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The University of Southampton

HLTH6166 Values, Diversity and Context (PWP route) Level 7

Module Overview

PWPs 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. PWPs 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 PWPs 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.

Aims and Objectives

Module Aims

PWPs are expected to operate in a stepped care, high-volume environment. During training, trainee PWPs should carry a reduced caseload, with the number of cases seen depending on their stage in training, building up to a maximum of 60-80% of a qualified PWP’s caseload at the end of training. PWPs must be able to manage caseloads, operate safely and to high standards and use supervision to aid their clinical decision-making. PWPs need to recognise the limitations to their competence and role and direct people to resources appropriate to their needs, including step-up to high-intensity therapy, when beyond their competence and role. In addition, they must focus on social inclusion – including return to work and meaningful activity or other occupational activities – as well as clinical improvement. To do so they must have knowledge of a wide range of social and health resources available through statutory and community agencies. They must have a clear understanding of what constitutes the range of high-intensity psychological treatments which includes CBT and the other IAPT approved high-intensity therapies and how high-intensity treatments differ from low-intensity working. This module will, therefore, also equip PWPs with an understanding of the complexity of people’s health, social and occupational needs and the services which can support people to recovery. It will develop PWPs decision making abilities and enable them use supervision and to recognise when and where it is appropriate to seek further advice, a step up or a signposted service. Skills teaching will develop PWPs clinical management, liaison and decision making competencies in the delivery of support to patients, particularly where people require intervention or advice outside the core low-intensity evidence-based interventions taught in module 2.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Demonstrate knowledge of, and commitment to a non-discriminatory, recovery orientated values base to mental health care and to equal opportunities for all and encourage people’s active participation in every aspect of care and treatment
  • Demonstrates the ability to engage with people from diverse demographic, social and cultural backgrounds in assessment and low-intensity interventions. This could include adaptations to practice working with older adults, using interpretation services/self-help materials for people whose first language is not English, and/or adapting self-help materials for people with learning or literacy difficulties.
  • Demonstrates the ability to effectively manage a caseload including referral to step up, employment and signposted services
  • Demonstrates the ability to use supervision to the benefit of effective (a) case management and (b) clinical skills development. This should include: a) a report on a case management supervision session demonstrating ability to review caseload, bring patients at agreed pre-determined thresholds and provide comprehensive and succinct case material; b) a report on use of clinical skills supervision including details of clinical skills questions brought, learning and implementation.
  • Demonstrate respect for and the value of individual differences in age, sexuality, disability, gender, spirituality, race and culture.
  • Demonstrate knowledge of, and competence in responding to peoples’ needs sensitively with regard to all aspects of diversity, including working with older people, the use of interpretation services and taking into account any physical and sensory difficulties service users may experience in accessing services.
  • Demonstrate awareness and understanding of the power issues in professional / service user relationships.
  • Demonstrate competence in managing a caseload of people with common mental health problems efficiently and safely.
  • Demonstrate knowledge of, and competence in using supervision to assist the worker’s delivery of low-intensity psychological and/or pharmacological treatment programmes for common mental health problems.
  • Demonstrate knowledge of, and competence in gathering patient-centred information on employment needs, wellbeing and social inclusion and in liaison and signposting to other agencies delivering employment, occupational and other advice and services.
  • Demonstrate an appreciation of the worker’s own level of competence and boundaries of competence and role, and an understanding of how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the worker alone.
  • Demonstrate a clear understanding of what constitutes high-intensity psychological treatment and how this differs from low-intensity work.


• Managing within a high-volume environment • Caseload management • Supervision • Social inclusion • Understanding of the needs of individuals, regardless of differences. • Knowledge of non-discriminatory recovery orientated values and ensuing active participation. • Power and the therapeutic relationship. • The role of employment and occupation • Social and health resources available through statutory and community agencies. • Understanding high-intensity psychological treatment • Awareness of services which can support people to recovery. • Clinical decision ¬making

Learning and Teaching

Teaching and learning methods

Skills based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback and supervised practice through supervised direct contact with patients in the workplace. Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading and independent study.

Preparation for scheduled sessions42
Practical classes and workshops8
Wider reading or practice100
Total study time205

Resources & Reading list

Raistrick, H. & Richards, D. (2006). Designing primary care mental health services. 

Sainsbury Centre for Mental Health (2003). On our own terms: users and survivors of mental health services working together for support and change.. 

Richards, D. & Whyte, M. (2008). Stepped care for common mental health problems: a handbook for low intensity workers.. 

National Institute for Clinical Excellence (2007a). Depression (amended): management of depression in primary and secondary care.. 

Myles, P. & Rushforth, D. (2007). A complete guide to primary care mental health. 

National Institute for Clinical Excellence (2007a). Anxiety (amended): management of anxiety (panic disorder, with or without agoraphobia, and generalised anxiety disorder) in adults in primary, secondary and community care. 

Richards, D. & Suckling, R. (2008). Improving access to psychological therapy: the Doncaster demonstration site organisational model. Clinical Psychology Forum. ,181 .



Completion of practice outcomes


MethodPercentage contribution
Oral presentation 30%
Reflective essay  ( words) 70%


MethodPercentage contribution
Summative assessments 100%

Repeat Information

Repeat type: Internal & External

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