your favourite song!
Move away from any screens and close your eyes for a moment
Don’t forget to support yourself. There can be a lot of emotions flying around during results time – happiness, disappointment and anxiety to name a few, and it’s not only your children that face a new chapter.
Did you know you can access confidential, affordable ‘pay what you can’ counselling at Plymouth Marjon University? Our trained counsellors can support you and help you to prepare for what the next chapter brings.
Go to our webpage and click on our self-referral form
here
. Want some top tips to best support your children? Find out more here on the
BBC Bitesize
website, or from
Young Minds
.
Photo by Rainier Ridao
Waiting is a fundamental element of human life. Yet, as humans, we can find the practice uncertain, problematic, and sometimes anxiety-provoking, whether we are waiting for food to be delivered, results from exams, starting a new chapter in our lives or for an appointment, even devoted optimists show a loss in confidence (1) as the deadline for the end of the waiting period approaches.
As we approach a new academic year, many of us are facing two separate periods of waiting, the first period is waiting for results and confirmation of an unconditional offer in August, and the second period is waiting between mid-August and mid-September to start your new course. While these waits are similar in how we perceive and react to them, we need to manage and cope with each one differently to make the most of our waiting time.
Waiting for results
While we bring our unique selves to the situation of waiting for results, we tend to be similar in our actions to deal with the uncertainty. The Uncertainty Navigation model (2) explains how humans cope with waiting for results.
Firstly, we need to recognise and acknowledge that anxiety and repetitive thought are part of the process, they are to be expected; we all have moments of doubt as we wait for results, and we all have moments of high optimism.
Secondly, we use many different strategies to try and deal with the cognitive or emotional aspects of waiting and to prepare for dealing with news (good or bad). People might use consequence mitigation techniques, where they begin to think about what they might do if they have bad news, such as contingency planning for bad outcomes or minimising the consequences of the outcome. We might begin to reevaluate the outcome and its implications during the waiting period, such as bracing ourselves for the news, managing our own and others’ expectations of the outcome, and commencing pre-emptive benefit finding; whether this is finding a benefit of potentially bad news (finding that silver lining!), or reminding ourselves and others of the great benefits of good news.
Thirdly, we might use direct emotion management techniques such as suppression, where we try not to think about our emotions at all (this is never a psychologically good option), and distraction, where we place our attention elsewhere to pause the repetitive thinking.
But do these activities work? One questionnaire-based study (2) suggested mixed results for activities used to reduce the stress of waiting for results: Distraction activities can help reduce stress, but suppression offers no benefits. Cognitive coping mechanisms like preparing for negative outcomes and managing expectations have mixed or sometimes negative effects on anxiety.
Consequently, there are a few recommendations about what we can do whilst we participate in a wait for an unknown result, to increase the likelihood of waiting well:
Be aware – Identify when those negative thoughts arrive and deal with them and know that a little bit of optimism cannot harm you.
Distract yourself – Find all-encompassing activities, where you are lost in the moment or the flow of the activity, but remember that when the activity is over, your thoughts will revert to thinking about the outcome. Distraction is great, but not a long-term solution!
Waiting
“A watched pot never boils”, “time flies when you are having fun”
Across the English language, there are a whole series of idioms and sayings which indicate the more attention we pay to time, the slower it seems to go, and many have reported the wellbeing benefits of being in the flow, or involved in activity to the extent of not noticing time go by. But what is the supporting evidence behind these sayings? How do humans experience waiting? And how do we wait well?
The psychology of waiting offers a few interesting comments on the perception of time/waiting, which indicate actions we can take to wait well:
If we are experiencing uncertain wait lengths, time appears to move more slowly. Therefore, we wait better when we know there is a specified end to the wait, for example: “your food will arrive in 9 minutes”, rather than “Your food is with the delivery rider”, and “You will begin your degree on 23 September” rather than “the course starts in September”.
Unexplained waits are more difficult to deal with (3). For example, imagine yourself waiting for a train that keeps getting delayed. It can be annoying and provoke irritation, but once we are aware that the train is delayed because there has been an animal on the tracks (this happens in Devon more than we like to think!), then our irritation subsides because there is a reason for the delay / wait.
Anxiety makes the wait seem longer. Anxiety related to waiting is linked to the desire to get started, it’s about the anticipation, and therefore if we are encouraged to do something linked to the outcome of the wait, our anxiety reduces. Such as being given a menu to read whilst we wait for a restaurant table or being invited to buy popcorn whilst we wait for the film to start. This works because we feel like we are starting the activity. In contrast, being asked to perform an activity not associated with the end outcome increases our anxiety / irritation, like listening to muzak whilst we wait for a call to be answered or standing in a lengthy line waiting for a barrier to open.
Solo waiting is harder than group waiting. As humans, we like to be in groups, often in queues. You can see non-verbal communication between the queuers or hear conversations start as the wait continues, and whilst these may be negative about the length of the wait or our boredom, the conversations promote group identity where we are waiting together, and once this occurs, boredom reduces and time appears to speed up.
Based on the research, here are a few things you can do while waiting to start university to make the most of the time:
Gather Information
Learn about timelines such as move-in dates, induction sessions, and the start of the term.
Seek Updates
If you’re waiting for an outcome past the deadline, ask for information to avoid uncertainty. Follow up on emails after 3-5 working days if you haven’t received a reply.
Engage in Relevant Activities
Read recommended texts or books, search for related podcasts or YouTube channels, buy necessary supplies, and plan your study time or room layout.
Connect with Others
Join social media groups for your course or cohort, contact the course team for recommended preparations, reach out to people you met on applicant day, and start conversations about beginning the course.
Post authored by:
Dr Hazel Bending
Associate Professor & Course Leader,
BSc (Hons) Psychology
Plymouth Marjon University
(1) Sweeny, K., & Falkenstein, A. (2015). Is waiting the hardest part? Comparing the emotional experiences of awaiting and receiving bad news.
Personality and Social Psychology Bulletin
,
41
(11), 1551-1559.
(2) Sweeny, K., Reynolds, C. A., Falkenstein, A., Andrews, S. E., & Dooley, M. D. (2016). Two definitions of waiting well.
Emotion
,
16
(1), 129.
(3) Maister, D. H. (1984).
The psychology of waiting lines
(pp. 71-78). Boston: Harvard Business School.
Last week we welcomed Dr Vincenne Revilla Baltran and Dr Cristal Edmunds from Point Park University, Pennsylvania, USA. The Drs had come to the UK on a research trip and specifically came to Marjon to learn more about our MA Arts, Health and Wellbeing degree.
The Drs met with students and learnt about their experiences. This was followed by an academic sharing session hosted by Marjon lecturer Dr Kate Massey-Chase with other Marjon academics, where the Drs shared their expertise in youth mental health, social-emotional learning and teacher training.
The Drs expressed their enthusiasm for Marjon and their hopes for future collaborations. Academics from across the globe are inspired by our work and the MA Arts, Health and Wellbeing’s excellent international reputation.
Plymouth Marjon University has strong partnerships with 26 institutions in 18 countries around the world, helping to bring diverse cultures to the University and providing opportunities for Marjon students to learn more and build a broader experience.
Get started on your MA Arts, Health and Wellbeing journey here.
Post authored by:
Dr Kate Massey-Chase
Lecturer
Plymouth Marjon University
Edited by:
Patrick Owen
Press & Public Relations Officer
Plymouth Marjon University
Marjon graduate Matt Taylor
“My experience at Marjon equipped me with a strong foundation of knowledge and skills, both practical and theoretical, that have been directly applicable to my working life.
“Through valuable placement opportunities and support, it has allowed me to confidently transition into the working world and helped me land my desired job.
“I now work as an Exercise Rehabilitation Instructor in the Ministry of Defense.
“What I enjoy most about my role is that I work with a fantastic like-minded multidisciplinary team, who are all contributing towards service personnel health and injury rehabilitation.
“This is done through health and wellbeing workshops, exercise classes and individual exercise prescriptions.
“The MSc Sports Rehabilitation course equipped me with a solid foundation of exercise rehabilitation and hands-on experience which I have further developed the longer I have been in my role and exposed to different musculoskeletal conditions, becoming a more competent and confident clinician.”
Find out where a Marjon MSc Sports Rehabilitation programme could take you.
Post authored by:
Matt Taylor
MSc Sport Rehabilitation graduate
Plymouth Marjon University
Going to university or entering higher education is a significant life change for lots of people. And for many, it can bring about feelings of loneliness or isolation.
These feelings are completely normal, as research has shown that young people aged 16 to 34 are one of the most
at-risk groups for experiencing loneliness
.
Your college or university may offer wellbeing or mental health support. Student services or the students’ union (or other student body) can give you information about what’s available – make sure you check the university or college website too.
If you or someone you know is feeling lonely at university, the following organisations can also help.
Student Space
Student Space
is a mental health and wellbeing platform designed to bridge any gaps in support for students.
It also has a specific section hosting resources focusing on
friendships and social life
.
The Mental Health Foundation
The Mental Health Foundation
works to prevent mental health problems across the UK.
Students can learn more in the
student guide to loneliness
, and read about top tips and advice by accessing the
Behind the Books
resources.
There is also a range of mental health advice and information on the website.
Tips on dealing with loneliness
If you are feeling lonely, or know someone else who is, there are plenty of simple, affordable actions you can take.
1. Keep in touch with people
Regular chats with friends and family can help to combat loneliness. Just talking to someone in that moment can really help when you feel alone – and help the person you contact.
Try to do this regularly, as most of us love hearing from others. Being more sociable might also make it easier to reach out when you notice any signs of loneliness.
Messaging old friends and colleagues, or creating a group chat on apps like WhatsApp or Messenger, are good ways to feel more connected.
2. Join a group
Being part of a group or club is a great way to connect with and meet people.
Look for groups to join in person or online that focus on things you like or activities you would like to try.
If you’re in a group, remember to always welcome others and involve them, as it can really help anyone who might be shy or lack confidence when meeting new people.
3. Do things you enjoy
Filling your time doing things you like might be a way to stop you from focusing on your loneliness, which can improve your wellbeing.
Spending time outdoors in green spaces, exercise or sport, reading, and listening to podcasts and radio shows are great ways to boost your mood and occupy your mind.
4. Share your feelings
Talking more openly about how loneliness affects you can really help. Hearing a familiar voice or seeing a friendly face can also make us feel less isolated.
Try not to compare yourself with others. Some people only share the good things happening to them, especially on social media, so comparing yourself to others can make you feel lonelier.
Plus, we can never be sure of what someone else is going through.
5. Connect with others or volunteer to help
Think about people you know who might be feeling lonely and try to connect with them. This might also make you feel less lonely too.
If you pass someone you recognise, try smiling and saying hello. And if you start chatting, could you swap phone numbers or suggest joining or setting up a local group together?
Getting to know people in your area can help with social isolation, especially when moving somewhere new.
Arranging to meet new friends in a safe, public place for a walk outside, or inviting someone out for a cup of tea or coffee can be a great way to help lift each other out of loneliness.
It might be harder for people who have been lonely for a while to be open to connecting, so give them time to respond to your friendly contact.
Volunteering is also a great way to meet people, and seeing the benefits of your actions can really help to boost your mental wellbeing.
Find out about volunteer roles here.
6. Invite someone along to activities near you
There are many free and low-cost activities you can take part in throughout the year.
Invite someone to come along to explore hundreds of free and affordable events happening across the country.
See
what’s on in your local area
, from affordable theatre tickets and free exhibitions to fun family activities at your local library.
Post authored by:
Better Health – Every Mind Matters
NHS
Marjon Graduate Gabby Anderson
“Marjon was the obvious choice for me. I’m from Plymouth anyway and there aren’t many universities that do Osteopathy. So, I could have gone to one of the big London colleges, but Marjon was close to home and my mum completed her teaching degree here and loved it, so it just made sense.
“I loved being a student at Marjon. The teaching team were great, and I liked that we learnt in small groups instead of massive lectures. And they made sure you were hands on, there’s no hiding in the back, especially in the public-facing clinic. Having involved and available lecturers just enhanced the experience.
“We worked in small practical lectures in groups of about 18. The tutors were always floating around to offer guidance and praise, but they were never imposing, always willing you on to learn for yourself. I thought that was invaluable, and with Marjon being a small uni, I felt well-supported.
“Smaller groups meant we could voice our opinions, build relationships with each other and the tutors, and we could explore our practice in a safe environment.
“I loved being close to home and was able to live at home and spend time with my family, but also meant I still had the full uni experience. I was in my first year when COVID hit, so I was so lucky to be around my support network to get me through, and Marjon were quick with getting everything online and handled it really well.
“The Personal Development Tutor (PDT) set up did loads for me. Knowing you had one person that was your point of contact, and you could talk to them about anything was so great. But with a good teaching team, you always felt that you could approach any of them.
“Osteopathy is a demanding course, it’s not something you can breeze through, but the close support at Marjon helps you through.
“Before I graduated, I was offered two jobs. It was nice to feel secure and know I could leave uni and go straight into a job. I also work at Marjon now as a Clinic Practitioner, teaching on the course two days a week and observing practice in the clinic.
“Building connections throughout your degree is important, and the lecturers help with that. It meant I didn’t struggle when it came to finding work.
“Remember that the staff here are in your corner, they want to see you succeed and push you to go further, but you have to put the work in too. They believe in you and your capabilities and make it a smooth transition from student to professional.”
Become a qualified osteopath with Marjon here.
Post authored by:
Gabby Anderson
M.Ost Osteopathy graduate
Plymouth Marjon University
As the sporting season comes to an end, we’re wrapping up our regular British Universities and Colleges Sport (BUCS) and wider competitions. Over this season, our teams have had some major successes with Marjon scholars playing a key role in achieving these results!
The University has risen eight places in the BUCS rankings already, exceeding our initial expectations and putting Marjon in league with some much larger institutions.
Celebrating recent success!
⚽
️
Our football scholars have enjoyed a tough record-breaking season, collecting four titles this year. Our men’s first team scored a league and cup double win, securing a promotion to Western Tier 1. Our women’s first team are revelling in an unbeaten season, collecting the conference cup as they go.
Marjon wheelchair basketball player
In wheelchair basketball, Marjon Scholars have been competing on the continent for Plymouth Fusion at the IWBF EuroCup 2024.
Marjon Swim Scholars at the Team GB Olympic Championships
Our swim team relished another successful BUCS nationals competition at the Swimming Long Course Championships 2023-24 where Marjon scholars broke University records! Some of the swimming scholars travelled to London to compete in the Team GB Olympic Swimming Championship. The scholars did very well, achieving lots of top 50 results and breaking some personal bests!
⛹️
The men’s 1 basketball team were crowned the BUCS Western Men’s Tier 1 Champions!
🏑
Marjon scholar Tarryn Keuler is currently in Turkey representing South Africa in the Ice Hockey World Championships!
Marjon Sport Scholar Chloe Huxter playing rugby
Chloe Huxter, the Marjon Women’s Rugby team captain has been selected for the 2024 English University Rugby Squad, making it an all-star line-up ready to compete!
🏄♀️
Two-time BUCS surfing champion Emily Currie is set to travel to El Salvador for the ISA World Longboard Surfing Championships this month
.
Congratulations to our scholars
🏆 Anna Barnes
🏆 Jasmine Read
🏆 Sam Cox
🏆 Adam Kenyon
🏆 Jack Kelsey
🏆 Dylan Jones
🏆 Jake Curtis
🏆 Sammy Stayt
🏆 Dan Smith
🏆 Jordan Bright
🏆 Ethan Rayment
🏆 Georgia Gussey
🏆 Will White
🏆 Briceny Lomeka
🏆 Leon Mowlem
🏆 Jack Pallant
🏆 Tarryn Keuler
🏆 Chloe Huxter
🏆 Emily Currie
You can become a Sport Performance Scholar at Marjon too,
get started here
.
Post authored by:
Patrick Owen
Press & Public Relations Officer
Plymouth Marjon University
With contributions from:
Tom Kelsey
BUCS & Performance Sport Coordinator
Plymouth Marjon University
April is Stress Awareness Month, a time to recognise stress in our lives and find ways to manage it to improve our wellbeing and quality of life. This year’s theme is #LittleByLittle, highlighting the powerful impact of consistent, small positive actions can have on our wellbeing.
What is stress?
Stress is your physiological response to a situation, and everyone will have a different response.
⚠️ When your senses perceive something as stressful or dangerous, they send an alert to your brain.
🧠 The amygdala, a part of your brain responsible for processing emotion and information, identifies this risk and alerts the hypothalamus, your brain’s command centre.
🔴 The hypothalamus will kickstart survival mode, which usually translates into four responses; fight, flight, freeze or fawn. (Unless it’s a threat to your life, you probably won’t actually fight, you might use a coping mechanism like bouncing your leg or fiddling with an object).
🧬 A hormone (adrenaline) will start coursing through your veins and cortisol (the stress hormone) will enter your brain, maintaining this response for as long as necessary.
What kinds of stress might you experience?
There are four known types of stress that someone may experience in their lifetime.
Eustress
The opposite of distress, this type is beneficial to your body because it builds your resilience. It’s associated with feelings of excitement, anticipation, and fulfilment, and could be triggered by planning a wedding or starting a new job.
Acute stress
This is a quick and short-lived stress response that could be caused by any number of things day to day – a presentation, a job interview, a leaky pipe, etc. Acute stress is not harmful in small doses and can even be motivating but can have negative health effects if it’s prolonged.
Chronic stress
This is long-term and persistent stress usually caused by ongoing difficulties and pressures. This could be caused by health conditions, family or relationship challenges, or other life adversities. Chronic stress can have a negative impact on your physical and mental health and could lead to cardiovascular disease, depression, anxiety, and immune system issues.
Let’s work against stress!
Along with the theme #LittleByLittle, we can do lots of little things to maintain our wellbeing and counteract stress.
📆 The
Action for Happiness
calendar offers lots of daily activities to encourage you to take a short break and do something beneficial. They release a new calendar each month so there’s always something new to do!
🏃 You’ve heard it before, and you’ll hear it again – EXERCISE! Don’t worry, you don’t have to go for a five-mile run, you just need to get moving. You could walk instead of driving somewhere, you could take the stairs instead of the lift at the shopping centre, or you could take a dip in the sea for 10 minutes. It doesn’t have to be long or difficult, it just needs to be movement!
🟩🟦 Spend time in natural green and blue spaces. Read a book by the sea or meet with a friend on the moors. This is a proven way to bring calmness to your day and improve your wellbeing (
European Centre for Environment & Human Health
).
💧 Drink water! It’s not a complex one, but it’s so important for your health and your brain! Staying hydrated is really important and helps to keep your body functioning at its best.
📵 Spend an evening without screens. You could cook a nice meal, play a board game, or explore a new book.
☀️ Spend some time in natural light. Now the clocks have gone forward, we have more time in the evenings to enjoy some daylight. Try to spend some time in the light and fresh air, even if it’s having a cup of tea in the garden.
💤 Prioritise sleep. Sleep and rest are essential for your body and mind, it allows you to recharge and energise your body for your day. An average adult should sleep between
seven and nine hours
per night!
Check out the
Stress Management Society’s stress test
to check your levels and get some more tips on how to reduce your stress!
Post authored by:
Patrick Owen
Press & Public Relations Officer
Plymouth Marjon University
Picture by Kaleidico
Postgraduate study is a brilliant, rewarding but challenging opportunity to showcase your talents and hone your experience to enhance your career, or jump into a new one!
The MRes experience with Marjon is customised to reflect your professional aspirations and increase your potential to progress with your current employer, within the wider sector, or in a new career. The programme also provides a good grounding in the research process and can be a stepping stone into doctoral research.
What is an Master of Research (MRes) programme?
An MRes is a postgraduate Master’s-level degree that focuses on research and equips you with the skills to conduct research independently. This programme allows you to research an area of interest and really finesse your skill set while expanding your knowledge.
Do I have the skills to complete an MRes?
Postgraduate study is great, but you shouldn’t assume it’s easy! If you’re considering an MRes, you should:
Have a desire to direct your research and be driven to discover more.
Be curious to explore a desired line of research.
Many MRes students use their Master’s degree as a step into further study such as a PhD. An MRes will equip you with the necessary skills for this.
What would my timetable look like?
Many of our students have work, family, or caring commitments, so our MRes aims to fit around you. We try to keep our on-site taught sessions limited to one afternoon a week, allowing you time to study independently too.
Here’s an example of a semester A timetable:
Tuesday – 13:30-15:00 Lecture (Module 1)
Tuesday – 15:30-17:00 Seminar (Module 2)
What will the teaching be like on the course?
Interactive learning is a key part of your study, so taught sessions are full of student contributions. We’ll ask you to engage with specific reading materials and pre-recorded lectures to stimulate your mind and shape discussions that follow in class.
Lecture presentation slides and supplementary reading on relevant topics are usually available before your sessions to help you prepare and support your independent study.
Picture by Daria Nepriakhina
What is the difference between full-time and part-time study?
On the full-time programme, you will complete your modules in one academic year which is usually most suitable for those with a developed research project idea and minimal commitments outside of university.
The full-time option allows you to complete the programme over two years, with three modules in the first year and two modules in the second. The part-time course is usually favourable for students with other commitments, especially work.
How will I be assessed?
We like to make sure our assessments are authentic and align with tasks that a researcher would need to complete. Your assessments may include reports, portfolio work, a literature review, a proposal, a presentation, and a Master’s thesis.
What is a supervisor and who will mine be?
Supervisors are research-active members of staff at Marjon. They’ll have a research interest in your subject specialism and will be there to support, challenge, and help you succeed. Your supervisor will be your first point of contact whilst conducting your research.
Kickstart your MRes and find out more – contact Programme Leader Rosanna Walters-Symons
here
.
Post authored by:
Rosanna Walters-Symons
Senior Lecturer
Plymouth Marjon University