A SCoPEd solution to embedding context, difference and diversity throughout the curriculum
Online Zoom: Wed 29th October 6 PM to 8 PM
The purpose of these sessions is to understand a solution to the application of an embedded approach to the curriculum and therapeutic practice, where context, identity, diversity, and universal equity are embedded by design (not as an add-on)—referred to as 'Whole (Embedded) Practice' or 'Client in Context' Practice. This includes knowledge, awareness, and skills in embedding social and personal context, difference, and EDI ‘as standard’ for all clients (as well as becoming more self-aware of your own whole context).
Background
The latest training competencies (SCoPEd, Jan 25) require us to incorporate aspects such as context, culture, difference, and diversity throughout the pillars of practice (e.g., development, theory, skills, and practice).
To achieve an embedded approach, various aspects of 'self in context' must be included in a holistic, non-fragmented understanding of what it means to be human in the world. By intentionally embedding essential yet often overlooked and fragmented concepts—such as identity, similarity, difference, diversity, culture, social context, power dynamics, antidiscrimination, intersectionality, neurodiversity, and stress-, trauma-, and harm-informed models—into our understanding of both ourselves and our clients' experiences and relationships, we can foster fairer, more inclusive, and stronger practices. This training will introduce a 'whole view' of self/clients and provide a practical approach to embedding the concept of 'client in context' into the curriculum and our daily work with clients, including within supervision.
The main aims of the PDD
To help training providers embed difference, diversity, and inclusion within self and curricula.
By the end of the PDD, participants will be able to
1. To understand the requirements, benefits and solution for an embedded approach to the inclusion of context, diversity, and universal equity (EDI) and why it is vital for enriched, robust, and fair practice.
2. Example application: To understand how 'context' (e.g., identity, poverty, environment) informs our understanding of the root causes of mental health
3. To understand how “the relationship” is the foundational solution to an embedded approach
4. Describe a low cost transition blueprint to the curriculum.
5. Discuss implications on the curricula, teaching, learning and any next steps
6. Signpost to additional resources for an embedded whole person in practice approach to the curriculum.
About the presenter
Mamood Ahmad (he/him) is a NCPS (PNCPS Acc.) and therapist and UKCP-registered psychotherapist, course tutor, public speaker, and the founder of The Antidiscrimination Focus (TADF). He collaborates with communities, accreditation bodies, training providers, and institutes, employing a whole-person ecological vision to embed the client and social context into psychological curricula, service design, and organisational structures. He is the author of A New Introduction to Counselling and Psychotherapy, published by Routledge. Since 2012, he has run a private therapy practice in Berkshire, England.
Email: [email protected] Twitter: @ahmad_mamood. Web: http://tadf.uk.