Source: http://www.psychiatrycpd.co.uk/learningmodules/diversitytrainingforpsychia.aspx
Timestamp: 2018-02-24 23:50:51
Document Index: 75003570

Matched Legal Cases: ['art 1', 'art 2', 'art 1', 'art 2', 'art 3', 'art 4']

Module introduction (cont..)
Section 1: Definitions and attitudes
(1.1) Before you start
(1.2) Section 1: Definitions and attitudes
(1.3) Why is diversity important?
(1.4) AAMC definition of culture
(1.5) Definition of culture
(1.6) Which factors can affect cultural identity?
(1.7) How can cultural identity affect behaviour?
(1.8) Why a multifactorial definition of culture?
(1.9) Why a multifactorial definition of culture?
(1.10) Definitions of diversity
(1.11) A word on 'cultural competence'
(1.12) Attitudes towards diversity and diversity training
(1.13) Reasons for ambivalence towards diversity
(1.14) Poor quality training
(1.15) Negative experiences
(1.16) Political correctness
(1.17) Perception of irrelevance to one's practice
(1.18) Section 1: Recap
(1.19) Section 1: Summary
Section 2: What makes you you?
(2.1) Section 2: What makes you you?
(2.2) Interactive exercise: how do you view yourself?
(2.3) Circles of my multicultural self
(2.4) Interactive exercise: circles of my multicultural self: Part 1
(2.5) Interactive exercise: circles of my multicultural self: Part 2
(2.6) Circles of my multicultural self
(2.7) Interactive exercise: how stereotypes might impact on practice
(2.8) How stereotypes might impact on practice
(2.9) Problems that may arise from misunderstanding each other’s perspectives
(2.10) Section 2: Recap
(2.11) Section 2: Summary
Section 3: Equality legislation
(3.1) Section 3: Equality legislation
(3.2) Discrimination and the law
(3.3) The legal framework until October 2010
(3.4) The Equality Act 2010
(3.5) The protected characteristics
(3.6) What has changed with the Equality Act 2010?
(3.7) Types of discrimination
(3.8) Where does the Equality Act 2010 apply?
(3.9) The Public Sector Equality Duty
(3.10) Genuine occupational qualifications in employment
(3.11) Genuine occupational qualifications in employment
(3.12) Positive action in employment
(3.13) Sexual orientation, religion or belief
(3.14) Disability discrimination – reasonable adjustments to accommodate disability
(3.15) Disability discrimination – matters an employer can take into account
(3.16) Definitions of disability
(3.17) The Age Discrimination Act 2006
(3.18) Age discrimination in employment
(3.19) The Human Rights Act 1998
(3.20) Legal implications
(3.21) Reflection: scenario 1
(3.22) Comment
(3.23) Comment
(3.24) Section 3: Recap
(3.25) Section 3: Summary
(4.1) Section 4: Interventions
(4.2) Interventions in the UK
(4.3) Other recommendations
(4.4) A review of interventions
(4.5) Evidence of effectiveness
(4.6) Reflection: scenario 2
(4.7) Comment
(4.8) Further comment
(4.9) Appropriate action
(4.10) Section 4: Recap
(4.11) Section 4: Summary
Section 5: Strategies for delivering services
(5.1) Section 5: Strategies for delivering services
(5.2) Strategies at an individual level
(5.3) Secondary strategies at an individual level
(5.4) Strategies at a team level
(5.5) Strategies at a team level
(5.6) Interactive exercise: strategies at a team level
(5.7) Strategies at an organisational level
(5.8) Section 5: Recap
(5.9) Section 5: Summary
Downloadable worksheets and questionnaires
Appendix: Optional questionnaire
(A1) Part 1: Introduction
(A2) Part 2: Reflection
(A3) Part 3
(A4) Part 4
by Professor Nisha Dogra
This module aims to help you understand how your views on diversity impact on your interactions with the world, and in particular, how this may affect your work within psychiatry.
Even those who are familiar and respectful of diversity issues need to reflect on their practice. The approach taken in this module recognises that it is important to be inclusive and engage in active, constructive dialogue rather than take dogmatic positions. Perhaps equally important is the need to provide quality patient-centred care.
Respecting diversity is not merely doing what patients want us to do, however. It is about being aware that the reasons for their views are often complex and we need to understand them better so we can work with them. Thus, we can make management plans that are not only medically appropriate but also make sense to the patient.
Recognising our prejudices is also one step in the process of ensuring that both our organisations as a whole and we as individuals are compliant with current legislation regarding diversity. Rather than focusing on what beliefs individuals hold, our approach is to acknowledge that we all have biases and prejudices, some of which may inhibit our ability to comply with legislation.
Working through interpreters by Dr Chris Fear and Professor Saeed Farooq
Involving patients and carers in training by Dr Alka S. Ahuja
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