Values, Diversity and Context
| Module title | Values, Diversity and Context |
|---|---|
| Module code | PYCM103 |
| Academic year | 2023/4 |
| Credits | 20 |
| Module staff | Miss Makita Werrett () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 1 | 10 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
PWPs operate at all times from an inclusive values base which promotes recovery and 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 service within which the worker is operating. Workers must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. You will learn to take into account any physical and sensory difficulties people may experience in accessing services and make provision in your work to ameliorate these. You must be able to respond to people’s needs sensitively with regard to all aspects of diversity. 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 also demonstrate an understanding and awareness of the power issues in professional / patient relationships and take steps in your clinical practice to reduce any potential for negative impact this may have. This module will, therefore, expose you to the concept of diversity, inclusion and multi-culturalism and equip you with the necessary knowledge, attitudes and competencies to operate in an inclusive values driven service. You will also learn to manage caseloads, operate safely and to high standards and use supervision to aid your clinical decision-making. You will need to recognise the limitations to your competence and role and direct people to resources appropriate to their needs, including step-up to high-intensity therapy, when beyond your competence and role.
In addition, the module will give focus to social inclusion – including return to work and meaningful activity or other occupational activities – as well as clinical improvement. To do this you will accrue knowledge of a wide range of social and health resources available through statutory and community agencies. Through this you will gain a clear understanding of what constitutes the range of high-intensity psychological treatments which includes CBT and the other NHS Taking Therapies approved high-intensity therapies and how high-intensity treatments differ from low-intensity working. 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 signposted service.
Module aims - intentions of the module
The aim of this module is to provide you with a critical appreciation of the concept of diversity, inclusion and multi-culturalism, and to enable you to apply this knowledge to inform and adapt your 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. Commit to a non-discriminatory, recovery-orientated values base to mental health care and to equal opportunities for all and encourage peoples active participation in every aspect of care and treatment
- 2. Demonstrate respect for individual differences in age, sexuality, disability, gender, spirituality, race and culture
- 3. Demonstrate competency in responding sensitively to peoples needs with regard to all aspects of diversity, including working with older people, the use of interpretation services and taking into account any physical and sensory difficulties service users may experience in accessing services
- 4. Apply a critical understanding of power issues in professional / service user relationships to inform your own practice
- 5. Manage competently a caseload of people with common mental health problems efficiently and safely
- 6. Use competently supervision to assist the workers delivery of low-intensity psychological and/or pharmacological treatment programmes for common mental health problems
- 7. Gather competently patient-centred information on employment needs, wellbeing and social inclusion and liaise with and signpost to other agencies delivering employment, occupational and other advice and services
- 8. Demonstrate knowledge and competency in working within your own level of competence and boundaries of competence and role, and work within a team and with other agencies with additional specific roles which cannot be fulfilled by you alone
- 9. Critically evaluate what constitutes high-intensity psychological treatment and how this differs from low-intensity work
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 7
- 11. Address systematically 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 HEE 4th Edition (2022) revised curriculum for the training of Psychological Wellbeing Practitioners to support the delivery of low intensity CBT associated with NHS Talking Therapies. 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 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
- Power issues in treatment and therapy
- Professional/patient relationships
Supervision
- Caseload management
- Case management supervision
- Collaborative care
Professional Practice
- Appreciating personal limitations
- Stepped care and high intensity psychological therapy
- Core competencies associated with the role of Psychological Wellbeing Practitioner
- 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
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 45 | 155 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 20 | Practical classes these will be used to develop and enhance clinical competencies through tutor supervised small group role-play |
| Scheduled Learning and Teaching | 10 | Lectures |
| Scheduled Learning and Teaching | 7 | Seminars these will be led by the tutor and engage students in discussion concerning relevant topics concerning diversity |
| Scheduled Learning and Teaching | 8 | Tutorials these will take the form of small group supervision sessions led by the tutor focussed upon completion of the portfolio |
| Guided independent study | 80 | Reading and preparation for seminars |
| Guided independent study | 50 | Role play and self-reflection to enhance adaptations to practice |
| Guided independent study | 25 | Reading and preparation around adaptations to practice, and preparation for clinical planning scenario |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Review of application of knowledge for Case Management Supervision | Individual exercise (up to 45 mins) and group feedback | 1-4, 6-13 | Oral |
| Review of reflective experience | 1-hour group session | 1-4, 6-8, 10-13 | Oral |
| Assessment of live patient recording | 35 minutes | 2, 3, 5-8 | 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)t | 50 | 15 minutes | 1-4, 6-13 | Written and oral |
| Reflective commentary (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 50 | 2000 words | 1-4, 6-8, 10-13 | Written and oral |
| Clinical skill competency assessment of a live clinical audio tape of a patient treatment session. The assessment will comprise seven sections (this assessment must be passed with a mark of 21/42 overall and with marks of 3/6 in sections 2, 3, 4, 5 and 7; failure in this assessment will result in a maximum fail mark of 49 and lead to failure in the module and the programme) | 0 | 35 minutes | 2, 3, 5-8 | 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 and the programme) | 0 | N/A | 1-9 | 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 | 1-4, 6-13 | Four weeks from the date feedback was provided |
| Clinical skills competency planning scenario presentation | Clinical skills competency planning scenario presentation | 1-4, 6-8, 10-13 | Four weeks from the date feedback was provided |
| Clinical skill competency assessment of a live clinical audio tape of a patient treatment session. The assessment will comprise seven sections (this assessment must be passed with a mark of 21/42 overall and with marks of 3/6 in sections 2, 3, 4, 5 and 7; failure in this assessment will result in a maximum fail mark of 49 and lead to failure in the module and the programme) | Clinical skill competency assessment of a live clinical audio tape of a patient treatment session. The assessment will comprise seven sections (this assessment must be passed with a mark of 21/42 overall and with marks of 3/6 in sections 2, 3, 4, 5 and 7; failure in this assessment will result in a maximum fail mark of 49 and lead to failure in the module and the programme) | 2, 3, 5-8 | Four weeks from the date of the skills day offered to enhance competencies |
| Clinical practice portfolio | Clinical practice portfolio | 1-9 | 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 four weeks from the date that feedback was provided.
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 50%.
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 you will not be permitted to continue with the MSci (Hons) programme; your registration as a student will be terminated with immediate effect, and you will be awarded a BSc (Hons) Psychology.
Indicative learning resources - Basic reading
Core reading:
- Beck, A. (2016). Transcultural Cognitive Behavioural Therapy for Anxiety and Depression: A practical guide. Routledge/Taylor & Francis Group.
- Bennett-Levy, J., Richards, D., Farrand, P. et al (2010). Oxford Guide to Low Intensity CBT Interventions. Oxford: Oxford University Press.
- Farrand, P. (2020). Low Intensity CBT Skills and Interventions. London: SAGE.
- O’Hagan, K. (2001). Cultural Competence in the Caring Professions. London: Jessica Kingsley.
- Repper, J. and Perkins, R. (2003). Social Inclusion and Recovery. London: Bailliere Tindall.
- Papworth, M. and Marrinan, T. (2019). Low intensity cognitive behaviour therapy: A practitioner’s guide. Los Angeles: SAGE
Wider reading:
- Beck, A., Naz, S., Brooks, M., & Jankowska, M., (2019). IAPT BAME Service User Positive Practice Guide, Retrieved from BABCP website: https://www.babcp.com/files/About/BAME/IAPT-BAME-PPG-2019.pdf
- Bernal, G. and Domenech Rodriguez, M. (2015). Cultural Adaptations. Washington: American Psychological Association.
- Cape, J., Hardy, R., Newman, R., and 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.
- Rogers, A. and Pilgrim, D. (2003). Mental Health and Inequality. Basingstoke: Palgrave Macmillan.
- Thornicroft, G. (2006). Shunned: Discrimination Against People with Mental Illness. Oxford: Oxford University Press.
- Allan et al. (2021). Improving Access to Psychological Therapy (IAPT) Positive Practice Guide Older People.
- Rogers, A. and Pilgrim, D. (2014). A Sociology of Mental Health and Illness. Maidenhead: Open University Press.
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | None |
| Module co-requisites | PYCM067 Engagement and Assessment of Patients with Common Mental Health Problems and PYCM096 Evidence-Based Low Intensity Treatment for Common Mental Health Problems |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 05/02/2018 |
| Last revision date | 14/09/2023 |
