UNIT 2: Problems, disorders and populations. MODULE: Critical Psychology including: Disadvantaged or marginalised groups

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1 UNIT 2: Problems, disorders and populations MODULE: Critical Psychology including: Disadvantaged or marginalised groups Module co-ordinator: Paul Fisher (2015 Cohort. 3 rd Year) Page 1 of 5

2 Unit: 2. Problems, disorders and populations Module: Critical Psychology including: Disadvantaged or marginalised groups Coordinator: Paul Fisher YEAR 3 There are no teaching sessions for this module in year 3. Aims and learning objectives of the module: This module will introduce trainees to many of the issues that arise when working with groups of people who are disadvantaged in some way by the society we live in. By the end of the module, trainees will have an understanding of the implications of difference and diversity on people s lives, the importance of multi-professional and multi-agency working and the role of the psychologist within these. Trainees will be encouraged to think critically, reflectively and evaluatively, and will be able to recognise when intervention may be called for or may be inappropriate. Issues of imbalances and abuses of power will be explored, including how psychologists can help to minimise misuse of power. Trainees will be introduced to ideas about how differences between people are based upon how individuals define themselves in relation to others, and understand that these definitions are dynamic and influenced by the majority and minority cultures in which people live. Trainees will become aware of the multiple factors that may influence how individuals understand themselves and the world they inhabit, such as where they come from, age, religion, gender, social class, spirituality and so on. Trainees will learn how to apply their skills to novel populations, and understand that complexity is unavoidable. Year 1 curriculum for 2016 intake is being revised in line with the curriculum update. These historical details are for information only. YEAR 1 1. Social Context of Clinical Psychology (1/2 day) - Overview of current and mainstream models in clinical psychology - Introduce some critical frameworks - Consider critiques as applied to clinical psychology theory & - Contexts in which psychologists work - Critical models in key areas relevant to clinical psychology - Implications for clinical psychology 2. Community Psychology (half day) - Review of critical perspectives in Clinical Psychology - Overview of some theoretical approaches to Community Psychology - Opportunities for discussion and work with vignette to explore formulation skills in Community Psychology 3. Race and Culture I (half day) Page 2 of 5

3 - To examine the social context in which feeling and attitudes to race and culture occur. - To relate these issues to our own lives. - To understand how issues of race and culture are important in clinical. - Why consider race, ethnicity and culture? - The concept of cultural competency - Anthropological approaches to mental illness and illness beliefs YEAR 2 (2015 Cohort) 1. Formulation and Diagnosis in context (half day) - To increase awareness of the context within which the concepts of formulation and diagnosis have arisen. - To reflect on the relative strengths and weaknesses of both approaches to conceptualising distress from multiple differing perspectives (e.g. service user, professional, service and society) - To consider how the above impacts on own position and perspective and day to day working as a trainee psychologist 2. Race and Culture II (half day) - Cultural influences on ideas of self - Cultural identity issues in therapy - Working with difference 3. Working with asylum seekers and transient populations (half day) - Understanding issues of with trauma, loss and adaptation in these populations. - Thinking about how to adapt standard treatments in mainstream mental health settings to work with these clients. - Thinking about service provision with these client groups - 4. Hidden talents : lived experience of mental health problems as a mental health professional (Half day) - Definition of lived experience - What lived experience adds - Stigma : working with colleagues with lived experience - Boundaries and Power and how to use your lived experience - 5. Sexuality, society and services (half day) - Brief overview of clinical psychology and psychosexual difficulties - Theories of Sexuality - Sexuality and Mental Health - The Social-Constructivist approach - Psychological approaches towards sexual risk taking 6. Recovery colleges and peer support workers (half day) - Introducing the concept of mental health recovery - Recovery-oriented organisations and recovery colleges - Working as a peer support worker - Evidence base for these approaches Teaching sessions from other modules, which have significant content, related to CRITICAL PSYCHOLOGY CORE COMPETENCIES Year 1: Introduction to Reflective Practice (1/2 day) Page 3 of 5

4 PROFESSIONAL ISSUES Year 1: Legislative frameworks, professional and ethical decision making (1/2 day) Additional Learning resources Two short videos on the topic of Recovery are available on UEA TV via the links below: Additional online resources are available from the Dulwich Centre: Dr Paul Fisher has complied an additional learning resource worksheet for the module using Open University Videos as a resources. Please see Blackboard for the Additional learning resource. The videos can be found here: Key References: Bentall, R. P. (2004). Madness Explained: Psychosis and Human nature. London, England: Penguin. Cromby, J., Harper, D. J., & Reavey, P. (2013). Psychology, mental health and distress. Basingstoke, England: Palgrave Macmillan. Fernando, S. (2010) Mental Health, Race and Culture. Basingstoke, England: Palgrave Macmillan. Fox, D., Prilleltensky, I., & Austin, S. (2009). Critical Psychology: An Introduction. London, England: Sage. Lago, C. (2006) Race, Culture and Counselling The Ongoing Challenge. Maidenhead, England: Open University Press. Littlewood, R. & Lipsedge, M. (2004) Aliens and Alienists Ethnic Minorities and Psychiatry. London, England: Routledge Orford, J. (2008) Community Psychology: Challenges, Controversies and Emerging Consensus. Chichester, England: Wiley. Parker, I., Georgaca, E., Harper, D.J., McLaughlin, T. & Stowell Smith, M. (1995). Deconstructing Psychopathology. London, England: Sage. Ryde, J. (2009) Being White in the Helping Professions: Developing Effective Intercultural Awareness. London, England: Jessica Kingsley Press Hedelin, B. and Jonsson, I. (2003), Mutuality as background music in women's lived experience of mental health and depression. Journal of Psychiatric and Mental Health Nursing, 10, doi: / i1 Bonney, S. and Stickley, T. (2008), Recovery and mental health: a review of the British Literature. Journal of Psychiatric and Mental Health Nursing, 15, doi: /j x Page 4 of 5

5 The teaching on this module will contribute to trainees learning the following standards of proficiency in line with the HCPC (2015) standards: 2. Be able to within the legal and ethical boundaries of their profession 3. Be able to maintain fitness to 5. Be aware of the impact of culture, equality and diversity on 6. Be able to in a non-discriminatory manner 8. Be able to communicate effectively BPS (2015) competencies covered in the teaching on this Module: 1. Generalizable meta-competencies 2. Psychological Assessment 3. Psychological Formulation 4. Psychological Intervention 5. Evaluation 6. Personal and professional skills and values 7. Communication and teaching 8. Organisational and systemic influence and leadership 9. Be able to work appropriately with others 11. Be able to reflect on and review 12. Be able to assure the quality of their 13. Understand the key concepts of the knowledge base relevant to their profession 14. Be able to draw on appropriate knowledge and skills to inform Page 5 of 5