Values, Diversity and Context
| Module title | Values, Diversity and Context |
|---|---|
| Module code | PYC3021DA |
| Academic year | 2024/5 |
| Credits | 20 |
| Module staff | Miss Helena Carter (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 17 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
PWPs operate at all times from an inclusive values base which promotes recovery, recognises and respects diversity. Diversity represents the range of cultural norms including personal, family, social and spiritual values held by the diverse communities served by the services within which the PWP is operating. Research indicates that patients accessing NHS Talking Therapies services are diverse, with an increasing number of patient referrals from underrepresented groups. PWPs must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. Therefore, you will develop skills to be able to explore individual difference and respond to people’s needs sensitively with regard to all aspects of diversity, collaborating with patients on evidence-based adaptations to practice where required. You will learn to demonstrate a commitment to equal opportunities for all and encourage people’s active participation in every aspect of care and treatment.
You will reflect on the PWP role, including awareness of the power dynamics, the scope of the PWP role and the importance of effective engagement in supervision to facilitate safe and effective care through collaborative signposting and referral on to high intensity therapy or other sources of support.
In addition, the module will give focus to social inclusion – including employment and meaningful activity or other occupational activities – as well as clinical improvement. This module will, therefore, also equip you with an understanding of the complexity of people’s health, social and occupational needs and the services which can support people to recovery. It will develop your decision-making abilities and enable you to use supervision and to recognise when and where it is appropriate to seek further advice, a step up or a signpost to an alternative service.
Module aims - intentions of the module
The aim of this module is to develop a critical appreciation of socio-economic status, diversity, inclusion, multi-culturalism and occupational needs and apply such knowledge to inform adaptations to clinical practice within a mental health setting. Furthermore, it will provide you with an appreciation of the range of social and occupational needs that patients with mental health problems present with and support clinical management, liaison and decision-making in the delivery of support to patients, and to enhance the use of supervision.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate knowledge of, and competency in respecting and valuing difference by responding to patients needs sensitively across all protected characteristics, whilst involving the patient within their care.
- 2. Demonstrate competence in identifying how cognitive, physical and sensory difficulties experienced by patients may impact access and engagement, and critically evaluate evidence-based adaptations suitable for low-intensity treatment.
- 3. Have a critical awareness of power-issues within professional-patient relationships and respond when required to reduce any potential for negative impacts
- 4. Demonstrate competence in gathering information on patients health, social and occupational needs, and critically evaluate signposting/referral opportunities in their community to support identified needs.
- 5. Demonstrate knowledge of and competence in using supervision to safely and effectively manage a large caseload and support use of LICBT interventions.
- 6. Demonstrate a critical awareness of the scope of the PWP role (including boundaries of competence) and importance of collaborative working with others, including knowledge of high intensity treatments.
- 7. Practice Outcome 14: Demonstrate the ability to engage with people from diverse demographic, social and cultural backgrounds in assessment and delivery of low-intensity interventions. This could include adaptations to practice in line with positive practice guides, using interpretation services or self-help materials for people who are deaf or whose first language is not English, and/or adapting self-help materials for people with learning or literacy difficulties including as a result of cognitive or neurological conditions.
- 8. Practice Outcome 15: Demonstrate the ability to effectively manage a large caseload efficiently and safely, including step-up within NHS Talking Therapies, onward referral to employment support and signposted services, or other referral beyond NHS Talking Therapies.
- 9. Practice Outcome 16: Demonstrate the ability to use supervision to the benefit of effective (a) case management and (b) clinical skills development. This should include: (A) a report on a case management supervision session demonstrating ability to review caseload, bring patients at agreed pre-determined thresholds and provide comprehensive and succinct case material and (B) a report on use of clinical skills supervision including details of clinical skills questions brought, learning and implementation.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 10. Summarise basic and essential factual and conceptual knowledge of the subject, and demonstrate a critical understanding of this knowledge, to a level appropriate to level 6
- 11. Systematically address complex problems which may be framed within unpredictable contexts-Think critically, creatively, and independently, and fully appreciate the complexities of the issues
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 12. Evaluate your strengths and weaknesses, challenge received opinion and develop your own criteria and judgement, and to seek and make use of feedback
- 13. Manage your own learning using the full range of resources of the clinical discipline and with minimum guidance
Syllabus plan
The module content, module-specific learning objectives, style of delivery and assessment for this module are as informed by the NHS-England 4th Edition (Version 3) (2023) revised curriculum for the training of Psychological Wellbeing Practitioners to support the delivery of low intensity CBT associated with the NHS Talking Therapies service. Teaching content will include:
Adaptations to Support Working with Diversity
- Non-discriminatory recovery-orientated values to mental health
- Respecting individual differences related to age, sexuality, disability, gender, spirituality, race and culture
- Responding appropriately to people with diverse needs
- Use of translation/ interpretation services
- Understanding physical and sensory problems and access difficulties
- Services for people with physical and sensory problems
- Equal opportunities
- Encouraging active participation in care and treatments
- Professional/patient relationships
Supervision
- Caseload management
- Case management supervision
- Collaborative care
Professional Practice
- Power dynamics in the patient-PWP relationship??
- Appreciating personal limitations and scope of the PWP role
- Stepped care and high intensity psychological therapy
- Personal and professional development planning
Psychosocial Support for Recovery
- Employment, occupational and well-being strategies
- Gathering patient-centred information on employment needs, wellbeing and social inclusion
- Signposting
- Employment, occupational and other advice agencies
- Community, statutory and voluntary sector support
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 44 | 178 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 14 | Practical classes these will be used to develop and enhance clinical competencies through demonstration, tutor supervised small group role-play and reflection. |
| Scheduled Learning and Teaching | 14 | Lectures |
| Scheduled Learning and Teaching | 16 | Seminars and tutorials these will be led by the tutor and engage students in discussion of relevant topics concerning diversity |
| Guided independent study | 51 | Reading, practice-related activities and preparation for seminars |
| Guided independent study | 60 | Role play and self-reflection to enhance adaptations to practice |
| Guided independent study | 52 | Reading and preparation around adaptations to practice, and preparation for clinical planning scenario |
| Guided independent study | 15 | Develop an understanding of service- related clinical protocols, policies and procedures to inform practice, and develop knowledge of role.? |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Group formative reflective essay task on use of supervision | Group exercise (up to 45 mins) and group feedback session | 3, 5-6, 10, 12 | Written and oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 50 | 0 | 50 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Clinical skills planning scenario presentation (a breach of patient confidentiality in this assignment will lead to a fail mark) (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 50 | 15 minutes | 1, 2, 4, 11, 13 | Written and oral |
| Reflective commentary (this assessment must be passed; failure in this assessment will lead to failure in the module) | 50 | 2000 words | 3, 5-6, 10, 12 | Written and oral |
| Clinical practice portfolio assessment of competency in clinical practice and is pass/fail only (this assessment must be passed; failure in this assessment will lead to failure in the module) | 0 | n/a | 7-9, 11-13 | Written and oral |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Reflective commentary | Reflective commentary | 3, 5-6, 10, 12 | Four weeks from the date results and feedback was provided |
| Clinical skills competency planning scenario presentation | Clinical skills competency planning scenario presentation | 1, 2, 4, 11, 13 | Four weeks from the date results and feedback was provided. |
| Clinical practice portfolio | Clinical practice portfolio | 7-9 ,11-13 | Four weeks from the date feedback was provided or a date determined in partnership with you and your service, on basis of agreed action plan |
Re-assessment notes
Three assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within the timescales outlined above (or a date determined in partnership with you and your service on basis of agreed action plan for Clinical Practice Outcomes).
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the individual assessment is capped at the pass mark and the overall module mark will be capped at 40%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.
Indicative learning resources - Basic reading
Core reading:
- Beck, A. (2016). Transcultural cognitive behaviour therapy for anxiety and depression: A practical guide. Routledge.
- Bennett-Levy, J. et al. (2010). Oxford guide to low intensity CBT interventions. OUP Oxford.
- Farrand, P. (Ed.). (2020). Low-intensity CBT skills and interventions: a practitioner′ s manual. Sage.
- O'Hagan, K. (2001). Cultural competence in the caring professions. Jessica Kingsley Publishers.
- Papworth, M., & Marrinan, T. (Eds.). (2018). Low intensity cognitive behaviour therapy: A practitioner′ s guide. Sage.
- Repper, J., & Perkins, R. (2009). Recovery and social inclusion. Mental health nursing skills, 85-95.
Wider reading:
- Allan et al. (2024). Improving Access to Psychological Therapy (IAPT) Positive Practice Guide Older People. Retrieved from: https://babcp.com/Therapists/Older-Adults-Positive-Practice-Guide
- Beck, A., Naz, S., Brooks, M., & Jankowska, M., (2019). IAPT BAME Service User Positive Practice Guide, Retrieved from BABCP website: https://babcp.com/BAME-Positive-Practice-Guide
- Cape, J., Hardy, R., Newman, R., & Pilling, S. (2015). PWP Continuing Professional Development and Post-Qualification Training. PWP Training Review. London: University College London.
- Lester, H. and Glasby, J. (2006). Mental Health Policy and Practice. Basingstoke: Palgrave Macmillan.
- Naz, S., Gregory, R., & Bahu, M. (2019). Addressing issues of race, ethnicity and culture in CBT to support therapists and service managers to deliver culturally competent therapy and reduce inequalities in mental health provision for BAME service users. The Cognitive Behaviour Therapist, 12, e22. doi:10.1017/S1754470X19000060
- Rogers, A. and Pilgrim, D. (2003). Mental Health and Inequality. Basingstoke: Palgrave Macmillan.
- Rogers, A., & Pilgrim, D. (2014). A Sociology of Mental Health and Illness. McGraw-Hill Education.
- Soto, A., Smith, T. B., Griner, D., Rodríguez, M. D., & Bernal, G. (2019). Cultural adaptations and multicultural competence. Psychotherapy Relationships That Work, 86-132. https://doi.org/10.1093/med-psych/9780190843960.003.0004
- Thornicroft, G. (2006). Shunned: Discrimination Against People with Mental Illness. Oxford: Oxford University Press.
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | None |
| Module co-requisites | PYC3019DA Engagement and Assessment of Patients with Common Mental Health Problems and PYC3020DA Evidence-Based Low Intensity Treatment for Common Mental Health Problems |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 27/07/2021 |
| Last revision date | 13/06/2024 |
