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Session: 2022/23
Last modified: 30/03/2022 13:49:57
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Title of Module: Ethical & Inclusive Practice (CGD) |
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Code: CGAD11001 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | E
Bolger |
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| Summary of Module |
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This module introduces a range of concepts which underpin professional practice in career guidance and development and is a core module for both the Postgraduate Certificate and Postgraduate Diploma in Career Guidance and Development. The module introduces students to concepts of professionalism, to the principles that underpin ethical and inclusive practice, equality and diversity in practice and explores how bias may impact upon practice. The module examines the application of equality and data protection legislation in career guidance and development delivery contexts including the principles of referral and advocacy. The module includes opportunities for students to engage with theories and models of reflective practice and prepares students for work in inter-professional contexts.
- Introduces students to concepts of professionalism
- Introduces students to principles of ethical practice
- Critically analyses approaches to inclusive and non-oppressive practice
- Critically analyses equalities legislation and its impact in career guidance and development contexts
- Introduces and engages students with approaches to reflective practice
- Prepares students for inter-professional working
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical knowledge and understanding of the legislative, regulatory and ethical underpinnings of professional career guidance and development practice.
L2.
Apply principles of ethical and reflective practice to practical career guidance and development contexts.
L3.
Evaluate and synthesise new ideas and experiences.
L4.
Understand how to undertake proactive anti-racist practice in career guidance and development work
L5.
Demonstrate reflective insight into aspects of inter-professional working. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate a critical awareness of ethical principles that apply to career guidance and development, how personal beliefs and values can influence professional practice, and the implications for the policies of service providers of the major provisions of legislation and codes of practice relating to equal opportunities.
Demonstrate a critical understanding of the concept and value of reflective practice and continuous professional development and the sources of evidence/feedback to appraise one’s own practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Demonstrate the ability to evaluate, challenge and effectively manage own values and beliefs to ensure the application of ethical principles to day-to-day practice in career guidance and development.
Demonstrate the ability to uphold and promote ethical practice and equal opportunities and challenge the practice of others in cases of unethical or oppressive behaviour.
Demonstrate the capacity to gather evidence of own performance and engage in a constructive professional dialogue with other professionals to inform own practice and effect improvement and development in practice. |
| Generic Cognitive skills |
SCQF Level 11.
Demonstrate the ability to synthesise the issues around ethical practice, including how to manage own attitudes, values and beliefs and promote equality and challenge oppressive practice in self and others.
Demonstrate the capacity to become a reflective practitioner, drawing on experiences, seeking feedback and validation from others and developing a commitment to professionalism, personal improvement and continuous professional development.
Demonstrate the ability to generate new ideas and approaches to inform own practice and to explore new or unfamiliar ideas and experiences.
Demonstrate the ability to reflect on practice in 1:1 interventions and group interactions and monitor the effectiveness.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate the capacity to challenge unethical or oppressive behaviour in others and effect appropriate behavioural change.
Demonstrate the ability to engage in reflective practice through seeking out constructive professional dialogue with others about own performance, and learning to give and receive feedback.
Demonstrate the ability to make effective use of systems for supervision and support.
Demonstrate the ability to build and sustain constructive working relationships with others and to communicate with professional level peers, both internal and external.
Demonstrate the capacity to recognise, value and learn from the skills and expertise of colleagues and identify and realise opportunities to work collaboratively with others.
Demonstrate the ability to manage conflict and disagreement through effective negotiation and mediation and respect for the views of others. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Demonstrate the ability to deal with complex ethical issues, including taking personal responsibility for promoting equality of opportunity and challenging oppressive behaviour.
Demonstrate the ability to build and sustain constructive working relationships with others, internal and external, and to work collaboratively with others in a team approach to working with clients.
Demonstrate the ability to practice in ways which draw on critical reflection of own and others’ roles and responsibilities.
Demonstrate the ability to challenge and effect change in self and organisations.
Demonstrate a professional approach to all aspects of training, including liaising with internal colleagues and communicating with the wider network of organisations in own developing network.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is part of a programme delivered by blended (hybrid) learning and distance (online) learning.
Students undertaking the programme by blended (hybrid) learning, will be required to engage with resources on the VLE, to attend timetabled campus-based sessions and synchronous online sessions.
Distance (online) learners will be required to engage with resources on the VLE, which may include presentations, readings, audio and video recordings and optional synchronous online sessions.
All students will contribute to discussion forums on the VLE.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 14 |
| Tutorial/Synchronous Support Activity | 16 |
| Practice Based Learning | 30 |
| Personal Development Plan | 5 |
| Independent Study | 135 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Allan, G. & Moffett, J. (2015) Professionalism in career guidance and counselling – how professional do trainee career practitioners feel at the end of a postgraduate programme of study). British Journal of Guidance and Counselling. Vol.44 (4), pp.447-465.
Hughes, D. (2013) An expanding model of careers professional identity: time for change? British Journal of Guidance and Counselling. Vol. 41(1), pp58-68.
Hutchinson, J., Rolfe, H., Moore, N., Bysshe, S. and Bentley, K. (2011) All Things Being Equal? Equality and Diversity in Careers Education, Information, Advice and Guidance. Manchester: Equality and Human Rights Commission.
Neary, S. (2014) Reclaiming professional identity through postgraduate professional development: careers practitioners reclaiming their professional selves. British Journal of Guidance and Counselling. Vol. 42 (4), pp.199-210.
Neary, S. and Johnson, C. (2016) CPD for the Career Development Professional. Bath: Trotman Publishing.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are required to attend all scheduled sessions and participate in all delivered elements of the module as part of their engagement with their programme of study. Distance learners should contact the programme leader if they require clarification regarding engagement. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | PG Social Sciences |
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| Moderator | R Alexander |
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| External Examiner | J Yates |
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| Accreditation Details | Career Development Institute (CDI) |
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| Version Number | 2.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Successful completion of this module requires students to pass the following summative assessment:
Written assessment 1 (40% of final mark)
Written assessment 2 (60% of final mark)
The assessments require to be passed at 50%.
Note that alternative assessment arrangements can be made for students with specific requirements in accordance with the university’s equality and disability policies and procedures (see section 17 below).
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). All lecture slides are uploaded with an additional audio commentary. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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