Racial equity and decolonisation within the DClinPsy: How far have we come and where are we going? Trainee clinical psychologists’ perspectives of the curriculum and research practices

Abstract

Introduction: Clinical Psychology has long been criticised as a profession that is rooted in coloniality, that preserves whiteness as the norm through its practices. Arguably, this has led to many racial disparities in the mental health outcomes for racially minoritised groups living in the UK. In more recent years, clinical psychology training courses (DClinPsy) have focused their efforts to develop Equality, Diversity and Inclusion initiatives, leading to changes in the curriculum. Aims: The aim of the current study is to explore how trainee clinical sychologists (TCP) understand racial equity and decolonisation in relation to the DClinPsy curriculum and research practices. Also, to explore whether trainees have experienced any changes in relation to racial equity and decolonisation agendas and what changes would they like to see in the future. Method: Three focus groups were conducted with TCPs across various DClinPsy courses, which were analysed using a thematic analysis. Results: The data presented four themes: ‘defining and enacting racial equity’, ‘the DClinPsy course content’, ‘structural and societal barriers’ and ‘the future’. Conclusions: The findings highlight the various complexities and dilemmas that surround DClinPsy courses. The results also show key areas of progression, development, and recommendations to enhance the racial equitability of the DClinPsy curriculum and research practices, in the hope of improving the mental health service provision and outcomes for racially-minoritised groups.