Embedding Social Justice within DClinPsy Training: Experiences of Trainees and Qualified Clinical Psychologists

Aims: Growing discourse around social inequity has prompted Clinical Psychology (CP) to confront its role in upholding oppressive structures and to reflect on its Eurocentric, individualistic, and value-neutral foundations. In response, the profession has begun embedding social justice (SJ) principles into Doctorate in Clinical Psychology (DClinPsy) training, aligning with the British Psychological Society’s commitment to decolonising curricula. However, little is known about how SJ implementation is experienced across DClinPsy courses. This study explored training experiences of SJ integration, focusing on curriculum content, practical application, and barriers to meaningful implementation. Method: A critical realist lens was adopted to explore 12 trainee and newly qualified Clinical Psychologists experiences. Semi-structured interviews were conducted, and data was analysed using Reflexive Thematic Analysis. Results: Four key themes were identified, each with corresponding subthemes. Participants experienced SJ efforts within courses as largely tokenistic, lacking structural change and concrete action. They called for more critical approaches to distress, such as Community Psychology, activism and advocacy. Peer reflective spaces were valued, with allyship from peers and staff, seen as supportive of SJ engagement. However, participants noted a lack of repair following relational ruptures and emphasised the need for staff to model advocacy and restorative justice to support learning and confidence. Self-reflexivity around power and privilege was seen as paramount to SJ commitment. Marginalised trainees reported carrying the emotional labour of addressing injustice. Participants faced systemic barriers including rigid hierarchies and little autonomy to enact SJ values. They felt that CP’s apolitical stance and dominant norms obstructed meaningful change. Implications: Findings are discussed in relation to wider literature, followed by a critical appraisal of the research. Clinical implications are considered for trainees, DClinPsy programmes, supervisors, relevant governing bodies and policy. Recommendations for future research are also outlined.