Decolonising assessment in a clinical training programme within the Charlie Waller Institute

Decolonising assessment in a clinical training programme within the Charlie Waller Institute

By michaelkilmister Comment Closed

 

By: Natalie Meek, School of Psychology & Clinical Language Sciences, n.a.meek@reading.ac.uk
Four green leaves of varying sizes against a black background
Photo by Olia Bondarenko on Unsplash

Overview

Research within psychology has been largely conducted on a group that represent on 12% of the world’s population, those that are Western, educated, industrialised, rich and democratic (WEIRD) populations (Henrich et al., 2010). This colonial legacy, the centralising of the WEIRD population as representative of the human species, indicates a need to decolonise (Winter et al., 2022). The British Association for Behavioural & Cognitive Psychotherapies (BABCP) who accredit our High Intensity Child, and Adult Cognitive Behavioural Therapy (CBT) programmes centre decolonisation and inclusion within their updated curriculum. In response to this, and decolonisation efforts elsewhere in the higher education sector, the aim of the BABCP is to embed EDI within assessment. Assessment is also a focus of this case study as assessment drives learning in higher education (Boud, 1995).

Objectives

  • To change current assessment mark scheme to incorporate a section on EDI.
  • To ensure assessment is in line with BABCP EDI guidance.
  • To encourage student learning through assessment.

Context

The Charlie Waller Institute (CWI) offers graduate and post graduate clinical training courses. The training course discussed here is for High Intensity Adult CBT course, a  year-long post-graduate clinical training course run twice a year with intakes of up to 50 students. The ongoing effort of the University to decolonise is essential within training courses to ensure our trainees are equipped to deliver equitable psychological support to all.

Implementation

The extended case report (ERP) is an assessment used across two modules, a 5,000-word report which is set as part of paired assessment, was explored as a potential vehicle of change. There were some references to the identity of the client within the original mark scheme, however, little exploration of the client’s identity was required to pass the assessment. The High CBT Curriculum 4th Edition (NHS, 2022) states that trainees should be equipped with an understanding of EDI, and that we should support students to understand the needs of their clients in the context of protected characteristics. The curriculum (NHS, 2022) outlines the need for CBT therapists to achieve cultural competence, to be committed to anti-discriminatory clinical practice, and to have knowledge of research on CBT with minoritised groups. As assessment is an opportunity for learning (Sambell, et al., 2013), so this was a key opportunity to meet the BABCP curriculum.

Historically assessment has been neglected in the process of decolonisation within higher education (Godsell, 2021) and this was the case within our course. Changes had been made to lectures, but no changes had been made in assessment. To ensure assessment was aligned with BABCP curriculum (NHS, 2022) and Minimum Training Standards (BABCP, 2022) the method of assessment was not able to be changed, so changes to the original mark scheme were made in two ways. The first was to change what constituted a passing mark for each section of the mark scheme, so that a lack of considerations of power relations in the literature, or protected characteristics would equate to a failing mark (Figure 1). The second change was to redefine item 6, originally Reflection, to Diversity & Inclusion, which is worth 10% of marks (Figure 2). To pass this section students must demonstrate a satisfactory account of protected characteristics (such as age, disability, gender, race, sex and religion) through an exploration of aspects of their client’s identity in CBT literature, and a reflection of their own identity. To support the students in this new aspect of assessment a lecture on “Identity & Values” so the topic was introduced prior to the assessment.

Comparison table of a mark scheme with two columns titled "Original Mark Scheme" and "New Mark Scheme."Transcribed Text: Original Mark Scheme Relating case to relevant literature, displaying knowledge, and understanding of theories and concepts relevant to the case study. New Mark Scheme Relating case to relevant literature, displaying knowledge, and understanding of theories and concepts relevant to the case study, critically evaluating psychology literature. Consider power relationship in psychology literature, such as the colonial history of the subject. Explore existing literature regarding protected characteristics, or comment on the lack thereof. Explore how mental health may present differently in different groups e.g. culture, age, sexuality, gender, and whether interventions or theories are effective for the group that relates to your client.
Figure 1. A comparison between the ‘new’ and ‘old’ marking scheme
Alt-text:Table outlining assessment criteria for diversity and inclusion in clinical settings. Transcribed Text: Diversity & Inclusion – 10% Reflection on protected characteristics and differences between the client and clinician and how the client’s protected characteristics (e.g., session times discussed to be respectful of daily prayers, consideration of relevance of video feedback questions e.g., “redness” for Black clients). Inclusion of relevant literature relating to the protected characteristics of your client. Discussion around any differences in presentation within the client group you are working with, and therefore any adaptations to your treatment, or considerations going forward. Considerations to the colonial history of psychology and psychology literature. Distinction 70 – 100 Excellent account of the client which is comprehensive and provides clear information regarding their protected characteristics and how these have been considered with regards to difference in the therapy space and in terms of potential adaptations to assessment and/or treatment. Excellent reference to relevant literature around protected characteristics of the client. Merit 60 - 69 Good account of the client which is comprehensive and provides clear information regarding most of their protected characteristics and how these have been considered with regards to difference in the therapy space and in terms of potential adaptations to assessment and/or treatment. Good reference to relevant literature around protected characteristics of the client. Pass 50 – 59 Satisfactory account of the client which is comprehensive and provides some information regarding some of their protected characteristics and how these have been considered with regards to difference in the therapy space and in terms of potential adaptations to assessment and/or treatment. Some reference to relevant literature around protected characteristics of the client. Fail 0 - 49 Weak presentation of the client which is not comprehensive and provides little or no information regarding some of their protected characteristics and how these have been considered with regards to the difference in the therapy space and in terms of potential adaptations to assessment and/or treatment. Few reference to relevant literature around protected characteristics of the client.
Figure 2. New diversity and inclusion section in the marking scheme.

Impact

Student and marker feedback indicates the three objectives of this project have been met: the assessment and mark scheme incorporates EDI,  the changes are in line with BABCP guidance for EDI, and these changes have facilitated student learning. The changes to the mark scheme were rolled out for two modules of the HI CBT Adult course and adopted by the HI CBT Childrens course also. Feedback from markers indicate a noticeable increase in the student’s consideration of the client’s identity, and a diversification of CBT literature utilised for reports. In the Theory and Practice for Depression (PYMDEP) module evaluation, students’ ratings of “course content/examples/case studies selected (or used) offer a diversity perspective” has increased from an average of 3.5 to 4.4, where 5 means definitely agree. Although this feedback is not solely regarding changes to assessment, it does indicate change has been recognised and is having a positive impact.

Reflections

Decolonisation, and developing cultural competence are both ongoing processes, which require lifelong learning. This change in assessment has been one step in meeting BABCP curriculum guidance (NHS, 2022) and in training our therapy workforce to deliver anti-discriminatory, and effective therapy for diverse groups of people. This change has happened in line with lecture content changes, such as the introduction of teaching day on working with neurodivergence, gender & sexuality, and religion & spirituality.

Follow up

One change within an assessment does not end the ongoing process of decolonisation and of the integration of EDI within higher education. Going forward it would be good to get more feedback directly from students’ assessment, and any further work we can do to continue to decolonise the course and ensure all peoples can access equitable psychological support.

References

Using constructivism to achieve a decolonised accounting curriculum

Using constructivism to achieve a decolonised accounting curriculum

By michaelkilmister Comment Closed

 

By: Ekililu Salifu, Henley Business School, e.salifu@henley.ac.uk
Men sitting on chairs with back to camera
© Photo by Sam Balye on Unsplash

Overview

This article explores using constructivism as a pedagogical approach to achieving the objective of a decolonised accounting curriculum. It discusses how constructivism can be used to effectively outline the constraints of the received perception of accounting as a pseudo-technical subject while making room for alternative representations.

Objectives

The primary aim of this activity was to explore the use of constructivism learning theory to achieve a decolonised accounting curriculum. The next objective was to design and effectively deliver a more inclusive globalised curriculum for post-graduate financial reporting in particular, and accounting in general.

Context

Accounting curriculum is perceived to be pseudo-technical, relying on the application of technical rules and principles that are universally accepted. This is the received view of our postgraduate accounting students, over 90% of whom are from an international background. Student feedback suggested that while they wanted to learn and apply conventional financial reporting and accounting, they also wanted to see a representation of themselves in some of the discussions. During the delivery and redesign of the curriculum for ACM002 Financial Reporting and Regulation (now ACM006 International Financial Reporting and Regulation), I explored the use of constructivism as a pragmatic pedagogical approach to explore the constraints of this notion while making room for the generation of alternative explanations. ACM002 (now ACM006) is a compulsory financial reporting module for MSc International Accounting and Finance students, and currently has 26 students registered on it.

Implementation

Decolonisation can take on different meanings but is used in this context to mean the recognition of the constraints placed by monocultural and largely westernised perspectives or hierarchies in accounting and the making room for alternative representations. Decolonising the accounting curriculum faces unique disciplinary constraints, as the largely Western knowledge systems we pass on are considered to be ‘universal’, especially in the wake of the near-universal acceptance of international financial reporting standards. A decolonised accounting curriculum needs to emphasise its ability to meet local needs and cultivate globally transferable skills.

I started with an informal focus group with some students from the 2021/2022 cohort, to collate feedback on what a decolonised financial reporting curriculum would mean to them, among other objectives. Students argued against the development and delivery of an overtly decolonised curriculum that continuously recognised the constraints of the existing curriculum, and especially discussed alternative representation. This was primarily borne from their belief while the present curriculum had hegemonic dispositions, it was still necessary as its completion would enhance their global competitiveness. Furthermore, for a decolonised curriculum to be meaningful to the student, they needed to see their own experiences represented in the discussions.

Constructivism offered a solution to designing and delivering a more decolonised curriculum. Constructivism, with its focus on student-centred learning, suggests that humans construct knowledge and meaning from their experience. As a learning theory, it suggests that students learn by relating new information to what they already know. In its ability to fosters active and collaborative learning, constructivism allows students to self-identify with co-produced knowledge.

The delivery of ACM002 was primarily lecturer-led, with relatively limited opportunities for students to reflect on what was being taught.  However, scholars generally recognise that knowledge is co-produced, and a lecture-only mode of delivery is not ideal for the optimal co-production of knowledge. The amount of time that could be dedicated to student engagement in debates during lectures (as opposed to workshops) was limited, especially considering the content that still needed to be delivered.

The starting point of decolonising the curriculum was thus to rename the module from Financial Reporting and Regulation to International Financial Reporting and Regulation, to highlight the inclusivity within the module. Next was to expand the reading lists to include more critical debates on some of the module content. Workshop sessions, with the object of fostering debates among the students were introduced. In these sessions, students engaged in more critical discussions when they were able to call on their own experiences and relate those to the discussions at hand. This was in sharp contrast to when critical discussions were relayed to them by the lecturer.

Impact

Adopting constructivism significantly allowed for the curriculum to be relatively decolonised and overcome some of the student resistance. As the composition of students changes year-by-year, utilising static module structure and composition may not achieve the objectives of a decolonised curriculum for each cohort. Relying on only module renaming and diversifying the module content and material risks alienating some students who may not recognise a representation of their own experiences in what is being taught.

Leaning on the canon of the coproduction of knowledge between instructors and students (see de Carvalho et al., 2016; Padilla, 2019; Shahjahan et al., 2022)., encouraging and offering students the opportunity to call upon and debate key issues within financial reporting was vital to the paradox of balancing professional (often western-centric) knowledge, socialisation, and subjugated community based and socially knowledge.

Reflections

Decolonising curriculum requires the construction of an inclusive curriculum beyond dominant knowledge systems, as well as the cultivation of an environment that fosters relational teaching and learning. This means that it is a continuous process that requires constant iterations based on student-teacher interactions, recognising the differences in the lived experiences of individuals and the impact that might have on the learning process.

Follow up

I intend to run a short survey for this cohort at the end of the term, to evaluate the extent to which they are able to self-identify their individual and country context within the discussions we have covered in the module. I also intend to make a presentation on decolonisation and constructivism at the departmental level also, to assess the receptiveness of this approach, and to close the loop on the side of the academics.

References

  • Bada, S. O. & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
  • Charles, E. (2019). Decolonizing the curriculum. Insights, 32, 24.
  • de Carvalho, J. J., Cohen, L. B., Correa, A. F., Chada, S., & Nakayama, P. (2016). The meeting of knowledges as a contribution to ethnomusicology and music education. World of Music, 5(1), 111–133.
  • de Carvalho, J. J., & Florez-Florez, J. (2014). The meeting of knowledges: A project for the decolonization of universities in Latin America. Postcolonial Studies, 17(2),122–139. https://doi.org/10.1080/13688790.2014.966411
  • Padilla, N. L. (2019). Decolonizing indigenous education: An Indigenous pluriversity within a university in Cauca, Colombia. Social & Cultural Geography, 22(4), 523–544. https://doi.org/10.1080/14649365.2019.1601244
  • Shahjahan, R. A., Estera, A. L., Surla, K. L. & Edwards, K. T. (2022). “Decolonizing” curriculum and pedagogy: A comparative review across disciplines and global higher education contexts. Review of Educational Research, 92(1), 73-113.
  • Subedi, B. (2013). Decolonizing the curriculum for global perspectives. Educational Theory, 63(6), 621-638.