{"id":2461,"date":"2019-12-16T08:37:13","date_gmt":"2019-12-16T08:37:13","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/t-and-l-exchange\/?p=2461"},"modified":"2020-01-13T14:48:04","modified_gmt":"2020-01-13T14:48:04","slug":"developing-diversity-and-inclusion-teaching-the-importance-of-di-and-ethical-practice","status":"publish","type":"post","link":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2019\/12\/16\/developing-diversity-and-inclusion-teaching-the-importance-of-di-and-ethical-practice\/","title":{"rendered":"Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice"},"content":{"rendered":"

Dr All\u00e1n Laville, Psychology and Clinical Language Sciences,\u00a0a.laville@reading.ac.uk<\/a><\/p>\n

Overview<\/h3>\n

In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include a focus on Diversity and Inclusion (D&I) as well how this relates to ethical practice. Therefore, I created a 15-minute screencast that tied key D&I principles to clinical practice, with a particular focus on ethical practice within this area.<\/p>\n

Objectives<\/h3>\n
    \n
  1. To support students in being aware of key D&I and ethical principles and how these principles relate to their clinical practice.<\/li>\n
  2. To support students in writing a 500-word reflective piece on the importance of considering D&I in their ethically-sound, clinical practice.<\/li>\n<\/ol>\n

    Context<\/h3>\n

    PWP programmes include D&I training within the final module of the clinical programme, but to meet the British Psychological Society (BPS) programme standards, D&I training needs to be incorporated throughout. Furthermore, this training should be tied to the BPS programme standard on Ethical Practice teaching (Module PY3EAA1\/PYMEAA).<\/p>\n

    Implementation<\/h3>\n

    The first step was to identify the key sources to include within the screencast. These were wide ranging from legislation (Equality Act, 2010), positive practice guides (Improving Access to Psychological Therapies) and ethical practice guidelines (British Psychological Society) and reference to the University\u2019s Fitness to Practise policy.<\/p>\n

    The second step was to think about how students could engage with the screencast in a meaningful way. Based on an earlier T&L Exchange project report of mine (https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2019\/07\/23\/developing-innovative-teaching-the-importance-of-reflective-practice\/<\/a>), I wanted to include an element of reflective practice. Students were asked to write a 500-word reflective piece on their own take-home points from the screencast and preferably, following the Rolfe, Freshwater, and Jasper (2001) reflective model of: a) what<\/strong> is being considered, b)\u00a0 so what<\/strong>, which I say to my students is the \u2018why care?\u2019 part! And c) now what <\/strong>i.e. from reviewing what <\/em>and so what<\/em>, detailing your SMART action plan for future clinical practice.<\/p>\n

    Example by Will Warley, Part 3 MSci Applied Psychology (Clinical) student.<\/strong><\/p>\n

    \"\"<\/a>\"\"<\/a><\/p>\n

    Impact<\/h3>\n

    The student feedback about the screencast and completing the reflective piece has been very positive. This has been across both the MSci in Applied Psychology (Clinical) as well as the Charlie Waller Institute (CWI), PG (Cert) in Evidence-Based Psychological Treatments (IAPT Pathway). The training materials have also been shared with members of the SPCLS Board of Studies for CWI training programmes.<\/p>\n

    In regard to national level impact, I have presented this innovative approach to D&I teaching at the BPS Programme Liaison Day, which included the BPS PWP Training Committee and Programme Directors from across the UK. The presentation was received very well including requests to disseminate the materials that we use in the teaching at UoR. Therefore, these materials have now been circulated to all PWP training providers in the UK to inform their D&I provision.<\/p>\n

    Reflections<\/h3>\n

    One core reason for the success of this activity was the commitment and creativity of our students! Some students used software to create excellent mind maps, interactive presentations or a YouTube video! There was even an Instagram account used to illustrate the main take-home points from the screencast, which I thought was particularly innovative. Overall, I was absolutely delighted to see such high levels of student engagement with topics that are so important \u2013 both personally and professionally.<\/p>\n

    In regard to better implementation, it is possible that slightly more guidance could have been provided regarding how to approach the reflective task, but the brief of \u2018be as creative as possible!\u2019 worked very well indeed!<\/p>\n

    Follow up<\/h3>\n

    I will be following up with the BPS PWP Training Committee in 2020 to see how this activity has developed within other PWP training providers! We will then create a summary of all innovative approaches to including D&I in PWP programmes and how these meet the programme standards.<\/p>\n

    Links<\/h3>\n

    https:\/\/my.cumbria.ac.uk\/media\/MyCumbria\/Documents\/ReflectiveModelRolfe.pdf<\/a><\/p>\n

    Student YouTube video as submission on reflective task: https:\/\/youtu.be\/hMU6F_dknP4<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    Dr All\u00e1n Laville, Psychology and Clinical Language Sciences,\u00a0a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include a focus on Diversity and Inclusion (D&I) as well how this relates to ethical practice. Therefore, I created a 15-minute screencast that tied key D&I principles to clinical practice, with a particular focus on ethical […]<\/p>\n","protected":false},"author":124,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0},"categories":[2,12,9,14],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/2461"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/users\/124"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/comments?post=2461"}],"version-history":[{"count":0,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/2461\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/media?parent=2461"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/categories?post=2461"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/tags?post=2461"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}