DIVERSITY, VALUES & HOLISTIC HEALTH CONTEXTS - 2026/7

Module Overview

Mental ill health is experienced by people across the world. There are similarities and differences in the factors that contribute to the development and maintenance of mental ill health in people, and therefore in the ways in which mental health professions including clinical psychology need to approach the treatment of these challenges. Starting with the diversity and life stages within the individual and moving to the diversity between groups and contexts, students in this module will explore these unique characteristics and their intersections using a range of frameworks, and the implications these have for the approaches taken to supporting mental wellbeing. Students will critique theories of development in the context of multi-cultural societies and will analyse their own values and assumptions about what is normative and what this means when working with difference. Students will be supported to critically evaluate individual and group difference and the implications this has for using a range of treatment approaches that encompass holistic health contexts to best meet the needs of those that need support. This module focusses more on individual differences that build a foundation for the exploration of global differences in mental health in a subsequent module.

Module provider

Psychology

Module Leader

CROUCH Emma (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): 50

Module Availability

Semester 1

Prerequisites / Co-requisites

None

Module content

Indicative content:

• Models of understanding diversity e.g. Social GRACES, CBT frameworks that can be culturally adapted, lifespan and development frameworks, inequalities and how identity characteristics intersect.
• Models of understanding personal and cultural values and the influence these have in mental health and clinical psychology.
• Expert by experience perspectives on how identity characteristics, values and diverse contexts impact on the development, maintenance and treatment of mental ill health and wellbeing.
• Models of mental health including biomedical, psychological, social and integrated models like the biopsychosocial spiritual model.
• Reflection on how personal experiences and contexts influence personal values and perspectives and the impact that has on understanding and supporting diverse populations.

Assessment pattern

Alternative Assessment

None

Assessment Strategy

The assessment strategy is designed to:The assessments are designed to help students develop and demonstrate their skills in reflective practice. They also support critical evaluation of current theory and literature on a range of contextual factors for mental ill health and how these can be used to inform clinical decision making in individuals and systems. This includes a holistic understanding of the development of mental ill health and the associated treatment approaches for mental ill health. These assessment approaches help to ensure that the learning outcomes are demonstrated and foster student¿s global and cultural capabilities that are sustainable.The formative assessment provides students with the opportunity to develop and demonstrate their reflective practice skills in relation to personal values and assumptions through reflective logs. The summative assessment is designed to provide students with the opportunity to critically engage with the key theories and research literature on diverse identity characteristics, their intersections and the implications for these on mental health care approaches that account for holistic health contexts through an essay.Thus, the summative assessment for this module consists of:A critical case review essay on how diverse characteristics, values, and holistic health contexts are integrated into the approach taken to the treatment of a case study/vignette in an individual with mental ill health (Addresses Learning Outcomes 1, 2, 3, 4 and 5)A summary of the reflective logs of the student¿s experiences, observations, analysis and future implications in relation to their learning, their values and behaviours relevant to diversity. (Addresses Learning Outcomes 1, 2 and 5).Formative assessment:A series of reflective logs of the student¿s experiences, observations, analysis and future implications in relation to their learning, their values and behaviours relevant to diversity. (Addresses Learning Outcomes 1, 2 and 5). Feedback:Trainees will receive oral and written feedback on their contributions in lecture discussions and on their formative reflective log from peers and teaching staff. Written feedback will be provided for the summative essay assignment.

Module aims

• Provide students with frameworks and space to reflect on their understanding of similarities and difference including the appraisal of their own culture and values in the context of mental health.
• Develop broader perspectives on the needs of diverse characteristics and their intersections.
• Examine a range of holistic health contexts and the impact these have on mental ill health and wellbeing.
• Critically evaluate different contexts to conceptualise and treat mental ill health.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:Support students to develop reflective skills and critical evaluation skills on the topics of diversity, values and holistic health contexts, which support student¿s digital capabilities, global and cultural capabilities, and employability. This will be done through a range of learning and teaching modalities.Teaching will be delivered over six full days. Each of these days will include the following learning and teaching opportunities: self-directed study and lectures to develop knowledge and critically evaluate this, directly followed by workshops and seminars to support the application of this knowledge to real world clinical scenarios. These teaching days will be delivered over four weeks in semester one. This condensed teaching structure will support students to make direct theory to practice links as well as support the development of good and trusting working relationships with peers to enable them to develop confidence to try new skills and gain direct feedback from lecturers to address their learning development needs.The learning and teaching methods include:Guided learning through reading and videos, lectures, seminars and workshops. Formative assessments to develop an integrated body of knowledge. Problem-based learning activities. Group presentations which support the development of translational skills. SurreyLearn resources repository including documentaries and links to websites and podcasts. Critical discussion of research findings in the form of debates. Guided learning activities on SurreyLearn. Independent student reading.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSYM182

Other information

The school of Psychology is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital capabilities:

Trainees will be expected to access and utilise resources on SurreyLearn, which tutors can monitor via the MySurrey Engagement tool as well as use a variety of online teaching tools such as Poll Everywhere, Kahoot, Word Wall and Padlet. Tutors will provide opportunities to watch videos, listen to audios resources, and podcasts to diversify learning opportunities and enhance engagement.

Employability:

This module aims to stimulate current and future oriented thinking in the field of mental health conceptualisation and treatment, which will underpin or expand the scope of practice within a career in the mental health sector. Additionally, through knowledge acquisition, critical thinking and reflection, students will be better equipped to engage in further post graduate courses in the pursuit of employment in the mental health professions including clinical psychology, or to move straight to employment in health services, or to progress in current areas of work within healthcare.

Global and cultural capabilities:

This module¿s focus on diversity, values and holistic health contexts will stimulate critical thinking around knowledge about access, and models of delivery across different cultural groups, and diverse populations. The evaluation of culturally competence frameworks and inclusion of experts by experience supports trainees to engage with diverse perspectives, experiences and backgrounds.

Resourcefulness and Resilience:

The focus on reflection in this module supports students to apply this skill in the context of diversity, values and holistic health contexts. This involves examining one¿s values and belief systems and developing a deeper awareness of diverse beliefs, values and worldviews underpinning conceptualisation and treatment of mental ill health using holistic approaches. This will support the development of cognitive flexibility, creativity and empathy towards self and others.

Sustainability:

All session resources are accessed through SurreyLearn. This module will be discussed and critically appraised generating innovative discussion and creative solutions that support the mental wellbeing of diverse populations that account for holistic health contexts in a sustainable way

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2026/7 academic year.