Appendix 3

Appendix 3

 Anti-Discriminatory Practice in Clinical Psychology Training: raising concerns

This document is written to clarify the position of the clinical psychology training programme at the University of Sheffield, to encourage awareness and discussion of language and behaviour that causes concern and to indicate routes to raise or report issues.

Context

The DClinPsy programme at the University of Sheffield is committed to anti-discriminatory practice within all aspects of training. It is acknowledged and understood that language and behaviour are complex phenomena and need to be considered from multiple points of view. Many factors affect the ways we understand the words and actions we use and those used by others. Language and behaviour can discriminate, prejudge, oppress and offend; this might be explicit, conscious and intentional, or it may be implicit, unconscious and unintentional. In many ways the latter is more difficult to deal with, in terms of recognising, raising and responding to specific incidences. It is important that everyone in the training community is able to discuss their experiences in relation to discrimination, and that those in positions of responsibility respond appropriately to concerns that are raised.

This document is primarily written to guide those in training, to encourage discussion of relevant experiences and indicate possible routes to raise concerns. Such concerns might be raised in clinical settings on placement, or they may occur at university; they might pertain to formal settings such as teaching, or to informal contexts such as everyday conversation. 

Discriminatory language and behaviour can relate to many different factors. The protected characteristics under the Equality Act are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. These characteristics are protected in law; however other characteristics are important and should be attended to. For example, class, region or country of origin, education, weight and many other factors can be the subject of prejudice and discrimination.

It is expected that most people within the training community will readily accept a need to be sensitive with regards to their language and behaviour. That said, there will be instances where words and actions will impact negatively on others. It is possible that there may be incidents that are unambiguous examples of unacceptable language or behaviour. Frequently some consideration will be needed regarding whether and how any concern should be raised. It is expected that on some occasions careful judgement will be needed regarding whether a threshold has been crossed and who is best placed to address the issue with the person/people concerned. 

Discussing experiences and raising concerns

There are several routes to raising concerns about the language and behaviour of others. The appropriateness of each will depend on the context at the time. The overriding message is that everyone has the right to raise concerns about discriminatory language and behaviour. Also, it is better to find a way of saying something than to let inappropriate words and actions go unchecked, even if you are not sure of what to do. When initial concerns or questions are raised it is important that those responding take each matter seriously, are sensitive in exploring experiences and help those who raise concerns to decide on the best course of action. It is not the role or right of tutors or supervisors to act as gatekeepers or to arbitrate in these matters, rather it is their duty to ensure that any concerns are directed to people who have the responsibility to respond. 

Some considerations: 

• It may be appropriate and possible to respond to the language of behaviour immediately and directly, to share your experience and name your concern.

• It may be that you want or need to check out your response with others present before deciding on a course of action.

• It may be that you are personally affected, or that you wish to raise concerns on behalf of others (or both).

•  It may be that you think a public response is required, or that a more discreet response is more appropriate.

• It may be that a formal feedback system (e.g., teaching feedback forms) is appropriate, or that a more personal and prompt process would be better.

• It may be that there are aspects of power involved, that the person concerned has a position or seniority or responsibility and you are concerned about the consequences of responding.

• It may be that you make a judgement about the degree of intentionality involved, or attribute the reason for the words or actions in particular ways; equally you may be unsure of the same.

• It may be that you are unsure of the seriousness of the issue and want to think about this further – this may be done in principle/preserving anonymity if appropriate 

Depending on the considerations above one or more of the following might be appropriate.

• Approaching the person concerned, immediately or soon afterwards.

• Using formal feedback systems (such as those for teaching).

• Discussing your response o with peers who were present. 

  • with trusted others who were not present (preserving anonymity)

  • with your mentor (preserving anonymity)

  • with your clinical supervisor and/or clinical tutor if the issue occurred on placement

  • with your personal tutor if the issue occurred at university/in teaching

  • with another member of the programme team

  • using the central University of Sheffield systems Report + Support - University of Sheffield

  • with Freedom to Speak Up championsin SHSC, Wendy Fowler Wendy.Fowler@shsc.nhs.uk 

Those in red in the latter half of the list above have a responsibility to ensure that the matter is responded to appropriately and escalated if necessary. It may be that they can support you to address the issue yourself, or it may be more appropriate that a member of the programme team responds on your behalf. Wherever possible it is best that issues are raised promptly. A detailed description of what was said/done is valuable, along with information about the context and the perspectives of any others present.

Responding to language and behaviour that is discriminatory is a professional responsibility. It can also present ethical dilemmas and be very challenging socially and emotionally. Students and employees have a right to support with these processes. It is appreciated that people raising concerns may wish to remain anonymous; this may or may not be possible. In line with other ‘whistleblowing’ arrangements the University and SHSC has a duty to protect those who raise concerns, and to make sure that they are not disadvantaged. Support can be discussed with any of the people in positions of responsibility referred to above. 

DClinPsy Programme Team, May 2021