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    Welcome to Social Circle, a resource for Queen Mary's autistic students.  

    We will usually use the term autistic for an individual on the autism spectrum, though we recognise that some people prefer other terms to describe themselves, please specify your preference.


    Here you can find some useful information about university life, get updates on important messages from the Disability and Dyslexia Service (DDS) and talk to other students in this group.  

  • Who are the Disability Advisers (Mental Health & Autism)?

    • Agnes Price (she/her)

      Disability Adviser (Mental Health and Autism)

      ◦ Location: Disability and Dyslexia Services, Francis Bancroft Building, Third Floor, Room 3.06

      ◦ Email: a.price@qmul.ac.uk

      ◦ Phone: 020 7882 2756

      To book an appointment email dds@qmul.ac.uk

      ...................................................................................................................................................................................................


      Huong Hoang-Wilson(she/her)

      Disability Adviser (Mental Health and Autism)

      ◦ Location: Location: Disability and Dyslexia Services, Francis Bancroft Building, Third Floor, Room 3.06

      ◦ Email: h.hoang-wilson@qmul.ac.uk  

      ◦ Phone: 020 7882 2756

      To book an appointment email dds@qmul.ac.uk

      .....................................................................................................................................................................................

      Please note Samia is currently on maternity leave October 2023

      Samia Da Cruz (she/her) 

      Disability Adviser (Mental Health and Autism)

      ◦ Location: Disability and Dyslexia Services, Francis Bancroft Building, Third Floor, Room 3.06

      ◦ Email: s.i.imran@qmul.ac.uk  

      ◦ Phone: 020 7882 2756

      To book an appointment email dds@qmul.ac.uk

      .....................................................................................................................................................................................




      Agnes and Huong can help you with:

      ◦ DSA applications and problems

      ◦ Finding/changing a mentor, study assistant or other non-medical helper

      ◦ Differences you are experiencing as a result of your disability

      ◦ What to do if you think you have co-occurring conditions, such as Specific Learning Differences 

      ◦ What to do if you have academic problems

      ◦ Advice on extenuating circumstances and 'fit to sit'

      ◦ What to do if you have accommodation problems

      ◦ Talking to tutors/other staff on your behalf

      ◦ Support and guidance for your mental health needs

      ◦ Social aspects of university

      ◦ Anything else you're not sure about

      "If in doubt, contact us, and we will find out what you need to do!" 

  • Where do I go for...

    Support with my accommodation: Contact Residential Services. Click here for contact details.

    Support for my physical health: See your GP. If you live on campus or in post codes beginning with E1, E2, E3 or E14 during term time, you should register with the Student Health Service. If you have not yet registered, click here for our Student Health information pages.

    Support for my mental health: Visit the Advice and Counselling Services (ACS) page here.  The page also explains how to make an appointment.

    Support for my autistic differences, including applying for Examination Access Arrangements (EAA) e.g. additional time. See a Disability Adviser (Mental Health and Autism) from the Disability and Dyslexia Services (DDS). Contact dds@qmul.ac.uk.

    Support relating to a Specific Learning Differences (SpLD), such as dyslexia or dyspraxia: Contact the Disability and Dyslexia Service on dds@qmul.ac.uk.

    Support with my course such as missed lectures, coursework deadlines and/or exams, or on-going personal or health problems that will affect my study: See your Student Support Officer (SSO). You can find out who that is here.

    Advice on module options, programme changes or my academic progress: See your Academic Advisor (also called a Personal Tutor in some schools). You can find out who your Academic Advisor is on your MySIS page. Or see the School's Student Support Officer (SSO).

    Funding questions    , budgeting, financial problems, debt and government benefits (including Disability Benefit): See a Welfare Advisor. Click here for information on making an appointment.

    Advice on my legal rights, including international problems, housing rights and council tax: See a Welfare Advisor. Click here for information on making an appointment.

    Advice on retakes, interrupting my studies, or withdrawing from QMUL: See your School's Student Support Officer (SSO). Click here for contact details.

    Questions about your enrolment, your MySIS record, exam regulations, getting a replacement Student ID Card, and other questions you can't find here: Go to the Student Enquiry Centre (Ground Floor of iQ East Court); or email studentenquiry@qmul.ac.uk; or Online via MySIS: visit SEC Online.

    Complaints and appeals    : Email annie.mitchell@qmsu.org Annie is the Advocacy and Representation Manager, a QMSU staff member who is there to advise and help you if you should ever need to appeal a decision or make a complaint.

    Social Opportunities    : Visit the QMSU website, where you can find a calendar of events (including specific non-alcoholic events), find the list of societies which you can join, and find volunteering opportunities. Joining a society is an excellent way to meet new people with the same interests, as well as volunteering. Visit St Benet’s Chapel and join in with various workshops.  http://www.faith.qmul.ac.uk/StBenets

    Advice and workshops on finding a job or gaining work experience: Visit the QMUL Careers Service website to find advice or book an appointment.


  • Disabled Students' Allowance (DSA)

    If you are on the Autism Spectrum then you are entitled to claim Disabled Students Allowance (DSA). This allowance is used to meet the cost of any assistive technology that you need, as well as to pay for helpers such as a mentor or study assistant. You do not have to repay DSA. Click here to find out more. 

  • Getting Academic Help

     

      • Ask your module tutor: Many students are reluctant to ask their tutors, but they are there to help you, and they set aside at least two hours per week for Drop In (often referred to as 'Office Hours'). Email them to ask when this is, or check on your module page on QMPlus for details. You could also email them your questions if you don't want to ask during class.

      • Attend PASS sessions: Many academic schools at Queen Mary operate the Peer Assisted Study Support (PASS) scheme for first years. Visit the PASS page and email the relevant contact for your school to find out when PASS sessions operate.

      • For essay writing or presentations help: You can book a one to one tutorial in the library here. These sessions are popular so book as soon as you think you need one - there could be a wait.

    • Every school at Queen Mary University has a dedicated Student Support Officer who can offer advice on matters you feel may be impeding your ability to study. This will also be the person you should hand Extenuating Circumstances form to. Find your Student Support Officer here.

  • Extenuating Circumstances and 'Fit to Sit'

    Extenuating Circumstances: a guide for students

    https://www.qmul.ac.uk/student-experience/student-wellbeing-hub/extenuating-circumstances-a-guide-for-students/


  • Groupwork

    •  

      Group work can cause a great deal of stress for some students. Here are some tips to help you through it:

      • Why does the university insist on me doing partner or group work? The main reason is to prepare you for your future working life. There are very few jobs that have no collaborative work at all, so the chances are that you will have to work with others at some point. If you decided to get married or live with a partner, this is also a form of group work. And why do so many jobs involve group work? Because when one person works alone, they may not think of every possibility, or they may leave some things out. When there are several people, they will think of a larger number of ideas between them, and are less likely to leave anything out, producing a better piece of work. 


      • Working with others is hard: Communicating your differences can feel challenging when working with an unfamiliar group of people. Understanding your boundaries is key in developing effective communication. You may have certain ways of working that make perfect sense to you, it is important that your share this within the group, so that accommodations can be made. For example, asking for extra processing time when sharing your opinion/commenting or answering a question; having questions or instructions in print alongside verbal instructions; requesting clarification if you are unsure by sharing your own understanding of what was instructed (seeking confirmation/clarification); requesting rephrasing of ambiguous phrases, etc. 


      • Should I tell the group I am autistic? This is your own personal choice.  By sharing your differences, accommodations can be made to enable you to manage the academic and personal demands in your life and may help you to thrive in your environment. Some students may be reluctant to disclose this information because they have experienced bullying in the past, at Queen Mary we aim to create an inclusive environment, building upon knowledge and understanding that stems from our neurodivergent community. If you do experience any bullying or harassment at all, inform your Disability Adviser, and/or make a report on Report + Support.


      • How can I share my differences? Recognising your triggers is very important in being about to engage in your daily and academic life productively. When you understand what your boundaries are, you will be able to create your regulatory toolkit (self-regulation). 
      This may include strategies such as: 
      1) understanding how you can effectively communicate;
      2) how to manage sensory differences to avoid over sensory stimulation,
      3) how to emotionally regulate (reducing shutdowns or meltdowns). 

      Your regulatory toolkit may consist of:
      1a) using a pen and paper/laptop/tablet to share comments/questions/answers when in seminars or taking part in group work
      2a) use of noise cancelling ear plugs to reduce background noise/wearing tinted glasses; use of fidget toys/mini weighted blanket
      3a) grounding techniques/going for a walk/finding a quiet place/calling a friend or family member/listening to music, etc. 

      When you identify what your boundaries are, write a script to help you share this with the people who you are required to interactive with.  This will help you to build positive working relationships by developing good understanding and awareness of your differences. If you feel confident, have an open discussion with academic staff and peers. Your Disability Adviser can support you with this.

      • Working on your strengths - managing expectations and being able to predict events may be necessary for some autistic individuals. If you like things to be clearly planned out, you could offer to be the person who takes notes. This way, you can ensure that you have written down what each person is going to do and by when, and the date of the next meeting. Don't be afraid to ask for clarification about exactly what your role will be and what will happen next.  Developing your group work skills is important, being about to liaise, time manage and communicate effectively with others may be an essential part of your course. Initially, work to your strengths and work on developing skills you find more challenging by shadowing or working with a peer who feels more confident in that area. 

      • Navigating social cues It is common for people working in groups to drift away from discussing the task and start a social discussion instead, this can sometimes create feelings of unease. Overtime, you will be able to build good working relationships with peers, and hopefully an understanding of how each of you work. If ever you feel uncomfortable, you can dip into your regulatory toolkit.  Sharing your boundaries is key in helping your peers and the academic staff understand your needs.  If you do not understand a gesture/comment, ask for clarification. 

      • What if things are going wrong? If conflict arises that you can't overcome, or there is some other problem in the group, let your Student Support Officer (or School Academic Adviser) know straightaway and ask them to come to a group meeting to help get things back on track.

  • Public Speaking

    • Almost no-one likes giving presentations in public, but they are needed in business to deliver information to multiple people in an efficient way. Here are some tips if you are asked to present or speak in public:

      • Remember that most presentations at university are only done in front of small groups, so it may not be as bad as you think; check with your tutor so you know what the format will be, and ask if the order can be agreed in advance, so you know when your turn will be.

      • Be prepared, so you know what you are going to say. Most people prefer to take a written script or flash cards to guide them.

      • If you are allowed to use power point, then do it. This means you can turn the lights off, and people will be looking mostly at the slides rather than at you.

      • Don't try to rush to get it over with - this will make your breathing shallow, which actually increases your fear.

      • Instead of making eye contact with people, try looking at the tops of their heads. From where they are, they won't be able to tell that you aren't really looking at them. Another trick is to choose three points on the back wall, slightly above the head height of the audience; one point should be straight in front of you, and then one to either side of that. As you read your script or flash cards, look up from time to time, at one of the points, alternating which one. This gives the impression that you are looking around at people, even though you aren't really.

      • Remember that only you know what you planned to say, so if you make a mistake or leave something out, the audience won't actually know, and you should just continue.

      • Expect that there might be questions at the end - many students feel anxious because they don't know what they might be asked. Listen to the question, take your time to think, answer if you can (looking at the top of the person's head if you want to avoid eye contact), or say 'I'll have to get back to you on that' (This is a figure of speech, you will not normally be expected to find the answer and get back to them). 


      Speak to your Disability Adviser to discuss accommodations you may find supportive when presenting, for example: 

      1) extra processing time to answer questions

      2) having questions in printed form to read

      3) consideration for broken eye contact during presenting


  • The first year at University

    You have taken a very big step in coming to university; you may have been in your previous school or college for a number of years, and you knew how everything worked there. This may be the first time you have lived away from home. And yes, university work is harder - you are having to learn all kinds of study skills that you haven't been asked to use before.  Allow yourself time to adjust.


    Every year, large numbers of students seek out university services because they feel like they aren't coping well with the transition, so you are not alone. Your first year only counts as 10% of your final degree, so give yourself the whole year to settle in, become familiar with university life, and work on your study skills. You are not doing nearly as badly as you think! 


    Remember you can always come and talk to a Disability Adviser, the Advice and Counselling Service, or your Student Support Officer if you are feeling very worried.


  • Seeking Clarity and Guidance

    If things have all gone wrong, the ASD Advisor can help!

    Sometimes things go wrong - perhaps you have been feeling overwhelmed, and have not been attending... now you are worried that you won't be able to catch up, or might even be deregistered. Perhaps it's something else.

     Whatever it is, try to let us know there is a problem as soon as you can, or ask a family member to let us know. The sooner we know you're having problems, the more options you will have in finding a resolution. But even if you didn't tell anyone straightaway, call, email, or visit the DDS and we will find a way to help you regain control of the situation.

    Contact us at dds@qmul.ac.uk, or on 0207 882 2756.

  • Staying Well

    • To give yourself the best chance at university, you need to look after your own health and well-being:

      • Eating Well: Eat healthy foods everyday. The picture below represents roughly what proportion of your diet should consist of each food type. You should try to limit ready meals, fast food and pizza, unhealthy carbs (such as white bread, white rice and white pasta), and sugary foods such as cakes and biscuits, because these foods contribute to a lack of energy, low mood and poor sleep. Instead prepare meals using wholegrain foods, fresh vegetables and lean meats or fish. Many students are not used to cooking when they first come to university, but this is a life skill that you need acquire, so give it a try!

      • Eating the Right Way: For optimum health you should eat a healthy breakfast (such as wholegrain toast with eggs, or fruit and natural yoghurt. Then eat small meals as you feel hungry throughout the day. Always chew your food slowly, drink glasses of water, and avoid eating at night, which can harm digestion and sleep.

      • Cooking: If you are unused to cooking, you will find that there are cooking instructions on most food items, but the various parts of your meal may require different cooking times (so for example you must put one item in the oven, but then wait for ten minutes before starting to cook another item on the stove top). If you find this difficult then you could write a list of what to do at what time, or use the timers on your mobile phone to remind you to start the next step, so that all the items are ready to eat at the same time. When cooking vegetables, which have no instructions, it depends on how you like them - if you prefer them crunchy you might boil them for only 4-5 minutes, but if you like them soft then it will take longer. You must experiment to find out what works best for you. You can also use Google to search for cooking advice.

      • Promoting Good Sleep: Establish a routine where you go to bed and get up at roughly the same time each day, where possible.

      • Exercising: Physical exercise is proven to promote health and well-being, and improve depression and low mood. For best results, combine exercise with fresh air and nature; go for a walk or run in a park during daylight hours. Try to spend at least 30 minutes a day outside, as this raises serotonin levels, which makes you feel better. The Students' Union also has a fitness centre, Qmotion, and various sporting societies that you could join.

      • Staying Safe: Take some precautions to stay safe around London; make sure you know where you are going and plan your transport in advance. Memorise the number of someone you can call if there's a problem - such as a family member. If you need cash, remember to get it from the ATM during the day, rather than late at night, and avoid walking around with valuable things such as a mobile phone or mp3 player in your hand or on show, as you could be targeted by thieves. Always avoid getting drunk or taking illegal drugs, as this can put you in serious danger.

      • Financial Well-being: Ensure you have all the bursaries, loans and grants that you are entitled to. If you are not sure about these, make an appointment to see a Welfare Advisor who can guide you (see Where do I go for...). Check the balance of your account regularly to ensure you have enough funds for what you need to spend. If you become more overdrawn than you have agreed with your bank, you will be charged fines, and these can quickly add up and overwhelm you. If you are running out of money, tell someone straight away - this could be a family member or one of the Welfare Advisors at QMUL.

      • Building a Social Life: Feeling isolated will have a negative effect on your studies and general well-being at university, and this is probably an area you have worries about. Know how to pick the right people to approach; if you are a quiet sort of person, look for other people on your course who may seem quiet and shy, or are sitting alone - they will be easier to talk to than those who are already in a big group. Sit down near them and then introduce yourself. Outside of your course, make an effort to join a society, volunteer, or perhaps post a suggestion to meet up with others in this group, using the Students Announcements, above. When meeting new people, remember that if you encounter people who try to make you do things you don't want to, such as drinking alcohol, they are not real friends. This is known as 'peer pressure', and you should avoid these people.

  • Sensory Differences

    • Studies estimate that up to 90% of autistic individuals experience under or oversensitivity to sensory stimuli in one or more of the following areas: visual, auditory, tactile, olfactory (sense of smell), gustatory (sense of taste), vestibular (movement and balance), proprioceptive (sensing where your body is in relation to other things) and/or interoceptive (noticing internal sensations, such as knowing that you've broken a bone).

      At best, under or oversensitivity to these things can be annoying; at worst it can be completely overwhelming.   If you suffer from sensory difficulties in any of these areas, you may have found your own ways of minimising the problem, but below are some strategies that have been known to help some people.

      As every person with autism is unique, not every strategy will work for you, but if you see some ideas that you think you would like, then go ahead and try them.

      VISUAL (also known as Scotopic Sensitivity)

      • If you are going to have lectures or seminars in an unfamiliar room, visit it first to determine the best place to sit. If you are sensitive to light you may prefer to sit away from the windows, and not directly under the overheading lighting, as it may reflect on the surface of your desk. If you need a lot of light to be able to write, then the opposite may suit you better.

      • If the desk you use is very reflective, bring something to cover it, such as a cotton placemat that will roll up and fit in your bag.

      • Use your laptop to experiment with powerpoint slides - what combination of background colour and font colour suits you best? Some people prefer high-contrast, such as black and white, while others may be more comfortable with less contrast, such as a dull yellow background with grey writing.

      • Think about what level of light suits you best; if there is enough natural light coming from the windows, you could ask your tutor if the overhead lights could be switched off, or switched on if need an additional light source.

      • If lighting is generally causing you pain or difficulty consider wearing a baseball cap to block light from over head, and/or wear sunglasses.

      • Coloured overlays (as used with dyslexia) can make reading easier, or use coloured paper for writing notes on - the colour that helps most depends on the person, so you will have to look at some different colours to see which feels best.

      • Coloured glasses have been known to provide relief to people with the most serious scotopic sensitivity, but these must be made to the exact shade needed by a qualified optometrist or optician using a device called an Intuitive Colourimeter, and there is a fairly significant cost to this option. 

      • If you find looking at certain lights calming or enjoyable, carry a small light-up object around with you to use in times of stress. For example, on Amazon and a number of specialist websites, you can by glowing egg-shaped lights, or objects that spin and flash - depending on your preference. Find a quiet place to get the object out and look at it if you find this helpful.

      AUDITORY

      • There are a very wide range of earplugs available online, including those that still allow you to hear what is being said to you, whilst cutting down background noise (such as EarClear 20). These are very cheap and can be bought in flesh colours or clear to be less noticeable. You can also buy ones intended for sleeping, which are softer.

      • Wear headphones - either the type that can connect to an mp3 player, or ones that are just sold as ear-defenders (often sold for people who shoot or work in noisy factories). If you need to wear these in class, you will need to explain to your lecturer that you are still listening to the lecture, as it will appear that you are listening to music. DDS can email your lecturer about this is you wish.

      • Plan your routes around the campus to avoid noisy places. There are often stairwells and corridors that are not used as much. Alternatively you may wish to wait and arrive at your lecture last in order to avoid a noisy crowd of people outside the room. Try to arrive just as the last person is entering the room ahead of you, rather than being several minutes late (as lateness will annoy your tutors).

      • Find a quiet place where you can go if you are becoming overwhelmed with noise. The chaplaincy is one such place (people of any religion, or no religion, are allowed to sit quietly in the religious space). You may know of other places around the campus that are usually empty and quiet.

      • There are a number of free apps that you can download for listening to sounds that you find calming or enjoyable. These often include nature and water sounds, and a range of background sounds. You can also get sounds such as 'white noise', 'pink noise' and so on - these can be very useful for desensitising yourself over time. The various 'coloured' noise options make a softer sound, whilst 'white noise' is the harshest.

      • There are also free apps for Binaural Beats. These only work with earphones or headphones and deliver specific frequencies into each ear. Binaural Beats are not a proven technology, but many people report that they provide relief from under or over stimulation. Some apps use just a continuous tone, but if you find this annoying or unpleasant, there are also apps that mask the continuous tone with nature sounds or classical music. Select the frequency according to what you need - 13-26hz (Beta Waves) if you are feeling spaced out and need to be alert and focussed,  8-13hz (Alpha Waves) if you need to be alert and relaxed, 4-7hz (Theta Waves) if you need to become deeply relaxed, and 1-3hz (Delta Waves) if you want to achieve deep sleep. 

      TACTILE

      • Some people find that firm even pressure across the body can increase feelings of calmness and well being. It could help to wear a rash vest and leggings underneath your clothes. You can also buy soft seamless underclothes and socks from Skinnies.

      • If you only require pressure at certain times of day, you can buy a waist support band, that gives you the feeling of a tight hug. Only wear this for short periods, or it will lose its effectiveness.

      • Chewing gum can be a very calming habit because it exerts deep pressure in the mouth.

      • Some people may find that it helps to sleep under a weighted blanket. This can also be used to help you relax after an overwhelming day. Weighted blankets are available online but can be expensive - for a free alternative, you can try tucking your duvet under the mattress on one side, and then down between the bed and the wall on the other, so it feels tight.

      • If you are under sensitive to tactile stimuli, you may find yourself wanting to fidget in class. Buy some stick on Velcro from a stationery shop (the rough kind) and attached pieces to things you carry around, such as your pencil case, so you can run your fingers over it when you need to fidget. You may find other textured objects that you like to fidget with; try to find things that will not cause a lot of noise or movement that will distract others.

      OLFACTORY

      • If certain smells are overwhelming to you, there are steps you can take to minimise them. One strategy is to carry a scent that you find pleasant, which you can use to block unpleasant smells. For example, essential oils come in small bottles that can fit in your pocket or bag.

      • If the scent you like comes in large container, such as a bottle of shampoo, you can buy small empty bottles and decant some into these, to make it more portable.

      • You could rub some of the scent you like into a handkerchief or a sweatband that you wear on your wrist.

      • You may like the smell of scented putty, which you use to fidget with in the classroom.

      • If bathroom and cleaning products are overwhelming to you, look for unscented versions, or see if natural products are more pleasant than chemical ones.

      • If you live with flatmates who create strong cooking smells that you dislike, buy a nose clip (intended for swimming) to wear for short periods at home, until the smells have reduced.

      • If you need a solution that you can wear discreetly in public, try Woody Knows nasal filters, which you can buy on Amazon. You can add a drop of the scent you like onto the filters to help block other smells.

      GUSTATORY

      • If you find the taste of toothpaste overwhelming, you can buy OraNurse Unflavoured Toothpaste from Amazon and many online pharmacies.

      • If you find yourself avoiding lots of foods that you know you need to be healthy, do take vitamin supplements, but remember that these are not a substitute for a healthy diet and you could still suffer health problems later in life as a result of poor diet. It is therefore better in the long term to find strategies for changing the flavours and textures of foods so that you can tolerate them.

      • If the taste and/or texture of healthy foods like fruit and vegetables are unpleasant to you, try blending them into smoothies so that you can still get the nutrition you need. You can also buy these, although it is cheaper to make your own. Get recipes from the internet or books - smoothies normally require a sweet ingredient such as apple to mask the flavour of the vegetables.

      • Find sauces you like an use them to mask the flavour of healthy foods.

      • Contrasting textures can make an unpleasant sensation worse, so if you need to eat the parts of your meal one at a time, then go ahead.

      • You may find that foods are easier to eat at room temperature (neither hot, nor cold). Remember that if you have cooked food and let it cool, it should be eaten that day, as bacteria will start to multiply over time. If you wish to keep the food for the next day, it must be stored in the refrigerator. Cooked foods should only be reheated once, then they must be eaten or discarded. It is not just meat/fish/poultry that can be dangerous if left too long; rice and pasta are also high risk foods once they are cooked and cooled.

      • Feeling relaxed while you're eating is important - find things that help you, such as lighting levels, listening to music, or having weight on your lap.

      PROPRIOCEPTIVE & VESTIBULAR

      • Problems in these areas can sometimes be labelled as 'clumsiness', or even 'dyspraxia'. People who are under sensitive in these areas may enjoy 'thrill seeking' activities such as fairground rides, where they can spin, swing or fall quickly from height, whereas people who are oversensitive would find these activities very unpleasant.

      • Wearing a tight rash vest and leggings under your clothes can help you to sense where your body - you can wear these one size too small if necessary.

      • Take frequent breaks where you get up and move around.

      • Consider activities like swimming or using the resistance (weights) machines at the student gym to develop greater body awareness. Note - if you feel you lack body awareness, make sure that you are not lifting so much weight that you are damaging your muscles. The gym staff could help you or you could Google the average weight a person of your height and weight should be working with.

      • Buy a large gym ball for your room and use it as a chair for studying. These require you to keep making small movements to stay balanced and also help people who like to fidget.

      • Take small items to fidget with in class, such as putty or blutack. You can also buy hand exercisers which are squeezy balls or hinged devices to develop greater fine motor control.

      INTEROCEPTIVE

      • Do you find that you have lots of bruises that you can't remember getting? Ever had a more serious injury that you were unaware of initially? You may have a poorly developed interoceptive sense. This can be dangerous, because you may not notice an injury or illness that requires medical attention, so be aware of the possibility.

      • If you lack sensitively to heat, make a conscious decision to stand away from heat sources, especially open fires.

      • If you see an unusual injury on yourself, such as a burn, redness/discolouration or swelling, go to a doctor even if it doesn't hurt.

      • It is possible for a person to experience pain in the 'wrong place'; for example, a broken ankle could be experienced as a stomach ache, with no pain at the site of the break. If you think you experience this is in any way when you are injured or ill, be sure to let medical professionals know, so that they can examine you more thoroughly - otherwise the true cause of your pain could be missed.

  • Careers Advice

    Having work experience on your CV is essential if you want to find paid work. If you have not worked before, you should seek volunteering opportunities which are advertised through the Students' Union.

    Do not leave this until Year 3 when you will be very busy with your dissertation or final project!!

    You should also makes an appointment with QMUL's Careers Service to get your CV checked, to practice interview techniques or to get advice about your future career. They also have information about work experience, volunteering, internships and jobs.