PY7204 - CBT: Working with Difference and Diversity (2022/23)
| Module specification | Module approved to run in 2022/23 | ||||||||
| Module title | CBT: Working with Difference and Diversity | ||||||||
| Module level | Masters (07) | ||||||||
| Credit rating for module | 20 | ||||||||
| School | School of Social Sciences and Professions | ||||||||
| Total study hours | 200 | ||||||||
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| Assessment components |
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| Running in 2022/23(Please note that module timeslots are subject to change) | No instances running in the year |
Module summary
The module focuses on how differences (such as cultural, ethnic, gender, learning and physical abilities etc.,) amongst the general population can affect one’s cognitive behavioural therapy (CBT) practice and the therapeutic relationship. It covers understanding and skills around critical reflection on the potential relevance of such issues regarding difference and diversity that arise in the course of contemporary CBT practice. In addition, this module explores different CBT treatment modalities including face-to-face, telephone, online and print to support clients, and issues associated with their delivery.
Module aims:
• To provide students with a good knowledge regarding differences and diversity in mental and physical health issues
• To support the students’ ability to form effective therapeutic relationships with a range of clients
• To promote high standards of non-discriminatory practice and service provision
• To explore the efficacy and effectiveness of different modalities of CBT support for client needs.
Syllabus
• Understanding the relevance of difference and diversity to cognitive behavioural therapy practice
• The influence of contextual issues on mental health inequalities
• Understanding potential barriers and access to cognitive behavioural therapy support
• Being critically reflective about difference and diversity discourse
• Managing difficulties arising from difference and diversity
• Exploring the acceptance and relevance of different CBT treatment modalities in different populations
• Understanding difference and diversity challenges in developing CBT support
Learning Outcomes LO1 - LO4
Balance of independent study and scheduled teaching activity
Mixed methods approach. Formal lectures combined with workshop activities and interactive group sessions.
Delivery and discussion of the module syllabi will be via interactive lectures and tutorials (33 hrs – 16.5%). In addition to the weekly seminar workshops which will provide a forum for the application of evidence 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, Web Learn 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 enable staff and students to readily contact each other and offers an on-line support/learning.
Information and materials relating to the workshop will be circulated once the course has commenced. The seminars and workshops will familiarise students with various aspect of the course. All workshops will relate to lecture topics and may be tested as part of the formal assessment. Hence, each student is expected to do the prior reading and consult relevant recommended texts and be actively involved in the seminar activities and group discussion.
The usual programme each week will comprise of a lecture integrated with seminar workshop activities and group discussion. This will be supported by an hour-long reflective workshop looking at the application of key knowledge from lectures and workshops in different delivery methods for CBT. The workshop element will use the content of the lecture and pre-circulated material for class discussion and group work, as well as to reflect on assessment criteria. Students will be required to take a reflective practitioner stance in reviewing their own cognitive behavioural therapy work alongside the course.
Learning outcomes
On successful completion of this module students will be able:
1. To have a critical awareness of forms of difference and diversity, and their relevance to effective and non-discriminatory professional practice and relationships.
2. To have the skills to form effective non-discriminatory relationships with individuals from diverse backgrounds and adapt your practice as appropriate.
3. To be able to critically reflect upon aspects of your own difference, and potential implications for your practice and development.
4. To explore and evaluate the value of different CBT treatment modalities in providing support.
Assessment strategy
One 4000 word assignment
This coursework will test the ability to reflect difference and diversity issues in the therapeutic relationship and tests the critical evaluation and reflective skills of students in the context of supporting client’s needs with different modalities of CBT. Students will be required to present a written case study of a client issue with reflection on their own clinical practice and role in the therapeutic relationship.
The reflection on their own clinical practice should relate to core topics around difference and diversity (Addresses LO1 and 2), as well as presenting a reflective account that: explores an aspect of themselves and considers the implications of their practice (Addresses LO3), and reflects on the role of alternative CBT delivery modalities for addressing the client issue. (Addresses LO4)
Students are required to be reflective across all aspects looking at their own clinical practice in relation to an area of difference and diversity, and the needs of the client population explored. The reflective case study requires students to exhibit a high level of awareness and reflective ability on how one’s perceived difference and an-other’s perceived difference has an effect in clinical practice. A detailed explanation of a case study based on an example from clinical practice is required, supported by review of appropriate literature.