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Multi Cultural Awareness
Multi Cultural Awareness Level 3 100 Hours Certificate Course
Learn About Multi Cultural Awareness
Multi Cultural Awareness Online Course
Help Break down cultural barriers with the distance learning Multi Cultural Awareness Online Course from ADL
Extend your “people skills”, as a counsellor, manager, business owner, etc Work in a “helping profession” – welfare, immigration, international relations, etc
Cultural diversity refers to the differences between human communities based on differences in their ideologies, values, beliefs, norms, customs, meanings and ways of life – in other words, differences based on cultural differences. These differences are expressed and exemplified in social practices, attitudes and values, family interactions and expectations, values concerning education, ways of defining and treating health (physical and mental), business and management behaviours and practices, political practices and our interpersonal relations. This accredited level 3 course will develop your sensitivity to culture, diversity and multicultural societies, and improve your capacity to interact with people on multicultural issues.
Successful completion of this course/module will develop your understanding of appropriate practices and procedures within Multicultural Awareness.
Understand multi-cultural issues and terminology. Develop your sensitivity to culture, diversity and multicultural societies, and improve your capacity to interact with people on multicultural issues.
This course has been accredited by the CMA – The Complimentary Medical Association. On completion of any qualifying module, you can join as a “Fully Qualified Practitioner” and be entitled to use the post-nominal latters “MCMA” after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
Lesson Structure: Multi Cultural Awareness BPS303
There are 8 lessons in this course:
- Cultural Diversity
- Defining culture
- Elements of culture
- Societal structures and processes
- Key areas of cultural diversity
- Cultural behaviour
- Social discourse
- Problems ith culture
- Cultural Self-Awareness
- Defining cultural self
- Environmental influences
- Family or social group
- Definitions of self
- Psychological influences
- Human nature
- Personal autonomy
- Socio economic and political influences
- Emphasis or minimisation of cultural diversity
- Code switching
- Physical environmental influences
- Prejudice and Racism
- Ingroups or outgroups
- What is prejudice
- Functions of prejudice
- How we measure prejudice
- Theoretical perspectives on prejudice
- Functions of stereotypes
- Dangers of using stereotypes
- Social discrimination
- Institutional or structural racism
- Perceptual change
- Cognitive dissonance
- Perceptual defence
- Reducing prejudice
- Changing stereotypes
- Developing cultural sensitivity
- Belonging to a dominant culture
- Working with Culturally Different Clients
- Communicating across cultures
- Principles of communication
- Cultural differences
- Communicating intimate information
- The culturally skilled worker
- Factors affecting conformity
- Barriers to Effective Multi-Cultural Relationships
- The counsellors culture
- The clients culture
- Individual differences
- Cross cultural communication hurdles
- Culture shock
- Non verbal communication
- Developing trust
- Formal judgements
- Culture and child development
- Coping with change
- Developing Cultural Competence
- Culturally competent service delivery
- Culturally appropriate service
- Culturally accessible service
- Culturally acceptable service
- Training for cultural change
- Cross culture counselling in disaster situations
- The role of family
- Working with other cultures
- Multicultural Mental Health Issues
- Problems with cultural difference in psychology
- Cultural influences on mental health
- Culture bound syndromes
- Trance and possession disorder
- Factors affecting grief and bereavement: social, psychological and cultural influences
- Shortcomings of Contemporary Counselling Theories and Future Developments
- Culture shock
- Stages in cultural shock and adjustment
- Post traumatic stress disorder
- Treatments for culture distress
- Successful intercultural adjustment
Each lesson requires the completion of an assignment which is submitted to the academy, marked by the academy’s tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Learning Goals: Multi Cultural Awareness BPS303
- Develop an awareness and appreciation of cultural diversity;
- Understand the cultural awareness of the self through verbal and non-verbal means;
- Understand the origins and influences of prejudice and racism;
- Understand the impact of culture when working with culturally different clients;
- Understand bias toward and barriers against effective multi-cultural relationships;
- Understand the fundamentals of developing and implementing cultural competence;
- Understand multi-cultural attitudes toward mental health issues.
Practical (Set Tasks)
Practicals: Multi Cultural Awareness BPS303
- Learn what is meant by the term culture, and different cultural groups;
- Discuss cultural diversity and identify problems associated with it;
- Discuss intra-cultural and inter-cultural contact to managing cultural diversity;
- Identify reasons that people and groups make intercultural contact;
- Explore how we communicate non-verbally;
- Identify ways (verbal and non-verbal) that we communicate our identification to a cultural group;
- In what ways a minority culture influence a dominant culture;
- Ways that people and groups adapt to other cultures;
- Explain the term individualism-collectivism
- Discuss how prejudice and/or racism help a group or person feel more comfortable about other cultures;
- Explore the role of stereotyping by a dominant culture in perceived discrimination by an immigrant community;
- Define culture shock;
- Identify barriers to communication that exist in intercultural communication situations;
- Identify strategies to ensure effective communication with a person from another culture;
- Explore the influence of culture differences when providing helping or counselling services to clients;
- Explore ways that people from different cultures deal with psychological or communication problems such as conflict, depression, mental health etc.
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona’s credentials:
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer’s Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Excerpt from the Course
Prejudice literally means pre-judgement. That is, we are no longer open to alternative explanations. Prejudice is an ever-present phenomenon because human beings are social animals. We are born into a social unit called a family, and grow up in other social units in school, groups of friends, the families that we ourselves establish, and the professional and business groups in which we conduct our lives. Our identities are composed of building blocks that are group memberships, and major parts of our sense of self are embedded in the groups to which we belong. We define ourselves in terms of the national, religious and professional groups to which we belong. However, group membership also involves dividing the social world into two major elements: the “we” and the “not we,” or “them.” This distinction in itself is ample grounds for the statement that stereotypes and prejudice are permanently with us.
Related to this is our tendency to see ourselves and our groups in relation to others, so that our perception of our goodness causes us to see others, but not all others, as bad. In other words, when we describe our traits, values and behaviours, we tend to define in terms of ‘difference from’: I am an honest person, not like that person; My family is a functional family, not like those dysfunctional families”.
Stereotypes and prejudice are not inherently bad. They may be positive and contribute to pro-social behaviour: for example, patriotism, team loyalty and cultural identity may involve beneficial aspects of stereotypes and prejudice. For instance, patriotism may encourage us to try to live up to positive stereotypes of our national character. We may be prejudiced towards stereotypic cultural ideal such as the brave and noble man or the nurturing, loving woman (or the successful, ethical businesswoman; the dependable, caring man). On the other hand, stereotypes and prejudices can be negative and have negative effects on our behaviour and perceptions.
One very famous example of this tendency to create competitive oppositions, and of the strong stereotypes and prejudices that it feeds and are fed by, are Jane Elliott’s ‘brown eye- blue eye’ workshops. For decades, Ms. Elliott has been demonstrating to participants how quickly and easily they slip into highly competitive and antagonistic modes based on the simple physical difference of eye colour. (You are encouraged to read about Ms. Elliott’s work on webpage http://www.horizonmag.com/4/jane-elliott.asp or elsewhere).
Ingroups and Outgroups
People’s social identity depends on the groups to which they belong. Any group a person belongs to is their ingroup. If they don’t belong to a group, it is an outgroup. People generally have lower opinions of outgroup members and higher opinions of members of their own groups. People who identify strongly with a particular group are more likely to be prejudiced against other outgroups.
People tend to think their own group is composed of all sorts of different people, but tend to think that everyone in an outgroup is the same. Prejudice is thought to decline when people in an ingroup become more familiar with the customs, norms, food, attitudes and so on of the outgroup, so helping them see the diversity within the members of the outgroup.
Ethnocentrism is where people have a tendency to look at the world from the perspective of their own culture. It often also entails the belief that the individual’s own race or ethnic group is the most important and/or superior to other groups. People will judge others against their own particular ethnic groups or cultures, especially language and religion.
So what is Prejudice?
So what is a prejudice? Prejudice
- is a negative prejudgement
- is often unwarranted
- is based on limited or insufficient evidence
- usually refers to one person’s membership of another social group
- is an attitude – an evaluative response directed at another object
- is an over generalised attitude applying inflexibly to all members of a group.
- has an emotional component and is often linked to stronger emotions, such as disgust, hate.
- is also linked to beliefs and stereotypes that we hold about the object of our prejudice.
- also has a behavioural component in the form of discrimination. A prejudice is a belief. Discrimination is acting on that belief.
Prejudice is an attitude that we hold toward a person, group or thing based on our evaluation of them. We develop prejudices because we tend to judge, usually, with limited information. Such behaviour can have distinct survival value, encouraging us to make quick decisions when faced with something out of the ordinary or different from us as to whether it is safe or unsafe, and whether we should run, fight, or remain still. If we come face to face with a large man during our evening walk, and pre-judge (which is what prejudice causes us to do) this person based on his clothing, haircut and facial expression as potentially dangerous, we might take action that will save us from a robbery, or from being attacked. If we never formed such pre-judgments based on equally skimpy information, we might find ourselves in frequent trouble and danger.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FREQUENTLY ASKED QUESTIONS
Here is a list of the most often asked FAQ’s.
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.
Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.
Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.
Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.
Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.
Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.
Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.
Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.
Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.
Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.
Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.
Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice
There are no hidden extras
FAQ - RHS Theory Qualifications
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: [email protected]
Q: When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)?
A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include?
A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams?
A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q: Exam Pass Marks?
A: Module – pass 50%. Commendation 70%.
Qualification: 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A: You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,