Hannah S.

Hannah S.

£18 - £22 /hr

BSc Psychology (Bachelors) - Birmingham University

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About me

Hi I’m Hannah, and I am currently studying a Psychology BSc at a Russel Group University. Psychology has always been a passion of mine as it is a study that allows us to evaluate our own behaviour as well as the behaviour of those around us. I really enjoyed my education as I love learning however I felt at school my needs simply were not met in terms of my own learning style. I hope through my tutoring to tailor each session to the individual I am teaching, so they are able to learn in a way that suits them whether it be kinetic learning, visual learning or a combination of different styles. I would argue my way of teaching and understanding the curriculum is a little different to how most teachers address a classroom and examinations. I aim to look past simply what you need to know and give the student an understanding of what they are learning and why they are learning so they are able to apply this knowledge to any question that could arise in an exam. Using this technique during my examinations made my revision much more motivating as I looked to find something interesting in each section of my A level exams which clearly benefitted me in my results. I am passionate about all the subjects I teach, and I aim through my tutoring to help them with these subjects and improve their understanding of how they learn and how to apply this learning in exams.

Hi I’m Hannah, and I am currently studying a Psychology BSc at a Russel Group University. Psychology has always been a passion of mine as it is a study that allows us to evaluate our own behaviour as well as the behaviour of those around us. I really enjoyed my education as I love learning however I felt at school my needs simply were not met in terms of my own learning style. I hope through my tutoring to tailor each session to the individual I am teaching, so they are able to learn in a way that suits them whether it be kinetic learning, visual learning or a combination of different styles. I would argue my way of teaching and understanding the curriculum is a little different to how most teachers address a classroom and examinations. I aim to look past simply what you need to know and give the student an understanding of what they are learning and why they are learning so they are able to apply this knowledge to any question that could arise in an exam. Using this technique during my examinations made my revision much more motivating as I looked to find something interesting in each section of my A level exams which clearly benefitted me in my results. I am passionate about all the subjects I teach, and I aim through my tutoring to help them with these subjects and improve their understanding of how they learn and how to apply this learning in exams.

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About my sessions


I will structure my sessions with the first introductory session about getting to know the tutee, how they learn and what they are looking for in terms of learning and development from me. I would further get them to set some goals for themselves.


From this understanding, I would work through topics with the student, preparing notes for them prior to the lesson. I would then go through this work with the student tailoring the information to most aid their understanding. For example, a visual learner, I would use images and diagrams to help explain the information, or for maybe more auditory learners I would help them create a rap for instance to help learn book quotes.


I will measure the progress of the student based on their ability to reach their targets. Examples of targets could be to get an A in an essay or to get 100% in a multiple-choice test (which I can create for them). They can also be more general such as to gain a stronger understanding of biology within psychology, or to feel more comfortable, and confident about their knowledge of a certain book.


I think it is important to encourage a personal approach to teaching and making learning less of a chore so it can become a positive activity. Furthermore, it is important to give students the chance to reach their full potential, so they are able to feel confident about their work and be motivated by the rewards of good work.


I will structure my sessions with the first introductory session about getting to know the tutee, how they learn and what they are looking for in terms of learning and development from me. I would further get them to set some goals for themselves.


From this understanding, I would work through topics with the student, preparing notes for them prior to the lesson. I would then go through this work with the student tailoring the information to most aid their understanding. For example, a visual learner, I would use images and diagrams to help explain the information, or for maybe more auditory learners I would help them create a rap for instance to help learn book quotes.


I will measure the progress of the student based on their ability to reach their targets. Examples of targets could be to get an A in an essay or to get 100% in a multiple-choice test (which I can create for them). They can also be more general such as to gain a stronger understanding of biology within psychology, or to feel more comfortable, and confident about their knowledge of a certain book.


I think it is important to encourage a personal approach to teaching and making learning less of a chore so it can become a positive activity. Furthermore, it is important to give students the chance to reach their full potential, so they are able to feel confident about their work and be motivated by the rewards of good work.

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Personally interviewed by MyTutor

We only take tutor applications from candidates who are studying at the UK’s leading universities. Candidates who fulfil our grade criteria then pass to the interview stage, where a member of the MyTutor team will personally assess them for subject knowledge, communication skills and general tutoring approach. About 1 in 7 becomes a tutor on our site.

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Qualifications

SubjectQualificationGrade
PsychologyA-level (A2)A*
English LiteratureA-level (A2)A*
Theatre StudiesA-level (A2)A*

General Availability

MonTueWedThuFriSatSun
Pre 12pm
12 - 5pm
After 5pm

Pre 12pm

12 - 5pm

After 5pm
Mon
Tue
Wed
Thu
Fri
Sat
Sun

Subjects offered

SubjectQualificationPrice
PsychologyA Level£22 /hr
DramaGCSE£18 /hr
English LiteratureGCSE£18 /hr
PsychologyGCSE£18 /hr

Questions Hannah has answered

Describe and evaluate the psychological explanations of obesity

Essay Plan AO1 - "Describe" - the psychological explanations of ObesityPoint 1:    Restraint Theory - Herman and Polivy, people attempt to lose weight by limiting the amount they eat which is counterproductive.Cognitive Control - Restrained eaters set themselves beliefs that categorise foods into good and bad - consciously thinking about their weight and eating.Paradoxical Outcome - this results in the restrained eater becoming more preoccupied with food rather than less. By placing limits on what and how much they eat, the restrained eater no longer eats when they are hungry and stops when they are satiatedLink: Their eating is no longer under physiological control they actively ignore these indicators of hunger which leads to disinhibition of eating behaviour. Point 2:     After a period of restrained eating it is often followed by disinhibition - the individual eats as much as they want, "binge eating"Restrained eaters are vulnerable to internal and external food related cues such as mood (internal) and smells (external). e.g. individual can eat more to increase their dopamine levels when they are sad.These cues are disinhibitors and lead to loss of control over restrained eating. Cognitive Process - All or Nothing thinking, fails one day to keep their restriction are more likely to binge because they see themselves as already having failed Link: Herman and Polivy describe restrained eaters as being different from the psychological norm of eating behaviour. Point 3: Boundary Model - food intake exists on a continuum from hungry to fullBiological process determine how much we eat at each end of the continuumEnergy levels low= aversive state of hunger - motivated to eatEating to fullness= aversive state of discomfort - stop eatingBiological indifference - between these two points, biological processes have minimal effects, but cognitive and social factors have their greatest influence.Restrained eaters - low hunger boundary - less responsive to feelings of hunger BUT have a higher satiety boundary - need more food before full.Have a wider zone of biological indifference - eating comes under cognitive rather than physiological control making them more vulnerable to effects of disinhibition. AO3 - "Evaluate"Issues·      Supporting Research: Wardle and Beales - 27 Obese women, divided into group of restrained and non-restrained eaters. Restrained eaters consumed the most calories overall, generally ate less throughout 7-week experimental period but experienced occasional "binge"- increase in food consumption past satiety.Contradictory Evidence: Savage et al. - Longitudinal study into restrained eating, 163 women, measured weight, dietary restraint and disinhibition every 2 years over a 6 year period. found increase in restraint lead to a decrease in weight. - Could be due to social desirability bias in participants. ApproachesEvolutionary Approach - During the EEA humans did not have a regular food source, would often have periods of starvation and then binged on food when they had more. Lead to an evolutionary adaptation in humans that when they restrict themselves their evolutionary response is to then eat more food.DebatesNature vs NurtureNurture Argument - Social Learning theory - environmental triggers cause restrained eaters to eat more. Boyce and Kuijer - showed restrained and unrestrained eaters’ images of models in the media before giving them a ten minute taste test where they could eat as much as they wished. Found restrained eaters ate more. Nature Argument - Evolutionary - increase in consumption after periods of restraint are due to a biological adaptation in human evolution due to changing food availability in the EEA.Essay Plan AO1 - "Describe" - the psychological explanations of ObesityPoint 1:    Restraint Theory - Herman and Polivy, people attempt to lose weight by limiting the amount they eat which is counterproductive.Cognitive Control - Restrained eaters set themselves beliefs that categorise foods into good and bad - consciously thinking about their weight and eating.Paradoxical Outcome - this results in the restrained eater becoming more preoccupied with food rather than less. By placing limits on what and how much they eat, the restrained eater no longer eats when they are hungry and stops when they are satiatedLink: Their eating is no longer under physiological control they actively ignore these indicators of hunger which leads to disinhibition of eating behaviour. Point 2:     After a period of restrained eating it is often followed by disinhibition - the individual eats as much as they want, "binge eating"Restrained eaters are vulnerable to internal and external food related cues such as mood (internal) and smells (external). e.g. individual can eat more to increase their dopamine levels when they are sad.These cues are disinhibitors and lead to loss of control over restrained eating. Cognitive Process - All or Nothing thinking, fails one day to keep their restriction are more likely to binge because they see themselves as already having failed Link: Herman and Polivy describe restrained eaters as being different from the psychological norm of eating behaviour. Point 3: Boundary Model - food intake exists on a continuum from hungry to fullBiological process determine how much we eat at each end of the continuumEnergy levels low= aversive state of hunger - motivated to eatEating to fullness= aversive state of discomfort - stop eatingBiological indifference - between these two points, biological processes have minimal effects, but cognitive and social factors have their greatest influence.Restrained eaters - low hunger boundary - less responsive to feelings of hunger BUT have a higher satiety boundary - need more food before full.Have a wider zone of biological indifference - eating comes under cognitive rather than physiological control making them more vulnerable to effects of disinhibition. AO3 - "Evaluate"Issues·      Supporting Research: Wardle and Beales - 27 Obese women, divided into group of restrained and non-restrained eaters. Restrained eaters consumed the most calories overall, generally ate less throughout 7-week experimental period but experienced occasional "binge"- increase in food consumption past satiety.Contradictory Evidence: Savage et al. - Longitudinal study into restrained eating, 163 women, measured weight, dietary restraint and disinhibition every 2 years over a 6 year period. found increase in restraint lead to a decrease in weight. - Could be due to social desirability bias in participants. ApproachesEvolutionary Approach - During the EEA humans did not have a regular food source, would often have periods of starvation and then binged on food when they had more. Lead to an evolutionary adaptation in humans that when they restrict themselves their evolutionary response is to then eat more food.DebatesNature vs NurtureNurture Argument - Social Learning theory - environmental triggers cause restrained eaters to eat more. Boyce and Kuijer - showed restrained and unrestrained eaters’ images of models in the media before giving them a ten minute taste test where they could eat as much as they wished. Found restrained eaters ate more. Nature Argument - Evolutionary - increase in consumption after periods of restraint are due to a biological adaptation in human evolution due to changing food availability in the EEA.

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2 months ago

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