SM interview

Describe a situation where you provided one-to-one support to a client. How did you approach it, and what was the outcome?

Describe a situation where you provided one-to-one support to a client. How did you approach it, and what was the outcome?

• Context: During my paediatric placement, I worked one-on-one with a child diagnosed with Autism and ADHD who was struggling with sensory processing issues in a school environment.

• Action: I first conducted a thorough assessment to understand his specific needs and triggers. I then developed a personalised intervention plan that included sensory breaks and tailored activities to help him manage his sensory sensitivities.

• Result: Over time, the child became more comfortable in the school setting, leading to improved focus and participation in class. His teachers reported a significant reduction in disruptive behaviour.

• Learning: This experience taught me the importance of personalising support to the individual’s unique needs and continuously evaluating the effectiveness of interventions. It also reinforced the value of patience and empathy in building a trusting relationship with clients.

Give an example of how you have collaborated with others in a team setting. What was your role, and what was the outcome?

• Context: During my community mental health placement, I was part of a multidisciplinary team that included psychologists, social workers, and nurses, working to support clients with anxiety and depression.

• Action: I collaborated closely with the team to design holistic care plans, contributed to weekly case discussions, and shared my insights from an occupational therapy perspective, focusing on enabling clients to engage in meaningful daily activities.

• Result: Our team approach led to improved client outcomes, with many clients reporting enhanced coping strategies and a greater sense of control over their mental health.

• Learning: I learned that effective teamwork requires clear communication, respect for each team member’s expertise, and a commitment to shared goals. This experience has equipped me to contribute effectively in a team-based environment.

Question: Can you provide an example of a situation where your communication skills were crucial? How did you handle it, and what was the result?

• Context: While on my acute mental health placement, I was responsible for liaising between the client, their family, and the healthcare team during a particularly challenging case involving an adult with severe anxiety and depression.

• Action: I ensured clear and consistent communication by organising regular meetings with the client and their family to discuss progress and address concerns. I also kept the healthcare team informed through detailed reports and daily updates, facilitating coordinated care.

• Result: This approach led to a stronger support network for the client, who eventually showed marked improvement in their mental health and was able to reintegrate into their community.

• Learning: I learned that clear, compassionate communication is vital in ensuring that all parties are aligned and that the client feels supported. This experience also highlighted the importance of being proactive in communication to prevent misunderstandings.

Can you describe a situation where you used computing skills in your work? How did you apply them?

• Context: During my community mental health placement, I used MS Office and electronic health record systems to document client progress and manage appointments.

• Action: I regularly used Excel to track client progress, Word to draft care plans, and the EHR system to update patient records in real time. I also used email and calendar systems to coordinate with other professionals and ensure all tasks were completed on schedule.

• Result: My efficient use of these tools helped streamline communication and ensure that all team members had up-to-date information on client progress, leading to more coordinated care.

• Learning: I learned that proficiency with digital tools can greatly enhance efficiency and accuracy in clinical settings, which is crucial in providing high-quality care. This experience has made me confident in using similar systems in any setting.

Can you share an experience where you had to manage a situation on your own? What was the outcome?

• Context: In my acute mental health placement, I was tasked with assessing a new client who had just been admitted for severe depression and suicidal ideation.

• Action: I independently conducted the initial assessment, identifying immediate risks and needs. I then created a preliminary care plan and liaised with the on-call psychiatrist to ensure the client received prompt intervention.

• Result: My independent action ensured that the client received timely care, which was crucial in stabilising their condition and beginning the recovery process.

• Learning: I learned the importance of being decisive and thorough when working independently, but also the value of knowing when to seek additional input to ensure the best outcomes for the client.

Give an example of a time when you had to balance providing support with maintaining professional boundaries. How did you handle it?

• Context: During my paediatric placement, I worked closely with a child with Autism who became very attached to me, often seeking emotional support beyond our scheduled sessions.

• Action: I acknowledged the child’s need for support while gently reinforcing the boundaries of our professional relationship. I encouraged him to express his feelings during our sessions and used the time to develop strategies he could use independently outside of our sessions.

• Result: The child learned to rely on the tools we developed together, reducing his dependency on my presence and fostering greater independence.

• Learning: This experience reinforced the importance of setting clear, compassionate boundaries early in the therapeutic relationship. It taught me that doing so is essential for empowering clients to develop their own coping strategies.

Tell us about a time when you dealt with a client in crisis. How did you manage the situation?

• Context: During my acute mental health placement, I was called to assist a client who was experiencing a panic attack and expressing suicidal thoughts.

• Action: I remained calm, engaged the client with grounding techniques to reduce immediate anxiety, and stayed with them while arranging for urgent psychiatric support. I provided reassurance and a safe space until the crisis team arrived.

• Result: The immediate intervention helped de-escalate the situation, allowing the client to receive the necessary care without further incident.

• Learning: This experience taught me the importance of maintaining composure in crisis situations and the need for quick, decisive action. It also highlighted the value of having a range of de-escalation techniques at my disposal.

Can you give an example of how you have promoted equal opportunities in your work?

• Context: During my community mental health placement, I worked with a diverse client base, including individuals from various cultural and socio-economic backgrounds.

• Action: I made it a priority to understand each client’s unique background and ensured that my interventions were culturally sensitive and accessible. For example, I adapted communication strategies for a non-native English speaker, using visual aids and simpler language to ensure comprehension.

• Result: This approach led to more effective and inclusive care, as clients felt respected and understood, which positively impacted their engagement in the therapeutic process.

• Learning: I learned that promoting equal opportunities involves more than just following policies—it requires actively adapting your approach to meet the needs of each individual. This is a principle I carry forward in all my work.

Describe a time when you had to apply professional codes of conduct or ethical principles in your work. How did you handle it?

• Context: In my community mental health placement, I was faced with a situation where a client disclosed sensitive information that was critical to their care but asked me not to share it with the rest of the team.

• Action: I carefully explained the ethical duty of confidentiality and the importance of sharing information with the team to ensure their safety and well-being. I reassured the client that their privacy would be respected while also ensuring that the necessary information was communicated to the relevant professionals.

• Result: The client agreed to share the information, which enabled us to provide the necessary support while maintaining trust.

• Learning: This situation highlighted the importance of transparency and ethical decision-making in maintaining trust while ensuring client safety. I learned to navigate ethical dilemmas with sensitivity and professionalism.

Can you provide an example of a time when you had to work outside regular hours? How did you manage it?

• Context: During my acute mental health placement, there were times when I needed to stay late to ensure that a client in crisis received appropriate care.

• Action: I adjusted my schedule as needed, prioritising the client’s needs over my own convenience. I communicated with my supervisor about the situation to ensure that all necessary support was in place and that I was following the correct procedures.

• Result: My willingness to be flexible ensured that clients received continuous care, which was crucial in maintaining their safety and well-being.

• Learning: I learned that flexibility is essential in healthcare, particularly when dealing with vulnerable populations. Being willing to work outside of normal hours is sometimes necessary to provide the level of care that clients need.

Can you give an example of when you had to make a decision independently but also recognised the need to seek further advice?

• Context: During my community mental health placement, I was working with a client who was not responding to the initial treatment plan.

• Action: I independently reviewed the client’s progress and made adjustments to the intervention strategies. However, recognising the complexity of the case, I consulted with my supervisor and a psychologist to ensure that the new plan was comprehensive and appropriate.

• Result: The collaborative approach led to a more effective treatment plan, and the client began to show improvement shortly after.

• Learning: This experience reinforced the importance of balancing autonomy with collaboration. It taught me that seeking advice is a strength, not a weakness, especially when it leads to better outcomes for clients.

Can you share your experience of working with individuals with Autism Spectrum Condition? How did you approach it?

• Context: During my paediatric placement, I worked closely with children diagnosed with Autism Spectrum Condition (ASC), focusing on improving their social and daily living skills.

• Action: I employed sensory integration techniques and structured activities tailored to each child’s specific needs. I also worked with families to develop routines that could be followed at home to reinforce progress made during therapy sessions.

• Result: The children I worked with showed noticeable improvements in their ability to engage in social activities and manage sensory input, leading to better participation in school and home environments.

• Learning: I learned that working with individuals with ASC requires patience, creativity, and a deep understanding of their unique challenges. It’s important to provide consistent support while adapting interventions to the individual’s evolving needs.

Have you worked with individuals with mental health issues in an educational setting? How did you support them?

• Context: While my experience has been primarily in healthcare settings, during my community mental health placement, I worked with young adults who were facing mental health challenges that impacted their education.

• Action: I supported these individuals by helping them develop coping strategies for managing stress and anxiety related to their studies. I also collaborated with educational staff to ensure that appropriate accommodations were made, such as extended deadlines or flexible scheduling.

• Result: Many of these clients were able to continue their education with fewer disruptions, demonstrating improved academic performance and well-being.

• Learning: I learned that supporting individuals in educational settings requires a holistic approach that considers both their academic and mental health needs. This experience is directly transferable to supporting students in post-compulsory education.

How have you applied your knowledge of equalities and disability legislation in your practice?

• Context: In my community mental health placement, I was responsible for ensuring that all interventions were compliant with equalities and disability legislation, particularly in providing accessible and inclusive services to all clients.

• Action: I ensured that my practice was in line with the Equality Act, making reasonable adjustments for clients with disabilities, such as providing accessible materials and accommodating communication needs.

• Result: My adherence to these principles ensured that all clients received fair and equitable treatment, which contributed to their overall satisfaction with the services provided.

• Learning: I learned that understanding and applying equalities and disability legislation is crucial in creating an inclusive environment where all clients feel valued and supported. This knowledge is essential for working in any setting, including higher education.

Why do you want to work for us?

I am particularly drawn to Oxford Brookes University because of its strong commitment to inclusivity and the holistic development of its students. The University’s emphasis on creating an environment where everyone is valued and given equal opportunity aligns closely with my own professional values and experience in mental health support, where understanding and respecting individual differences is key.

Additionally, I am inspired by the University's focus on connectedness. The blend of academic excellence and practical experience resonates with my background in occupational therapy, where theory and practice go hand in hand. I’m eager to contribute to and learn from an institution that places such importance on building meaningful connections, both within the university and with the wider community.

Lastly, I admire Oxford Brookes’ enterprising creativity. The University’s adaptability and innovative approach to challenges are qualities I find essential, especially in a role focused on supporting mental health, where new ideas and approaches can make a significant impact. I’m excited about the prospect of joining a team that values creativity and is dedicated to making a real difference in students’ lives.

How do you handle confidentiality and sensitive information?

Context: During my community mental health placement, I frequently managed sensitive information about clients’ mental health and personal circumstances.
Action: I adhered strictly to confidentiality protocols by securely storing all documents, ensuring that conversations about clients were held in private settings, and only sharing information with relevant team members when absolutely necessary.
Result: This practice helped build trust with clients and ensured compliance with legal and ethical standards, contributing to the safe and respectful handling of their personal information.
Learning: I learned that maintaining confidentiality is not just about following procedures but also about building and sustaining trust, which is fundamental to effective support.

Can you describe a time when you had to adapt your approach to meet the needs of a diverse group of clients?

Context: On my paediatric placement, I worked with children from diverse cultural backgrounds, including those with Autism and ADHD.
Action: I adapted my therapeutic approaches by incorporating culturally relevant strategies and engaging with parents to understand their preferences and values. I also used a range of communication techniques to accommodate different learning styles and needs.
Result: This tailored approach improved engagement and outcomes for the children, as well as enhanced collaboration with their families.
Learning: I learned that flexibility and cultural sensitivity are crucial in providing effective support, ensuring that interventions are respectful and relevant to each individual’s context.

Q: How do you stay updated with developments in the field of mental health?

Context: In my role as an occupational therapy student, staying informed about the latest research and best practices in mental health was essential.
Action: I regularly attended relevant workshops, read current research articles, and engaged in professional forums and discussions. I also participated in supervision sessions to discuss new findings and their application in practice.
Result: This proactive approach enabled me to apply up-to-date knowledge in my placements, leading to more effective interventions and a better understanding of emerging trends.
Learning: I learned that continuous professional development is vital for delivering high-quality support and staying responsive to evolving practices in mental health.

Describe a challenging case you managed and how you handled it.

Context: During my acute mental health placement, I managed a case involving a patient with severe anxiety and multiple co-occurring conditions.
Action: I conducted a comprehensive assessment to identify the patient’s immediate needs and developed a multi-faceted intervention plan. I coordinated with other healthcare professionals to ensure holistic support and regularly adjusted the plan based on the patient’s progress.
Result: The patient showed significant improvement in managing their anxiety and reported better overall functioning, which was also noted in their feedback during follow-up sessions.
Learning: I learned the importance of a flexible, multidisciplinary approach in managing complex cases and the value of ongoing assessment and adaptation to meet evolving needs.

How would you contribute to the ongoing development of our student support services?

Context: In my previous placements, I was often involved in evaluating and improving support services.
Action: I would start by conducting a needs assessment to identify areas where student support could be enhanced. I would then suggest evidence-based interventions and collaborate with colleagues to implement these improvements. Additionally, I would use feedback from students to refine services continuously.
Result: My approach would ensure that support services are responsive to student needs and grounded in current best practices, leading to improved satisfaction and effectiveness.
Learning: I learned that proactive engagement and continuous evaluation are key to developing services that genuinely meet the needs of those they are designed to support.

Q: What strategies do you use to manage your workload and priorities?

Context: During my community mental health placement, I was responsible for managing multiple client cases, each requiring different levels of attention and intervention.
Action: I implemented a prioritisation system by assessing the urgency and importance of each task. I used digital tools to create a detailed schedule, set reminders, and track progress. Regularly reviewing and adjusting my priorities ensured that I could meet deadlines and provide timely support to all clients.
Result: This approach helped me efficiently manage my workload, ensuring that all clients received the attention they needed without compromising the quality of care. My organisation skills were commended during supervision reviews.
Learning: I learned that a structured approach to workload management and the use of digital tools can significantly enhance productivity and effectiveness, ensuring that all tasks are completed efficiently.

Q: Can you describe a time when you had to deal with a conflict within a team?

Context: During my acute mental health placement, I encountered a situation where there was a disagreement between team members regarding the treatment approach for a patient with complex needs.

Action: I facilitated a team meeting where each member could voice their perspectives and concerns. I encouraged open communication and helped to mediate the discussion, focusing on the patient’s best interests. Together, we reviewed the evidence and reached a consensus on a revised treatment plan.

Result: The conflict was resolved amicably, and the team’s collaboration improved, leading to a more effective and cohesive treatment plan for the patient. This approach also enhanced team morale and cooperation.

Learning: I learned the value of active listening, mediation, and collaborative problem-solving in resolving conflicts and maintaining a positive team dynamic.

Q: How would you handle a situation where a student is not complying with the agreed support plan?

Context: On my paediatric placement, I worked with a child who was initially reluctant to engage with the intervention plan we developed.
Action: I first re-evaluated the plan to ensure it was appropriately tailored to the child’s needs and preferences. I then had a discussion with the child and their parents to understand their concerns and barriers. Based on this feedback, I adjusted the plan to be more engaging and motivational. I also provided additional support and encouragement to help the child adhere to the new plan.
Result: The child’s engagement improved, leading to better progress in their development goals. The parents also expressed greater satisfaction with the revised approach.
Learning: I learned the importance of flexibility and open communication in adapting support plans and the value of involving clients and their families in the process to ensure their needs are met effectively.

whats a weakness you have?

Weakness: “I sometimes struggle with delegating tasks because I tend to take on too much myself.”

Action: “I’ve been actively working on this by learning to trust my team members more and clearly defining roles and responsibilities. I’ve also started using project management tools to help track progress and ensure tasks are managed effectively.”

Result: “As a result, I’ve been able to balance my workload better and improve team productivity, while also allowing team members to grow in their roles.”

Learning: “I’ve learned that effective delegation can lead to better team performance and increased personal efficiency.”

How do you approach building relationships with students who may be reluctant to seek help

Context:
During my community mental health placement, I worked with students who were hesitant to engage with support services due to stigma and fear of judgment.

Action:
To build trust with these students, I first created a welcoming and non-judgmental environment by actively listening to their concerns and validating their feelings. I used empathetic communication to show understanding and respect for their experiences. I also took a collaborative approach, involving them in setting their own goals and creating a support plan that they felt comfortable with. Additionally, I ensured that my interactions were consistent and reliable to build a foundation of trust over time.

Result:
As a result, many students who were initially reluctant began to engage more openly with the support services. They reported feeling more understood and valued, which led to improved participation in their support plans and a more positive overall experience. Feedback from these students indicated that they felt their concerns were taken seriously and appreciated the non-judgmental approach.

Learning:
I learned that creating a safe, empathetic, and collaborative environment is crucial in building relationships with individuals who are hesitant to seek help. This approach not only helps in overcoming initial reluctance but also fosters long-term trust and engagement.