PY7176 - Working with Difference and Diversity (2020/21)
|Module specification||Module approved to run in 2020/21|
|Module title||Working with Difference and Diversity|
|Module level||Masters (07)|
|Credit rating for module||20|
|School||School of Social Sciences|
|Total study hours||200|
|Running in 2020/21||
The module aims to enhance student’s awareness of and ability to critically reflect on the potential relevance of issues regarding difference and diversity that arise in the course of contemporary psychological practice. It thus aims to support students’ ability to form effective therapeutic relationships with a range of clients and to promote high standards of non-discriminatory practice and service provision.
• Understanding the relevance of difference and diversity to health service contexts
• The influence of contextual issues on human development and mental health inequalities
• Understanding potential barriers and access to services, relevant policy and research
• Developing awareness of forms of difference and diversity
• Promoting flexible and adaptive service provision and intervention; relevant practitioner skills
• Being critically reflective about difference and diversity discourse
• Reflecting on therapist difference and diversity, self-awareness and implications for practice and relationships
• Managing difficulties arising from difference and diversity LO1,LO2,LO3
Balance of independent study and scheduled teaching activity
The learning and teaching strategy promotes development of the awareness and skills relevant to the learning outcomes using a variety of methods. Lectures, supplementary reading and Weblearn resources promote knowledge and awareness of key concepts, issues and debates. In-class exercises and critical discussion enhance students’ capacities for reflecting on difference and diversity issues and provide opportunities to develop relevant practitioner skills. Discussion of diversity within the student group itself is used to provide a relevant source of learning and insight. Reflection on individual learning and future development is a component of the module’s assessment.
On successful completion of this module students will:
1. Have a critical awareness of forms of difference and diversity, and their relevance to effective and non-discriminatory professional practice and relationships.
2. Show a capacity to form effective non-discriminatory relationships with individuals from diverse backgrounds and adapt their practice as appropriate.
3. Be able to critically reflect upon aspects of their own difference, and potential implications for their practice and development.
i) Written assignment
The assessment strategy focuses on students’ awareness of issues of difference and diversity, their ability to work effectively with such issues in practice and their capacity to reflect upon potentially relevant difference and diversity issues in themselves. Students complete a written assignment in which they are required to demonstrate each of these competencies. The written assignment will have two parts.
a) Students will be asked to discuss material from their own clinical practice so far where they feel issues regarding difference and diversity have been relevant. They will be asked to critically evaluate the way they responded to, thought about and worked with these dimensions of the material presented, drawing on relevant literature, policy and research to inform their discussion and learning (learning outcomes 1 and 2).
b) Students will be asked to i) select and describe an aspect of themselves that they associate with a sense of personal difference and which they feel has some relevance to their professional role, and ii) to consider the potential implications of this for their practice, relationships with clients and other professionals, their identity and future development as a counselling psychologist. This should be illustrated with an example from one or two pertinent cases and supported by references to relevant literature to inform and expand the discussion and reflection (learning outcome 3).
Students are expected to attend all timetabled sessions for the module. Although there may be occasions when circumstances prevent trainees from attending (e.g., illness), a minimum of 80% attendance is required overall to demonstrate adequate engagement with the module.
Wheeler, S. (2010). Difference and diversity in counselling: contemporary psychodynamic approaches. Basingstoke: Palgrave Macmillan.
Davies, D. (2000). Therapeutic perspectives on working with lesbian, gay and bisexual clients (Pink Therapy). Milton Keynes: Open University Press.
Lago, C. (2005). Race, culture and counselling: The ongoing challenge. London: Sage.
Palmer, S. (Ed.) (2001). Multicultural counselling: A reader. London: Sage.
Pilgrim, D. & Rogers, A. (2002). Mental health and inequality. Basingstoke: Palgrave Macmillan.
Proctor, G. (2002). The dynamics of power in counselling and psychotherapy. Ross-on-Wye: PCCS Books.
Storry, M. & Childs, P. (Eds.) (2007). British cultural identities (3rd ed.). London: Routledge.
Sugarman, L. (2004). Counselling and the life course (Professional skills for counsellors series). London: Sage.
West, W. (2004). Spiritual issues in therapy: Relating experience to practice. Basingstoke: Palgrave Macmillan.
Woolfe, R., Strawbriedge, S., Douglas, B. & Dryden, W. (Eds.) (2009). Handbook of counselling psychology (3rd ed.). London: Sage.
Johns, H. (2010). Personal development in counsellor training (2nd ed.). London: Sage.