At the Clinical Psychology Doctorate programme at the University of Surrey, we recognise and are actively striving to improve the inclusivity of clinical psychology.
The profession has largely relied on westernised models of psychological thinking which do not meet the needs of all communities we serve. As such, we are looking to ‘decolonise’ the curriculum. Alongside this, we are also committed to widening access to both the programme and the profession as a whole to increase presence of trainees and clinicians from under-represented groups.
We are conducting research to explore the barriers and facilitators for applicants from a range of backgrounds. We are developing initiatives including presentations to schools existing in socially and economically disadvantaged areas, mentoring schemes and professional development events for aspiring clinical psychologists from under represented ethnic groups. Our research includes evaluating and developing our selection processes to reduce barriers and allow us to welcome cohorts of trainees that are diverse along all dimensions of difference. This includes exploring how we can improve disclosure rates on equal opportunities forms to allow implementation of positive action initiatives and evaluation of selection processes.
For our first blog post we wanted to take the opportunity to introduce each of us who makes up the Equality, Diversity and Inclusion (EDI) team here within the Clinical Psychology department at the University of Surrey. There are four of us in total including two Research Assistants, the Academic Director of the programme and the Admissions Lead. We have all written a short introduction about ourselves and our interest in EDI.
I am Laura Simonds, Senior Teaching Fellow and curriculum lead for clinical psychology teaching and learning. This includes a long-term project to decolonise the curriculum. I am part of the Social Justice and Inequalities Research Group within the Dept of Psychological Interventions. My current research focuses on oppression-related trauma and distress, critiques of diagnosis and alternative models, and the therapeutic relationship. I have a long-standing interest in stigmatisation, shame, and identity and how this impacts disclosure and help-seeking. EDI work is essential to me because an educational environment that is inclusive, diverse, and non-discriminatory is one that facilitates all learners to reach their full potential. EDI work is essential (and long overdue) within clinical psychology because the evidence base for therapy is overwhelmingly derived from White samples. This impacts on the uptake and effectiveness of therapeutic work in diverse communities and perpetuates health-related inequalities.
I’m Catherine Huckle, and my role on the programme is as Senior Teaching Fellow and Admissions Lead. I also chair the Equality, Diversity and Inclusion sub-committee, and am a Clinical Psychologist. In all of those roles I have become increasingly aware of how important it is that the profession is representative of people from all backgrounds and dimensions of difference, but that also the profession is a welcoming and safe place for everyone to work and study. I’m aware that my experience of the world is affected by being a white, middle class, cis-gendered, heterosexual female, and am grateful for the connections with staff, stakeholders, trainees and aspiring clinical psychologists that give a range of perspectives on the work we are trying to do. I often get it wrong, and have to balance my enthusiasm for “getting stuff done” with an acceptance that helpful progress might be slower, but more impactful in the long term. My particular projects at the moment are around outreach and admissions initiatives, training for clinical supervisors and supporting trainees on the programme.
My name is Feride Masera, I am a Research Assistant within the EDI team here at the University of Surrey. I’m relatively new to the post, having started at the beginning of February 2022. Prior to this I worked as an Education Wellbeing Practitioner within schools helping support children and young people with mild to moderate mental health difficulties. From my clinical work I have a strong interest in making therapeutic interventions accessible and building a more representative workforce. Also, as someone who is from a minoritised background myself and is hoping to get onto the Clinical Doctorate the work we do impacts me, and people like me, so I feel very privileged to get the opportunity to be a part of a team where we can hopefully make a difference!
I’m Rachel Francois-Walcott, a Research Assistant in EDI along with my colleague Feride. I started this role in July 2021 and have been able to work on a variety of EDI projects throughout this time. As someone from a marginalised background, in more than one way, I am increasingly committed to creating a representative profession. As such, I have worked on projects that look to increase diversity and representation within clinical psychology across various professional stages – e.g., outreach for school-aged and undergraduate students, decolonising the curriculum for current and future clinical psychology trainees, and training for clinical supervisors. My professional and personal experiences have heightened my commitment to EDI which I will remain committed to throughout my career.
We are hoping to update this blog regularly with updates on the work we are doing, reflections on doing this type of work, highlighting important work others are doing on EDI and giving space for anything else that comes up which we feel is relevant.
Thank you for reading and joining us on this journey!
