PY7010 - Law, Policy and Ethics (2018/19)
| Module specification | Module approved to run in 2018/19 | ||||||||||
| Module title | Law, Policy and Ethics | ||||||||||
| Module level | Masters (07) | ||||||||||
| Credit rating for module | 20 | ||||||||||
| School | School of Social Sciences | ||||||||||
| Total study hours | 200 | ||||||||||
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| Assessment components |
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| Running in 2018/19(Please note that module timeslots are subject to change) |
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Module summary
This module allows students to explore the relationship between key aspects of the law, rights and code of professionals’ ethics within mental health. This module will look at the science base behind legal and policy developments across a range of mental health problems.
Syllabus
The legislation and documentation of ethics, policy issues and practice. A wide range of social policy topics and themes including evidence based policy and practise; legal, ethical and forced treatment; child protection matters, racism and discrimination in the NHS, judicial system and the social services; Law and the brain.
Key Words: The Mental Health Act (2007); the Sexual Offences Act (2003); Misuse of Drugs Act (1971); the Children’s Act (1989/2004); the Social Care Act (2014); the Equality Act (2010) LO1,LO2,LO3,LO4,LO5
Balance of independent study and scheduled teaching activity
Delivery and discussion of the module syllabi will be via interactive lectures and tutorials (11 X2hrs). In addition to the weekly seminar workshops which will provide a forum for the application of theory to practical problems (11 hrs), students are expected to work in groups to learn from each other and learn how to independently use other resources available, e.g. library, the internet, WebLearn and own organisation. Hence a total of 11x3 hrs interactive sessions including seminar activities are designed to discuss various topics in the lectures and the pre-circulated seminar workshop activities. The module will also have its own dedicated Web Learn site to enables staff and students to readily contact each other and offers an on-line support/learning.
Workshops and seminars:
Information and materials relating to the workshop will be circulated once the course has commenced. The seminars and workshops will familiarize students with various aspect of the course. All workshops will relate to lecture topics and may be tested in the examination. Hence, each student is expected to do the prior reading and consult few recommended texts and be actively involved in the seminar activities and group discussion.
The usual programme each week will comprise of a lecture followed by seminar workshop activities and group discussion. The workshops will use the content of the lecture and pre-circulated material for class discussion and group work.
Learning outcomes
On successful completion of this module students will be able to:
1. Have a critical awareness of the child protection procedures and the legislative framework relating to society.
2. Critically review and evaluate the current mental health policy, practice and legislation in the context of service provision.
3. Become familiar with major legislation and documentation regarding mental health, the social services, the NHS and the Judicial system
4. Review and evaluate the current mental health policy, practice and legislation in the context of care-coordination, evidence based practise and user –involvement.
5. Be able to respect differences in plural society and cultural values of minority groups and those from varying socioeconomic backgrounds
Assessment strategy
The module is as assessed as follows:-
• 2 hours unseen examination to test students' basic comprehension covering the core topics of the module. Students will be required to attempt questions in essay format (100%).
Bibliography
CORE
American Psychiatric Association., (AMA, 2013). Diagnostic and Statistical Manual of Mental Disorders. 5th Ed. Arlington. American Psychiatric Publishing. Washington.
Davey, G.C., (2014). Psychopathology: Research, Assessment and Treatment in Clinical Psychology (BPS Textbooks in Psychology). West Sussex Wiley & Sons Ltd.
Care Act (2014)
http://www.legislation.gov.uk/ukpga/2014/23/contents/enacted
Children’s Act (2004) http://www.opsi.gov.uk/acts/acts2004/20040031.htm
Equality Act, (2010) http://www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf
Macpherson Report (1999/2009)- 10 years on
http://www.publications.parliament.uk/pa/cm200809/cmselect/cmhaff/427/42703.htm
Mental Health Act (2007). http://www.legislation.gov.uk/ukpga/2007/12/contents
Sexual Offences Act (2003) http://www.legislation.gov.uk/ukpga/2003/42/contents
ADDITIONAL
Field, M., (2015). Essential Abnormal and Clinical Psychology. London, Sage Publications Ltd.
BPS ( Aug, 2009) . Code of ethics and conduct. Core reading. http://www.bps.org.uk/sites/default/files/documents/code_of_ethics_and_conduct.pdf
British Psychological Society (2014). Code of Human Research Ethics.
https://bblearn.londonmet.ac.uk/bbcswebdav/pid-1089864-dt-content-rid-2794127_1/orgs/flsc_ethics-psy_2014-15/2014-Code%20of%20Human%20Research%20Ethics.pdf
British Psychological Society (2013). Ethics Guidelines for Internet Mediated Research
https://bblearn.londonmet.ac.uk/bbcswebdav/pid-1089880-dt-content-rid-2741920_1/orgs/flsc_ethics-psy_2014-15/inf206-guidelines-for-internet-mediated-research.pdf
Chandler, C., (2010). The Science of ADHD: A Guide for Parents and Professionals. Wiley Blackwell
Cole, M., (2015) Racism: A Critical Analysis. London, Pluto Press.
Every Child Matters (2003) Home Page: http://www.everychildmatters.gov.uk/
Kundnani, A., (2007). The End of Tolerance: Racism in 21st Century Britain. London, Pluto Press.
Mental Capacity Act (2005). http://www.legislation.gov.uk/ukpga/2005/9/contents