Amazing Grace!

Past pupil GRACE WITHYMAN, studying for a master’s degree in developmental psychology and clinical practice, has thrown herself into voluntary and paid work alongside adventurous travels throughout her studies. She talks about the huge benefits to be gained from extracurricular activities

AFTER completing my A-Levels, I took a gap year and travelled Central America, before commencing my studies at the University of Bristol to read psychology.

With a keen passion for everything about psychology, I anticipated that I would love my degree, and I was right; but what I didn’t expect, was how much extracurricular activities would become such a huge part of my university experience.

One of the most valuable voluntary roles I believe anyone can do at university is Nightline; a listening service offered by students for students, which operates every weeknight from 8pm-8am (every university has one).

Volunteers are trained in active listening and empathy skills, enabling them to provide a judgment-free space for students struggling with their mental health. These skills are invaluable for anyone to develop, but they're particularly beneficial for psychology students who aspire to pursue a career in mental health, as they form the foundation for any future therapeutic role. The Nightline team also provides a wonderfully supportive network, creating a strong sense of community.

Other voluntary roles I undertook outside university included being a befriender with peer support group provider Changes Bristol (where I was paired with someone in the community who needed companionship, offering them emotional support through weekly hour-long phone calls), assisting art therapy sessions with the Alzheimer's Society, and serving as a group-session support facilitator for eating disorder groups with Mental Health Matters Wales.

I found each of these positions incredibly rewarding, and they've helped build my skillset across various therapeutic environments.

Societies are also a fantastic way to dive into your passions while connecting with like-minded people. I loved being part of the wild swimming, yoga, and clinical psychology societies.

The clinical psychology society was particularly enriching - I attended numerous academic talks during my first and second years, expanding my knowledge of the field. In my final year, I became president and broadened our offerings to include social events alongside academic ones. Creating this platform for discourse of shared interests was incredibly rewarding, while also developing my leadership and organisational skills.

My final year also brought exciting (and paid!) opportunities within the faculty for mentor positions, something that varies between universities but is worth looking out for.

I worked as a Science of Happiness group mentor, hosting 'happiness hubs' for first years and teaching them about wellbeing strategies, as well as leading financial-wellbeing courses where I helped students cope with financial stress.

These roles only required a few hours each week and were also great for developing leadership experience.

I also got involved with research in my final year, primarily helping to recruit participants and support the development of study stimuli. I secured this opportunity by approaching a lecturer whose research in nutrition

and behaviour interested me; being enthusiastic and proactive is essential for roles like this.

Research experience is incredibly valuable for anyone passionate about psychology, and looking back, I wish I'd reached out to my lecturers earlier in my degree to gain more exposure to research.

Regarding part-time work at university, I secured a barista job at Costa Coffee in first year and stayed there until final year. Although not explicitly relevant to psychology, maintaining consistent employment alongside studies demonstrates you are a reliable worker, you can build lasting professional relationships highlighting strong interpersonal skills and organisational ability.

In my final year, I also worked at an SEN (special educational needs) school through Teaching Personnel agency, as a teaching assistant. The schools primarily supported children with autism, including non-verbal students; with some classes supporting SEMH (social, emotional and mental health) needs where students exhibited more challenging behaviours.

As someone who is passionate about working with children, takes well to pastoral roles, and is very interested in learning about neurodevelopmental disorders; this position was ideal. This work was so impactful and inspiring for me!

Something else I would highly recommend is filling your summers productively. For those who love travel like me, there are great ways to combine adventure with experiences that will support professional development too.

One summer, I worked as a Camp America high ropes counsellor – an excellent opportunity for anyone interested in working with children, as it provides intensive childcare experience while developing teamwork skills. The experience typically includes traveling to different states after camp ends, making it incredibly rewarding and fun too.

Another summer I went to Tanzania, where I shadowed Dr Pascal, one of the country's leading clinical psychiatrists, supporting his campaign for improving mental health provisions.

Following this placement, I climbed Kilimanjaro and explored Zanzibar and Kenya. This last summer I travelled to India and also climbed Everest Base camp in Nepal – the wanderlust is infectious, you have been warned!

Currently, I am studying my masters in developmental psychology and clinical practice at the Anna Freud Centre, in collaboration with University College London. This two-year programme includes a clinical placement in the second year, offering a holistic learning experience that integrates theory with practical skills.

I find it particularly exciting to study in a centre so deeply connected to psychology's origins – as Anna Freud, Sigmund Freud's daughter, founded the establishment during her practice in 1952.

During time off studying, I tutor A-level psychology, help students with personal statements, and work at a local SEN school with the National Autistic Society, maintaining and developing my practical skills in that area.

I intend on pursuing a career as an educational psychologist, supporting children with diverse needs to access appropriate support and reach their full potential. I believe I came to this realisation through testing the waters with a range of roles within the psychological field and seeing what inspired me most.

I strongly encourage anyone who is about to begin university to put yourself out there and do just that. If you are interested in a subject, I think the best approach is to immerse yourself in it.

This not only helps confirm if it's truly for you, but also opens doors through your enthusiasm and connects you with like-minded individuals who can support your journey.