Guidance for Teachers and Teaching Co-ordinators
There has long been debate within clinical psychology about how best to integrate issues of diversity into training. Historically, the profession has been criticised for marginalising or avoiding these issues (Howitt & Owusu-Bempah, 1989; Sayal-Bennett, 1994; Nadirshaw, 1993). This document does not seek to revisit those debates, but instead provides a practical framework to support the integration of diversity-related content into clinical training.
Its aim is to support openness and reflection among both lecturers and trainees—encouraging exploration of our own assumptions, prejudices, and uncertainties—so that teaching can better reflect the complex and diverse realities of those we serve.
The UK is a multi-racial and multi-ethnic society. While the British Psychological Society (BPS) has long acknowledged the importance of meeting the psychological needs of diverse communities (BPS, 1988a; 1988b; 1988c; 1995), many training programmes still fall short in reflecting this diversity. The lived experiences of marginalised groups—such as women, people of colour, LGBTQ+ individuals, and those from different socioeconomic backgrounds—are often underrepresented in clinical training and theory.
Research has consistently shown the psychological harm caused by discrimination and marginalisation (Brown & Harris, 1978; Belle, 1984; Holland, 1992). If training programmes fail to acknowledge these experiences, they risk rendering them invisible, and perpetuating models of care that are disconnected from the realities of many service users.
Positively, there is now broad recognition of the importance of diversity and the psychological significance of difference. Many programmes, including Sheffield’s, are actively working to address these gaps. The question now is how to do this effectively and meaningfully.
As Fernando (1991) and Lago (1996) have highlighted, clinical psychology training has often been rooted in white, middle-class norms that can exclude or devalue alternative perspectives. To challenge this, training programmes must commit to building anti-racist, anti-sexist, and culturally sensitive curricula (Nadirshaw, 1993). Sue and Sue (1990) advocate for a model that includes:
Awareness-raising
Emotional reflection
Skills development
At Sheffield, our approach includes two key components:
Dedicated Teaching in the Introductory Block (Year 1):
These sessions introduce the importance of diversity in clinical psychology, encourage trainees to reflect on their own identities and biases, and explore power dynamics in therapeutic relationships. Additional workshops are held throughout Years 2 and 3 to build on these foundations.
Integration Across the Curriculum:
We work with curriculum co-ordinators and teaching staff to embed diversity issues throughout all aspects of training. Resources and support are provided to help teaching staff incorporate these elements meaningfully.
The following areas may be helpful when planning your teaching to ensure that issues of diversity and inclusion are embedded throughout:
1. Content Review
Assess whether your teaching materials address power, culture, and marginalised perspectives.
Incorporate examples that reflect a diverse range of clients and experiences.
Evaluate research for cultural bias or assumptions rooted in white, Western norms.
2. Theoretical Perspectives
Critically examine the implicit value systems in psychological models and theories.
Consider how different cultures may interpret psychological concepts or mental health differently.
3. Assessment and Intervention
Evaluate tools and measures for cultural relevance and appropriateness.
Reflect on how therapy models address (or fail to address) power dynamics, spirituality, race, class, gender, and other identity factors.
4. Placement Experience
Ensure that placement opportunities expose trainees to a variety of cultural backgrounds and client presentations (see supervision and placement guidelines).
1. Acknowledging Our Own Differences
Create space for trainees to explore their own cultural identities, value systems, and the ways these may shape clinical work. Self-reflection is a vital first step toward anti-oppressive practice.
2. Understanding the Client’s Perspective
Where appropriate, include client narratives or case examples that highlight the experience of being ‘othered’—whether due to race, gender, religion, disability, language, or other factors. Including user-led research or perspectives can enhance empathy and insight.
3. Direct Clinical Work
Encourage open dialogue about trainees’ concerns, mistakes, or uncertainties in working cross-culturally. Use role plays or case discussions to practice addressing ‘difference’ explicitly and respectfully in assessment, formulation, and therapy.
4. Organisational Awareness
Include teaching from professionals with experience of working in specific communities—such as multi-lingual psychologists, cultural link workers, or representatives from grassroots organisations.
The Training Advisory Group meets regularly to review issues of diversity and service user involvement across the programme. Membership is open, and we welcome new perspectives.
To get involved or find out more, please contact Kath Boon.
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