[Solved] • Identify the historical roots of prejudice and discrimination, gained through an exploration of issues of: Class, age

  100% Pass and No Plagiarism Guaranteed

[Solved] • 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

In this assignment, you are required to present a clear report covering the following aspects:

• 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.
• Evaluate the key equality and human rights issues and examine the debates surrounding the nature and application of guidance and counseling.
• Recognise and understand the significance of the barriers which discrimination can present and the role that guidance and counselling can play in overcoming such barriers.

Introduction

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 21^st 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.

Outline syllabus

• Setting the context: why anti discriminatory practice and adherence to human rights are important to guidance and counselling practice

• Prejudice and discrimination within its historical, social, political and economic context

• The fluid nature of life transitions in the 21^st century and the barriers discrimination presents to effecting change throughout life

Learning Outcomes

On successful completion of this module students will be able to:

• 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

• Evaluate the key equality and human rights issues within 21^st Century society

• Critically examine the debates surrounding the nature and application of guidance and counselling

• Recognise and understand the significance of the barriers which discrimination can present and the role that guidance and counselling can play in overcoming such barriers

Assessment

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.

FORMATIVE ASSESSMENT

• Preparing and presenting a timeline: each student will focus on and combine their thoughts on to flipchart
• Working in small groups or individually, preparing and presenting a ‘Time line’ which traces the evolution of an aspect of legislation and/or policy on equality or human rights in the context of Guidance and Counselling.
• Timelines will be presented during a seminar session. This is not an optional activity and everyone is required to take part.
• Feedback will be provided by the tutor, to help students further develop their understanding.

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 21^st century society.

• For further details of assignment hand in requirements please consult the Joint Honours Programme Handbook

Please note: In your assignment you need to demonstrate:

• Knowledge and understanding of key equality legislation
• Critical analysis of a broad range of relevant literature
• Evidence of an understanding of the complexity of the issues under discussion
• Making reference to a broad range of sources including academic journals                                                                                               

FEEDBACK ON ASSESSMENT

• Peer and tutor feedback on formative activity.
• Tutor written feedback on summative assignment with a focus on ‘feed forward’ strategies to support and assist students as they move to level 6.

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.