Advanced Issues in Values, Ethics and Professional Practice - TZ904

Location Term Level Credits (ECTS) Current Convenor 2019-20
Canterbury Yearlong
View Timetable
7 20 (10)

Pre-requisites

The programmes of study to which the module contributes:

MSc in Applied Behaviour Analysis (Intellectual and Developmental Disability)
Post Graduate Diploma in Applied Behaviour Analysis (Intellectual and Developmental Disability)
Post Graduate Certificate in Applied Behaviour Analysis (Intellectual and Developmental Disability)
MSc in Positive Behaviour Support (Intellectual and Developmental Disability)

Restrictions

None

2019-20

Overview

The curriculum will include, at an advanced level:

• Ethical and legal issues
• Philosophical underpinnings of ethical practice
• The role of ideology in the development of intellectual disability services
• The development of approaches to individual planning and needs assessment, particularly the role of "person-centred planning"
• Ethical codes and guidelines – does Behaviour Analysis raise special ethical issues?
• Codes of professional practice
• Discrimination and abuse
• Adopting person-centred, values-based approaches to children and adults with complex needs.
• Evidence based practice and practice based evidence

Details

Contact hours

Total contact hours: 45
Private study hours: 155
Total study hours: 200

Availability

Autumn and summer

Method of assessment

100% coursework comprising:

Essay (2750 words) - 50%
Self-reflective case study (1000 words) -25%
Timed quiz – (1 hour) -25%

Indicative reading

Bailey, J. & Burch, M. (2013) Ethics for Behavior Analysts. Abingdon, Oxon: Routledge.

Chance, P. (1998). First Course in Applied Behavior Analysis. Pacific Grove, CA: Brooks/Cole

Cooper, J.O., Heron, T.E., Heward, W.L. (2007, 2nd Ed.) Applied Behaviour Analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.

Johnson, J.M (2013) Radical Behaviorism for ABA Practitioners. Sloan Educational Publishing.

Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Belmont, Ca: Wadsworth/Thomson Learning.

Learning outcomes

On successfully completing the module students will be able to:

1. Demonstrate advanced knowledge and a critical understanding of key ethical and legal issues in providing support to children and adults with intellectual or developmental disabilities.
2. Demonstrate advanced knowledge and a critical understanding of the philosophical underpinnings of ethical practice.
3. Demonstrate advanced knowledge and a critical understanding of personalisation and its role in guiding service provision.
4. Demonstrate advanced knowledge and critical understanding of existing ethical codes and guidelines including those of the Behaviour Analyst Certification Board.
5. Identify key elements of professional practice, including the importance of supervision of practice, continuing professional development and collaborative working practices.
6. Challenge discriminatory and/or abusive practices where necessary.
7. Demonstrate advanced knowledge and a critical understanding of the importance of adopting a values- and evidence-based approach in supporting children and adults with intellectual or developmental disabilities.

The intended generic learning outcomes:

On successfully completing the module students will be able to:

1. Effectively integrate complex knowledge from different sources, including published work and personal experience
2. Demonstrate the ability to understand, and communicate in writing, complex, abstract concepts.
3. Demonstrate self-awareness with regard to the need for continuing professional development, showing capacity to manage and improve one's own learning.
4. Show a capacity to effectively prioritise the demands of work and study.
5. Use information technology to a high level (e.g., word processing, email, Moodle, e-journals and other online resources).

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