“Decolonial pedagogy will be recognised and highlighted through the creation of a Leeds’ Decolonising Mark”
— Response to FoI Request from Leeds University
“Staff Member Professor Nimisha Patel… has recently developed, with funding from the BPS… a framework… which examines the influence of assumptions of ‘whiteness’”
— Response to FoI request from University of East London
“The education and training of psychological professionals has been built on a structural foundation of Eurocentric epistemologies. This foundation privileges certain forms of evidence and ways of knowing and is implicated in how dominant models of curricula and healthcare practice position concepts of knowledge, equity and social justice”
— Response to FoI Request from University of Newcastle-upon-Tyne
“We have integrated anti-racist practice into foundation supervisor training as part of a half-day session on Equality and Human rights in supervision: this includes inviting supervisors to critique the existing evidence base and theory base for clinical psychology supervision through an antiracism, decolonising lens”
— Response to FoI Request from University of Liverpool
“Development of the research component of the programme to highlight racial injustice and discrimination as a valuable area for research and for research teaching to include critical appraisal of the Euro-centric and white-centricity of research culture”
— Response to FoI Request from Bangor/University of North Wales
“We are piloting amendments to rating criteria (in trainee recruitment) that would privilege EDI and/or antiracism awareness/experience”
— Response to FoI Request from the Institute of Psychiatry, King's College, London
“We would like trainees to consider the role of activism and social change”
— Response to FoI Request from University of Essex
“Social justice is integrated into our teaching and research in a variety of ways. In particular, the Liverpool programme has embedded social justice principles through using a human rights based approach (HRBA), for which we were commended by the BPS in 2019”
— Response to FoI Request from University of Liverpool
“Social justice forms a key part of a Community Psychology module…. it will now become a core part of the curriculum. This includes… participatory action…”
— Response to FoI Request from University of Hertfordshire
“(Social Justice) is woven through the whole programme”
— Response to FoI request from University of East London
“Reviewing/ decolonising the curriculum (2019 to present – ongoing): Academic team + teaching unit co-ordinators. Merseyside Black Lives Matter and Black Curriculum working group agreed to consult on this through workshops with staff and trainees”
— Response to FoI Request from University of Liverpool
“Power, Difference and Social Justice’ is a key module stretching across 2 years – including over sixty dedicated teaching hours, and ten further small-group discussion groups, facilitated by psychologists from minoritized and marginalised groups. Topics have included: • Discomfort, Disembodiment & Deconstructing Whiteness in Clinical Psychology • Intersectionality and black feminism in the therapy room • Colonialism & Clinical Psychology • Liberation Psychology • Gifts from Queer Theory • Applying liberation psychology and social action projects in practice”
— Response to FoI Request from University of Hertfordshire
“The group (a research sub-group for trainees specifically focussing on social justice led by the Dep Prog Director) does not currently have the experience to support quantitative research”
— Response to FoI Request from University of Lancaster
“Education of programme team staff, supervisors, experts by experience and trainees regarding the deconstruction of whiteness in clinical psychology and the promotion of anti-racist and anti-discriminatory practice”
— Response to FoI Request from Bangor/University of North Wales
“We used the Whiteness framework to evaluate the curriculum. These discussions were organised around the following questions: • What does Whiteness look like? • How can teaching be adapted to acknowledge Whiteness and discuss its implications? • How can teaching be structured to ensure discussion on Whiteness can happen and be integrated within whole group discussions? • To what extent do our assessments (questions, tasks, structure, content, marking etc.) embody Whiteness? • What learning do you need to do for yourself to enable you to do the above better?”
— Response to FoI request from University of East London
“Trainees who identify as being from a global majority* background are offered the opportunity to be matched with a clinically qualified mentor who also identifies as being from a global majority background”
— Response to FoI request from University of Surrey
“Placement allocation takes account of a trainee’s racial background (…) (e.g. we do not send a Black trainee to a White rural area for placement)”
— Response to FoI request from Salomons, Christ Church University, Canterbury
“A monthly Safe Space has been developed for trainees from racialised background as well as a discrimination and racism reporting policy with an accompanying flowchart outlining how to report and access support if people are a victim or witness to discrimination and/or racism””
— Response to FoI request from Sheffield University
“Following discussions in our EDI steering group we are launching the #Mynameis and pronouns initiative at Teesside DClinPsy”
— Response to FoI request from Teesside University
“Expansion of our teaching offers provided by people with expertise acquired through lived experience”
— Response to FoI request from University of Glasgow
“Our aim is to take a non-expert position”
— Response to FoI request from Teesside University
“We are piloting amendments to rating criteria that would privilege EDI and/or antiracism awareness/experience.”
— Response to FoI Request from the Institute of Psychiatry, King's College, London
“Positive Action Initiatives (are) Implemented at shortlisting and following interview. Candidates identifying as being from a global majority background will be prioritised. Other protected characteristics considered for positive action are sexuality, disability and gender. Presence of more than one protected characteristics will have a cumulative impact”
— Response to FoI request from University of Surrey
