Home Solutions • Identify the historical roots of prejudice and discrimination, gained through an exploration of issues of: Class, age, race, religion, gender, sexuality, disability and human rights
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Welcome to module PP0515 Advice and Guidance in Society (20 credits)
This module aims to provide students with an in depth understanding of the context of guidance and counselling in present day society and the key issues of equality and human rights which influence practice. This module requires students to develop their knowledge of issues of equity within guidance and counselling practice, providing a valuable grounding for those seeking future employment within the helping professions. The formative element of the module requires students to present a timeline to their tutors and peers. This artefact will depict the evolution of attitudes and approaches to equality and will also feed into the summative assignment, providing a sound context for discussion.
The summative assignment will involve an investigation and evaluation of the influence of equality and human rights theory, policy and practice on the provision of guidance and/or counselling in 21st century society. (3000 words)
Learning and Teaching Strategy
A range of learning and teaching strategies will be employed to ensure students a varied and engaging experience. Lectures, seminars and group tutorials will be fully utilised and experiential learning methods applied in all settings to encourage students to recognise their own resources and be confident in their own abilities.
Throughout, students will be encouraged to recognise the significance of current affairs to the discussion and debate surrounding topics inherent in the module and on going collection of relevant examples will be encouraged. Working in groups students will prepare and present a ‘timeline’ on a pre selected area relating to the evolving nature of attitudes towards issues of equity.
This module links supports students in developing their knowledge of issues of equity within guidance and counselling practice, providing a valuable grounding for those seeking future employment within the helping professions.
Aims of the Module
The aim of this module is to provide students with an in depth understanding of the context of guidance and counselling in present day society. The key issues of equality and discrimination which influence practice will be explored. Students will also be encouraged to recognise the changes which have occurred within guidance and counselling in response to shifts within societal and cultural attitudes towards the helping professions. The resulting challenges and rewards will be explored and critically analysed.
On successful completion of this module students will be able to:
Class, age, race, religion, gender, sexuality, disability and human rights
Outline Programme: Block one
In the column below you will find recommended reading for some of the sessions. All items listed can be found on the electronic reading list. You will find a link to the list on the elp.
Introduction to the module
Discussion of timeline activity: dividing up roles
Please read the Module Handbook prior to the first session
Guidance and counselling within 21st century society? What do we mean by society?
Exploring the roots of discrimination and prejudice
Clements, P. Spinks, T. (2008) The Equal Opportunities Handbook London; Kogan Page Ltd.
Lago, C. Smith, B. (2010) Anti Discriminatory Practice in Counselling and Psychotherapy 2nd ed
Commission for Equality and Human Rights website
The implications of Equality Legislation for Guidance and Counselling practice: Lecture
Bimrose, J (2004) Sexual Harassment in the workplace: an ethical dilemma for career guidance practice? British Journal of Guidance and Counselling Vol, 32. No, 1. p,109-121
Legislation in the context of Guidance and Counselling: Seminar
Revisit the previous sessions and draw out key learning; this is your chance to discuss the sessions and address any queries.
Formative assessment: preparing a timeline: each student will focus on an aspect of legislation and/or policy and combine their thoughts on to flipchart, to present to the group.
Delivering the timeline to fellow students and receiving tutor feedback on the timeline.
Looking forward to the next section of the module: noting the seminar reading that needs to be done before the next block begins.
Outline Programme: Block two
Gender and Sexuality: Lecture
Gender and Sexuality: Seminar
See Seminar Brief on elp for details
Kirk, J. Belovics, R. (2008) ‘Understanding and Counseling Transgender Clients’. Journal of Employment Counseling. 45 (1). pp. 29-37. Wiley [Online] Available at: http://onlinelibrary.wiley.com/
Working with older people: Seminar
See seminar brief on elp for details
Hill, A., & Brettle, A. (2006). Counselling older people: what can we learn from research evidence?. Journal of Social Work Practice, 20(3), 281-297.
Assignment preparation: Group tutorials
Ethnicity and Migration: Lecture
Ethnicity and Migration: Seminar
Bimrose, J. McNair, S. (2011) Career Support for Migrants: Transformation or adaptation? Journal of Vocational Behavior Vol. 78, pp. 325-333.
Learning difficulties and disabilities: Lecture
Learning difficulties and disabilities: Seminar
Parkinson, G. (2006) Counsellor’s attitudes towards Disability Equality Training (DET) British Journal of Guidance and Counselling. Vol. 34, No. 2, pp. 93-105.
Reviewing the evidence explored during the seminars in relation to the assignment: Lecture
Reviewing all the module content in relation to the assignment: Seminar/group tutorials
Assessment for this module aims to develop student confidence and ability to reflect on progress and knowledge of the subject area. ‘Low stakes’ formative activity, including guided reading and the timeline presentation will encourage students to engage with relevant materials and key issues.
SUMMATIVE ASSESMENT (3000 words)
Drawing on topics explored during this module (PP0515) and your own research, consider the challenges that issues of equality and human rights present to guidance / counselling practitioners in 21st century society.
Please note: In your assignment you need to demonstrate:
FEEDBACK ON ASSESSMENT
Links between the learning outcomes and the assessment strategy
There are strong links between the learning outcomes and formative and summative assessment strategies. These are detailed in the table below.
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