| Module Code: NURM078 |
Module Title: RESPECT: VALUES, POLICY, CULTURE AND DIVERSITY |
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Module Provider: Health & Social Care
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Short Name: NURM078
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Level: M
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Module Co-ordinator: RODRIGUEZ JM Miss (HSC)
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Number of credits: 15
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Number of ECTS credits: 7.5
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| Module Availability |
| Semester 2 |
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| Assessment Pattern |
Formative
On-going skills practice and feedback from tutors, clinical supervisors and peers on skills development using the Gilmore Structure with particular emphasis on working with patients from different backgrounds. Supervised practice through direct patient contact.
Summative
A 2,500 word account of how the principles of anti discriminatory practice and empowerment could be applied to the experiences of a person that the student has worked with, using a Case Study approach
An exam to assess module knowledge against the learning outcomes.
Successful completion of the following practice outcomes:
1. The effective engagement of people from a range of social and cultural groups in low-intensity treatments.
2. Demonstrating the ability to engage with groups representing diverse cultural communities in order to improve the worker’s knowledge and understanding of different cultural values.
3. Where appropriate, displaying competence in the use of face-to-face and telephone translation services for people whose first language is not English.
Knowledge assessments are at postgraduate level and assessed using percentage criteria.
Skills-based competency assessments are independent of academic level and must be achieved according to a pass / fail criterion.
Percent Weightage Composition (100%):
Essay 80% - submit by 10 June 10
Exam 20% - on 17 June 10
Clinical Log (Pass/Fail) – Submit by 24 June 10
You will not be able to pass this module if the Clinical Log fails, even if you achieve 100% with the other assessments. |
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| Module Overview |
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| Prerequisites/Co-requisites |
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| Module Aims |
The module will enable the student to:
develop values of social inclusion and respect for all manner of difference for the sensitive delivery of mental health care through a reflective exploration of self and policy
Psychological Wellbeing Practitioners must 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. Workers must also take into account any physical and sensory difficulties people may experience in accessing services and make provision in their work to ameliorate these. They must be able to respond to people's needs sensitively with regard to all aspects of diversity. They must demonstrate a commitment to equal opportunities for all and encourage people's active participation in every aspect of care and treatment. They must also demonstrate an understanding and awareness of the power issues in professional patient relationships and take steps in their clinical practice to reduce any potential for negative impact this may have. This module will, therefore, expose workers to the concept of diversity, inclusion and multi culturalism and equip workers with the necessary knowledge, attitudes and competencies to operate in an inclusive values driven service.
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| Learning Outcomes |
Knowledge and Understanding
• Have a wide knowledge of the range of the resources that difference brings.
• Have an understanding of the common difficulties associated with being a person with a difference.
• Know the impact of ’difference’ on the provision of professional services for people from diverse backgrounds
• Develop an awareness of Government policy and anti-discriminatory acts that have as a core strategy the development and implementation of equal opportunity
• Have a knowledge of the specialist services that are available to support people from different backgrounds
Cognitive Skills
• Understand the nature of power and the experience of disadvantage in healthcare provision
• Recognise personal responsibility to uphold the principles of anti-discriminatory practice and empowerment in own practice
• Recognise the effects of one’s own values on interactions with ‘different’ individuals their carers, families and friends
Practical Skills
• Recognise physical, emotional and social issues relating to people when they come from ‘different’ backgrounds
• Demonstrate fairness and sensitivity when responding to people from diverse, oppressed, and minority groups.
• Through a series of experiential exercises in the classroom, learn to recognise prejudice and negative evaluations of difference within oneself
• Assess the needs of people of difference
• Evaluate the implementation of Government policies within own area of practice
• Understand roles, boundaries of practice and appropriate skills required in dealing with difference;
• Develop reflexive strategies for personal management in interacting with people of difference.
• Develop sensitivity and competence in dealing with people who are physically challenged
• Develop professional and compassionate sensitivity to people of different religious faiths/spirituality.
• Communicate complex or contentious information clearly and effectively to the patients even when they come from ‘different’ backgrounds using translators if necessary.
Key / Transferable skills
• Audit reflectively their own learning and development as a professional who is committed to the values of anti-discriminatory practice an equal opportunities;
• Competently undertake professional practice in primary care and secondary care;
• Be independent and self critical as a learner and support the learning of others;
• Make appropriate use of it in clinical resources such as translation services
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| Module Content |
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| Methods of Teaching/Learning |
10 days in total over 10 weeks running in parallel with Module 4.
One day per week for 10 weeks half the time to be spent in class in theoretical teaching and clinical simulation, the other half in the workplace undertaking supervised practice.
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| Selected Texts/Journals |
REQUIRED READING
Andrews, D. (1998) Amateur, Radical & Revolutionary Professionals. A consideration of the role of vocation in reconstructing the profession in terms of a commitment to responsible ethical practice. Psychological Foundations--The Journal, Dec. 1998, Vol. 1, pg 19-27
Chryssochou, X (2004) Cultural Diversity: Its Social Psychology: Its Social Psychology. Blackwell Publishing.
Department of Health (2007) Positive steps: Supporting race equality in mental health care
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_066059
Department of Health (2005) Delivering race equality in mental health care: An action plan for reform inside and outside services and the government’s response to the independent inquiry into the death of David Bennett
Fernando, S. & Keating, F. (2008) Mental health in a multi-ethnic society: A multidisciplinary handbook. London: Routledge
Hutnik, N. & Street, R. C. (2010) Profiles of British Muslim identity: Adolescent girls in Birmingham. Journal of Adolescence 33,pp. 33-42..
Masson, J. (1997) Against therapy. London: Harper Collins.
Maushart, S. (2002) Wifework: What marriage really means for women. London: Bloomsbury Publishing
Meth, R. L. & Pasick, R. S. (1990) (Eds) Men in Therapy: the Challenge of Change. Guildford Press: New York (pp 3-35)
Portimer, M. (2008) Being Old is Different: Person-centred care for old people. London: PCCS Books
Swinton, J. (2001) Spirituality and Mental Health Care, London, Jessica Kingsley
Smith, H.C. (2008) Bridging the gap: Therapy through interpreters. Therapy Today 19,6, 21-23.
RECOMMENDED READING
Daddy. J, & Clegg, A. (2001) Cultural sensitivity: a practical approach to improving services Nursing Standard 15(33) May 2 pp. 39-40
Fernando, S. (2002) Mental health, race and culture. Hampshire and New York: Palgrave
Fox, A. (2001) An interpreter’s perspective www.torturecare.org.uk
Holland, K. & Hogg, C. (2001) Cultural awareness in nursing and health care Arnold: London
Hutnik, N. (2000) TA and minorities: do we over-pathologize? TA UK 61 pp. 15-18.
Hutnik, N. (2005) Towards compassionate, holistic, professional care: Using a cultural lens to examine the practice of psychotherapy in the West. Contemporary Family Therapy,27, 3, pp.383-402.
Hutnik, N. (2008) Cultural sensitivity training: The development and evaluation of a Workshop. Nurse Education Today
Kapadia, M.(2008) Adapting to Difference: The hairdryer theory. Therapy Today, 19.6, 16-20.
Laungani, P. & Palmer, S. (1999) (Eds.)Counselling in a multicultural society. London: Sage Publications
Riddick, S. (2003) Overview of models and strategies for overcoming linguistic and cultural barriers to healthcare www.diversityrx.org
Repper, J. & Perkins, R., (2003). Social inclusion and recovery. London: Bailliere Tindall.
Szasz, T. (1974). The myth of mental illness: Foundations of a theory of personal conduct. New York: Perennial Library.
Tribe, R. (1999) Bridging the Gap or Damning the Flow? Using interpreters/ bicultural. workers when working with refugee patients, many of whom have been tortured. British Journal of Medical Psychology 72: 567-576
SUPPORTING READING
Acheson, D. (1998) Independent inquiry into inequalities in health report London, DoH
Crisp, A. (2001) (Ed.) Every Family in the Land: Understanding Prejudice and Discrimination Against People with Mental Illness. CD-ROM. London: Royal College of Psychiatrists
Kendall, G. & Wickham, G. (2001) Understanding Culture: Cultural Studies, Order, Ordering London Sage
Krause I-B. (1998) Therapy across culture. London: Sage Publications.
Laungani, P. (1999) Culture and identity: implications for counselling in S. Palmer and P. Laungani (eds.) Counselling in a multi-cultural society. London: Sage Publications.
Nath R & Craig J. (1999) Practising in India: How many people are there in the family sub-system? Journal of Family Therapy 21,(4), pp. 390-406.
Perelberg, R .J, & Miller, A. C. (1990) (Eds.) Gender and power in families. London: Routledge
Robbins I. (2002) War Trauma and its Treatment. London: Jessica Kingsley.
Shaw, A., Joseph, S., & Linley, P. A. (2005). Religion, spirituality, and posttraumatic growth: A systematic review. Mental Health, Religion, and Culture, 8, 1-11.
Slife B D, Williams R.N. & Barlow, S. (2001) Critical issues in psychotherapy: translating new ideas into practice. London: Sage publications.
Williams E F. (Ed.) 1995 Voices of feminist therapy. UK Harwood Academic Publishers
USEFUL WEBSITES
Delivering Race Equality: http://www.dh.gov.uk/en/Healthcare/NationalServiceFrameworks/Mentalhealth/BMEmentalhealth/DH_4114938
Mental Health Equalities
www.mentalhealthequalities.org.uk
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| Last Updated |
| 3RD AUGUST 2010 |
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