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PSY8065 : Values, Diversity and Context (Inactive)

  • Inactive for Year: 2024/25
  • Module Leader(s): Miss Aisling O'Connor
  • Lecturer: Professor Claire Lomax, Miss Zoe Lambert, Mrs Ashley Cave, Miss Laura Stevenson
  • Owning School: Psychology
  • Teaching Location: Mixed Location

Your programme is made up of credits, the total differs on programme to programme.

Semester 2 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System


The module aims to develop trainees’ awareness of concepts around diversity, inclusion and multi-culturalism. It will equip trainees with the necessary knowledge, attitudes and competencies to operate in an inclusive values driven mental health service. It will also develop their understanding around the complexities of people’s health, social and occupational needs and the services which can support recovery. The module is also designed to support trainee' self-reflection and clinical decision-making and their ability to effectively use supervision.

Outline Of Syllabus

The curriculum will comprise the following:

• Impact of values (service user’s and therapist’s) upon mental health difficulties and interventions
• Development and operation of non-discriminatory practice
• Impact of society upon mental health difficulties, particularly in regard to the experience of minority groups
• Impact of diversity on practice and associated accommodation (e.g., through use of translation services)
• Impact of the power relationship upon therapeutic contact and associated accommodation associated with this (e.g., collaborative strategies)
•Clinical case management skills.
• Use of supervision in the implementation of therapeutic approaches, understanding and acting within the limits of personal competence.
• Skills and competencies associated with networking/working collaboratively with other agencies.
• Delivering employment and social advice
• Mapping, understanding and critically appraising the matrix of other agencies including community, statutory and voluntary service provision.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion16:006:00Formative Tutor-Observed Role play and feedback and in person summative TOR play
Placement/Study AbroadClinical Training1181:00118:00University-set activity undertaken on placement (delivered to by NHS protocols)
Scheduled Learning And Teaching ActivitiesWorkshops86:0048:00Workshops include multiple teaching methods - didactic teaching, skills classes and roleplays
Guided Independent StudyIndependent study47:0028:00Placement based learning - role play practice, set reading/engagement with other clinical resources
Teaching Rationale And Relationship

• Didactic segments in present in person workshops used to establish a learning framework for the development of knowledge and understanding.
• Small group work within online workshops, to provide opportunities for interaction, role play skills practice, discussion and clarification in support of learning in selected areas.
• Guided independent study and clinical training supported by the provision of targets and to expand knowledge and understanding through active and task-based learning.
• On-going clinical supervision provided on placement to ensure theory becomes embedded in practice.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay2M50A 2500 word reflective essay based on the use of supervision in regard to the case used in the oral presentation.
Oral Presentation2M50Present in person: Planning scenario/presentation focused on module learning outcomes: 15mins (20 max) Presentation plus 10mins Q&A
Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Description Semester When Set Comment
Oral Presentation2MRehearsal of the diversity presentation (PIP)
Assessment Rationale And Relationship

The essay is reflective in nature. This assesses abilities linked to structuring, consolidating and presenting clinical material as well as academic content. It also assesses the students’ ability to reflect and develop through clinical experience.

Trainees will deliver a 20 minute presentation, based on the assessment and treatment plan linked to a diverse case that has been a part of their caseload on placement. This will assess the skills outcomes linked to the module through a description of relevant clinical practice. It also assesses the trainees’ ability to perform an oral presentation tailored appropriately to an audience (which is part of the qualified PWP role). The formative assessment is a rehearsal for the diversity presentation with trainees receiving qualitative feedback from programme staff.

In order to pass the module, trainees are required to successfully pass both elements of the assessment. A failure on second attempt will result in an exit from the programme under normal circumstances.

All skills outcomes are also assessed on placement which determines whether embedding skills in the service environment has occurred (see placement PSY8066).

Reading Lists