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A reflective practice community for Psychologists and Therapists.

The ethos of the AntiRacist Book Club: We support each other in raising our individual and collective consciousness regarding our social narratives and structures; including Whiteness, Colonialism, Islamophobia, Anti blackness, Antisemitism … and in doing so develop our antiracist practice.

The AntiRacist Book Club was created by Dr Roberta Babb and Dr Libby Nugent. For more information click here:
Welcome to The Anti Racist Book Club

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Libby Nugent 10-10-2020

This community is a place for personal and professional explorations: By sharing our reactions to the literature, our individual perspectives and experiences we use each other to learn and grow.

Reflective practice bookclub meetings are held every month and we read a new book every two months.
Groups are also facilitated using poetry, film and art as spring boards for discussion and personal growth.

Libby Nugent 09-12-2020

We hold Courageous Conversations bimonthly.

In this space we hope to facilitate conversations around more specific issues such as: Everyday racism, antiracist Leadership, Connecting with the Unconscious, Whiteness in the Therapy Room, Antisemitism, Antiracism in Clinical psychology.

We invite leading figures in our community to talk with us. Previous guest speakers have included: Susan Cousins, Dr Abdullah Mia, Dr Dwight Turner.

Dr Roberta Babb

Dr Roberta Babb is a Chartered Psychologist, Registered Clinical Psychologist, Registered Forensic Psychodynamic Psychotherapist, Media Psychologist, Life Coach and Organisational Consultant. She is registered with the HCPC, a chartered member of the BPS (DCP, DFP, and DCP Faculty of Leadership and Management), British Psychoanalytic Council (BPC), and a Principle practitioner with The Association of Business Psychology (ABP).

Dr Babb often contributes to and writes articles on various topics relating to mental health, mental and personal wellbeing and relationships, she has also featured in the BBC programme Sex On The Couch, Murder Mystery and My Family and BBC News.

Visit Website

Dr Libby Nugent

Dr Libby Nugent is a Chartered Clinical Psychologist and a Group Work Practitioner of Group of Analytic Psychotherapy. She is a Chartered member and Associated Fellow of the British Psychological Society (BPS, AFBPsS) as well as being registered with the Health and Care Professions Council (HCPC).

Dr Nugent has a private practice working with both individuals and groups. She has as strong interest in systemic and psychoanalytic understandings. She also writes and runs workshops encouraging people, through reflecting together on group experience and stories, to make connections between the individual and social world; drawing on ancient stories, their archetypes, metaphors and symbols.

Visit Website

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Libby Nugent 10-10-2020 This community is a place for personal and professional explorations: By sharing our reactions to the literature, our individual perspectives and experiences we use each other to learn and grow. Reflective practice bookclub meetings are held every month and we read a new book every two months.Groups are also facilitated using poetry, film and art as spring boards for discussion and personal growth.

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6 Month Reflection on Decolonising Clinical Psychology 

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6 Month Reflection on Decolonising Clinical Psychology 

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The programme team have long been committed to EDI in various aspects including via changes to the curriculum and selection procedures. Most recently, the provision of HEE funding has allowed the team to fund Research Assistants specifically for EDI. As they started in July 2021, the academic director provides a 6 month reflection on decolonising clinical psychology below.

Ways of conceptualising distress and intervening within clinical psychology are dominated by theories and techniques that are Eurocentric and which come from a ‘White as the norm’ position. This has resulted in the marginalisation and silencing of other ways of understanding and working with people in distress and an evidence-base derived from narrowly defined samples. One way in which we define decolonising is to locate and include perspectives that have been marginalised theoretically and empirically.

Within psychology generally, and clinical psychology specifically, decolonising work is located within historic and ongoing evidence of disparities in health service access and coercive practices towards racialised and marginalised groups in society as well as more recent events such as the global Black Lives Matter protests. The work has been pump-primed by initial funding from Health Education England. We have developed several initiatives since beginning this work in March 2021. The first was to set up a working group, comprised of trainees, course staff, and external stakeholders, to advance curriculum EDI-related change. Early work also involved surveys of university and external lecturers to gauge their understanding of decolonising, the extent to which they have engaged with this, and the perceived gains and barriers A significant curriculum-focussed innovation was the development of a new, three-day, decolonising-focussed induction for our new first year trainees in September 2021

Whilst acknowledging our work is in its early phases and that we are learning all the time, we summarise some thoughts about starting the process of developing an inclusive curriculum. The first requirement in our view is an openness to questioning disciplinary knowledge and practice fully. This involves scrutinising the history and current context of the discipline to locate silenced/marginalised perspectives. This requires building partnerships with people who have been marginalised. We also think, as has been noted by others, that the burden for this work should be on people from groups who have traditionally held dominance and power in a discipline. However, this work is likely to be most meaningful when project working groups reflect a diversity of views and positions. We have also considered, through this work, how we signal value to trainees and how this gives us sites for change such as what comes first in the curriculum, what is assessed and how, and what is on our reading lists.

The new programme induction described above is a tangible way of underscoring our values and signalling their importance. Commitment at an organisational level is required to adequately resource decolonising work. If funding is not sufficient, any change is likely to lack depth, won’t be sustained, and may cause harm through seeming performative/tokenistic. At present, some key questions for us are: is it possible to create defined targets and, if this is not done, how can progress be defined and evaluated? And, sustainable and meaningful change is likely to require challenges to accrediting bodies (e.g. the BPS, the HCPC), funders, and commissioners. How will this be achieved?

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LGBT History Month takes place in the UK every February and is an opportunity to celebrate the life, culture and achievements of LGBT people and communities. It also provides the opportunity to promote tolerance, raise awareness, and advance education on matters affecting lesbian, gay, bisexual and transgender people.

A variety of events for both staff and students will be held across February including the March & Launch event; an LGBT History Month Pub Quiz; and a workshop on Polari - 'The Queer code'.

To find out more visit Surrey LGBTQIA - Equality Page or click here: LGBT History Month 2022: Find out what's coming! | Surreynet

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Race, Culture & Anti-Discrimination Core Competence CPD Course

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Race, Culture & Anti-Discrimination Core Competence CPD Course

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A course designed for psychological practitioners to embed race, culture, and an anti-oppressive ethos within self & practice.  This course is structured in 6 parts which can be attended live or via on-demanded recorded workshops.

1. Racial-Cultural concepts, otherness & privilege

2. Racial-cultural identity, cultural Context(S) & you

3. Building racial-cultural relationships

4. Anti-Discrimination Practice

5. Working with race and culture

6. Working with racial trauma & racial-cultural discrimination

The TADF Race and Culture training model is inclusive of all clients. We acknowledge aspects such as social-cultural factors, racial-cultural discrimination, cross-cultural/racial relationships, group trauma, racial-cultural identity, migration, acculturation, cultural conflicts, and meaning, whether spiritual or not. These are psychologically relevant to ALL, including White identities.

There is an early bird discount for those that join prior to the launch on Februrary 18th.

Click here for more information: Race, Culture & AntiDiscrimination Practice (tadf.uk)

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The training consists of six part workshops and accompanying video lessons. Prior to beginning there will be an orientation recording explaining how it evolved, its theoretical tenets, methodology, curriculum, further development options, and how to use the TADF learning portal.
Part 1: Racial-Cultural Concepts, Otherness & Privilege
The challenge of embedding Race and Culture in therapy

"If you can't see me through my race and culture then you don't see me. And if you don't see me then you don't see how I see you." ~ Unknown

This session will orient you to the core tenets and journey of becoming a race and culture-aware therapist, and ask both individually and collectively: what will you need to do to "see" clients who are racially and/or culturally diverse or similar to you in your therapeutic practice?

We will explore the contextual themes which shape racial-cultural "otherness" such as power relations, systemic and indirect discrimination, the possible meaning(s) of racial-cultural dialogue, privilege, and lived-in experiences for client groups whose house is structured differently or similarly to your own with its own epistemological frame of reference.

Part 2: Racial-Cultural Identity & Cultural Contexts

In this session you will explore your individual and group(s) racial and cultural identity, and your relationship with it. What ancestral and collective events, trauma, and culture shaped your personal identity? And on the other side what is the meaning of your groups race and culture? How do you see yourself and how do others see you? And do you continue to have identity and belonging conflicts because of it?

This will help compare and contrast your individual racial-cultural identity development as the training progresses and importantly to recognise race and culture as a universal aspect of the self. We will also integrate these ideas by exploring its links to psychosocial, acculturation and racial-cultural identity development theories.

Part 3: Building and maintaining the Racial-Cultural relationship

In this session we turn to the work in the room and ask how we can work effectively where clients similar or different worldview and have lived experiences of racial-cultural otherness, racism and intersecting discrimination.

This workshop focuses on the central challenge of establishing and maintaining the therapeutic relationship. We will reflect on case studies from the perspectives of therapists, clients, supervisees and trainees, as well as your own experiences in practice. We will uncover the potentially damaging nature of unconscious racial-cultural bias and how it is revealed through everyday verbal and non-verbal language. We will look at racial dialogue, themes of relational process, as well as racial-cultural ruptures and repair.

Part 4: Anti-Discrimination and Anti-oppressive advocacy in practice

"Advocacy is the 'big E' - empathy for your diverse clients" ~ m.a.

How do you advocate for groups that have faced discrimination on a mass scale? In this workshop we make the case for social and institutional advocacy as a way of embodying an anti-discriminatory attitude and how work inside and outside the room is an important part of developing trust with your diverse clients. This session explores actions, both micro and macro, which could help end racial discrimination but also help you become more attuned to the realities of everyday racism. We will also consider professional ethics of social advocacy and reflect on developing an individual personal call-to-action plan.

Part 5: Working with Race and Culture

This part focuses on working with each client's race process including race and cultural identity, migration challenges, responding relative to clients worldview, cultural conflicts, spirituality & faith, and healing. Ethical best practice, assessment considerations, theory, and interventions are described and contextualised in supporting clients. Our very own racial-cultural development self-development model will be introduced and how it can be used to understand the client-therapist relationship, your self-development, racial-cultural identity development and impact of relational differences due to levels of race awareness.

Part 6: Working with Racial Trauma and Racial-Cultural Discrimination

In this section we focus on working with racial trauma, racial-cultural discrimination, client empowerment strategies, and racial-cultural discomfort expressed in the room. We will look at racial dialogue and how to work with a range of emotions such as anxiety, anger, shame and guilt.

Throughout these sessions everyone will reflect on their own process, what has been learnt, including bias, and how they wish to continue developing. There will also be an opportunity to reflect on your own racial development and how it has changed since beginning this training programme. Options for further development are highlighted.

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Race, Culture & AntiDiscrimination Practice

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The training consists of six part workshops and accompanying video lessons. Prior to beginning there will be an orientation recording explaining how it evolved, its theoretical tenets, methodology, curriculum, further development options, and how to use the TADF learning portal.

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This event aims to explore the experiences of persons from different communities within the South Asian Diaspora by focusing historical and contemporary experiences. Over the course of 90 Minutes, panel guests from a diverse range of South Asian heritage backgrounds will engage the audience through educational material designed to increase our awareness of experiences and contributions of their respective community.

This event will be educational in nature, and through informed respectful discussions, provide an opportunity for the forging of closer relationships, social cohesion, and to further align ourselves with the guiding principles of the Race Equality Charter as set out by Advance HE.

This event will be chaired by Narinder Garcha, Chair of the Race, Equity & Inclusion Steering Group at Birmingham City University

For more information and to register for the event click here: Webinar (microsoft.com)

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Allyship - The Journey from Diversity and Inclusion to Belonging (9/2/2022)

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Allyship - The Journey from Diversity and Inclusion to Belonging (9/2/2022)

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This event is being held to support of Race Equality Week which will run from February 7th - 13th 2022.

Proactive, practical allyship plays a powerful role in making race equity a lived reality and creating a culture in which everyone feels they belong. On Wednesday 9 February at 6pm we welcome Asif Sadiq MBE, Senior Vice President, Head of Equity and Inclusion at WarnerMedia International. Organised by Oxford Brookes University, in collaboration with a BAME Staff Network, Asif will offer a special action-oriented webinar on ‘Allyship: The Journey from Diversity and Inclusion to Belonging.’

To register for this event please click here: Webinar Registration - Zoom

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Welcome! You are invited to join a webinar: Allyship - The Journey from Diversity and Inclusion to Belonging. After registering, you will receive a confirmation email about joining the webinar.

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Proactive, practical allyship plays a powerful role in making race equity a lived reality and creating a culture in which everyone feels they belong. On Wednesday 9 February at 6pm we welcome Asif Sadiq MBE, Senior Vice President, Head of Equity and Inclusion at WarnerMedia International.

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Insights into Black Men's Mental Health - An Interactive Event (7th Feb)

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Insights into Black Men's Mental Health - An Interactive Event (7th Feb)

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Organised by LSBU, this is an event aiming to open up the conversation around Black men's mental health. It will provide an opportunity for open conversation and networking alongside an overview of Black men's mental health including its historical and political context. The session will also include what the issues and indicators are for Black men's mental health.

The two guest speakers are:
- Nathaniel Pampah who has an education background in the areas of Social Science, African History and Mental Health. He is the founder and director of 'Holistic Mastery', a self-development and self-mastery service that provides the guidance and tools needed to master one's mind, body, and soul.

- Professor Patrick Vernon OBE is an established senior manager in the voluntary and public sector. He works with staekholders with a particular interest in Black men's mental health and wellbeing.

To sign up click here: Insights Into Black Men's Mental Health - An interactive discussion Tickets, Mon 7 Feb 2022 at 13:00 | Eventbrite

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insights into black men's mental health - an interactive discussion

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insights into black men's mental health - an interactive discussion tickets

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Insights Into Black Men's Mental Health - An interactive discussion

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Eventbrite - London South Bank University presents Insights Into Black Men's Mental Health - An interactive discussion - Monday, 7 February 2022 - Find event and ticket information.

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Capitalism and Slavery was written by Eric Williams in 1938 as part of his thesis at Oxford University. It is an anti-colonial text that was previously shunned by UK publishers for challenging Britain's role in slavery. Williams argues that slavery was abolished in much of the British empire in 1833 because doing so at that time was in Britain's economic self-interest - not because the British suddenly discovered a conscience.

Now, 84 years since it was first rejected in the UK, it will be published in Britain by Penguin Modern Classics on February 24th.

Read this article to find out more:
Groundbreaking work on slave economy finally back on UK shelves | Race | The Guardian

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In 1938, a brilliant young Black scholar at Oxford University wrote a thesis on the economic history of British empire and challenged a claim about slavery that had been defining Britain's role in the world for more than a century.

But when Eric Williams - who would later become the first prime minister of Trinidad and Tobago - sought to publish his "mind-blowing" thesis on capitalism and slavery in Britain, he was shunned by publishers and accused of undermining the humanitarian motivation for Britain's Slavery Abolition Act. It was not until 1964 that the work found a publisher in the UK, but it has been out of print here for decades.

Capitalism and Slavery by Eric Williams.

Now, 84 years after his work was rejected in the UK, and 78 years after it was first published in America, where it became a highly influential anti-colonial text, a new edition of Williams's book, Capitalism and Slavery, is to be published in Britain.

Fans of the book include the rapper and author Akala, the novelist Monique Roffey, the poet Michael Rosen and Sathnam Sanghera, author of Empireland. He welcomed the news that 40 years after Williams's death, British people are "finally waking up" to the significance of his work: "I think it's amazing he hasn't been published until now, because you can't really make sense of Britain's involvement in transatlantic slavery without reading his book," Sanghera said. "You cannot begin to talk about slavery without talking about it. It's so important."

Enslaved people working in the cane fields, 1826. Much of Britain's wealth came from sugar. Photograph: Getty

Slavery, Williams argues, was abolished in much of the British empire in 1833 because doing so at that time was in Britain's economic self-interest - not because the British suddenly discovered a conscience.

"The capitalists had first encouraged West Indian slavery and then helped to destroy it," he writes. In the early 19th century, slave-owning sugar planters in the Caribbean British colonies enjoyed a monopoly on the supply of sugar to Britain, because of an imperial tax policy of protectionism. Williams argues: "When British capitalism depended on [sugar and cotton plantations in] the West Indies, they [the capitalists] ignored slavery or defended it. When British capitalism found the West Indian monopoly [on sugar] a nuisance, they destroyed West Indian slavery as the first step in the destruction of West Indian monopoly."

The Industrial Revolution could not have happened without slavery - Williams made the case for this in 1938.

Prof Kehinde Andrews, Birmingham City University

In great detail, he lays out the scale of the wealth and industry that was created in Britain, not just from the slave plantations and in the sugar refineries and cotton mills, but by building and insuring slave ships, manufacturing goods transported to the colonies - including guns, manacles, chains and padlocks - and then banking and reinvesting the profits.

It was all this wealth created by slavery in the 17th and 18th centuries that powered the Industrial Revolution in the 19th century, Williams argued. And it was this economic change that meant the preferential sugar duties - which artificially pushed up the price of sugar in the UK, a deliberate policy that had once so suited the many wealthy British families involved in the slave trade - came to be seen by 19th-century industrialists as an "unpopular" barrier to free trade, low factory wages and global domination.

The book, to be published by Penguin Modern Classics on 24 February, also traces the emergence of the slave trade in the 16th century when the demand for labour exceeded the number of white convicts and poor, white, indentured servants willing to work the land cheaply. "A racial twist has been given to what is basically an economic phenomenon. Slavery was not born of racism: rather, racism was the consequence of slavery," he writes.

Empireland author Sathnam Sanghera welcomes news that British people will 'finally wake up' to significance of Williams's book. Photograph: Tolga Akmen/Getty

Williams submitted his manuscript to the most "revolutionary" publisher he could find in 1930s Britain, Fredric Warburg, who had published Hitler's Mein Kampf in 1925 and would later go on to publish George Orwell's Animal Farm and Nineteen Eighty-Fou r.

It was rejected out of hand. Any suggestion that the slave trade and slavery were abolished for economic and not humanitarian reasons ran "contrary to the British tradition", Warburg told him, adding: "I would never publish such a book."

Even in modern Britain, Sanghera said, this attitude persists: "Williams said: 'The British historians wrote almost as if Britain had introduced Negro slavery solely for the satisfaction of abolishing it.' And that is the truest thing ever said about Britain's attitude to slavery. We almost act as if we weren't involved in it. We focus on the fact that we abolished it, we don't like to talk about what Williams talks about in the book: that we made a load of money out of it, that it was - more than anything else - an economic exercise. It made so many people in Britain so rich, and that wealth still exists today." Sanghera adds: "It's a totally essential book. I was 42 when I first read it and it blew my mind."

One reason the book still has the power to shock is because, to this day, British historians still do not take the arguments in Williams's book seriously, according to Kehinde Andrews, professor of Black studies at Birmingham City University and author of The New Age of Empire. "The orthodoxy of the history of the Industrial Revolution is that slavery wasn't important. If you go to most universities, most academics will say that and they'll dismiss the book - because they just cannot accept that the Industrial Revolution could not have happened without slavery. It's that simple. You cannot have one without the other, which this book made the case for in 1938. And it's still being ignored."

Capitalism and Slavery continued to be spurned by British publishers until 1964, when the Hungarian-born André Deutsch, who fled to the UK to escape the Nazis, agreed to print it. Over the course of his publishing career, Deutsch, who would later be called "possibly the most difficult man in London", also published authors as varied as Wole Soyinka, VS Naipaul, John Updike, Philip Roth and Margaret Atwood.

However, the text - which is still in print in America and has been translated into nine different languages and published all over the world - has been inaccessible and out of print in this country for years. "It's good that the book's being published by a major publisher, but it's kind of an indictment that it's taken more than 80 years," said Andrews. "I hope people read it and it's nice it's available. But I think it will probably just get ignored in Britain, the way it has been, largely, in the past."

This article was amended on 24 January 2022 because an earlier version incorrectly said Capitalism and Slavery was first published in the UK "in 1966 when a small university press gave it a very limited print run". It was published in 1964 and then reprinted a number of times; and the André Deutsch publishing house was not a university press. The headline was also revised to reflect that the work was published previously in Britain.

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Groundbreaking work on slave economy finally back on UK shelves

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In 1938, a brilliant young Black scholar at Oxford University wrote a thesis on the economic history of British empire and challenged a claim about slavery that had been defining Britain's role in the world for more than a century.

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1 day Workshop on Decolonising Clinical Psychology

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1 day Workshop on Decolonising Clinical Psychology

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Dr Laura Simonds and Rachel Francois-Walcott held a 1 day workshop for 1st year trainees on ‘Decolonising Clinical Psychology’. The purpose of this workshop was to reflect on the colonisation process within clinical psychology so that we, as academics, trainees, and psychology professionals, can utilise our individual and joint power to begin decolonising clinical psychology. It additionally followed on from the revamped first 3 days of training which set a critical learning framework and facilitated discussions around equality, diversity, and inclusion.

The workshop was structured as follows:

Conceptualising colonisation and decolonisation using literature such as Gergen (2007)

Discussions and reflections with trainees on their own thoughts and experiences of colonisation within psychology and the further impact this has on services.

Finally trainees delivered a series of presentations on decolonising aspects of clinical psychology. Trainee presentations were on: “What would it take to decolonise NICE Guidelines?”, “What would decolonised services look like?”, and “Is decolonising possible in the current research publication culture?”.

The workshop successfully allowed trainees to consider decolonisation across different aspects of clinical psychology and the steps they can take to decolonise clinical psychology.

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Disability History Month: A Series of 45 Minute Webinars 

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Disability History Month: A Series of 45 Minute Webinars 

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To highlight Disability History Month, Pearn Kandola are holding a series of webinars to explore disability in the workplace.
There will be 3 webinars held in November/December 2021.

1. (29th November) Breaking disability stereotypes - led by Emma Cusick

2. (6th December)Disability in the workplace: Conceal or reveal - led by Rob Barkworth

3. (13th December) How to better support disabled colleagues: led by Jonathan Taylor

To register to attend these events please click the below:
Register Now! How to make your organisation disability inclusive - Pearn Kandola

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As part of our contribution to Disability History Month, we explore what it means to be a fair and inclusive organisation for employees with disabilities. We will give you the tools necessary to overcome the disability stereotypes we hold, understand the struggle that those with invisible disabilities face, and equip you with the tools to be able to give your employees with disabilities the best support.

Buy Tickets on Eventbrite
To watch these webinars now, enter your details below:
Breaking disability stereotypes

Disability stereotypes are prevalent in the workplace but what can be done to overcome them? Emma Cusick examines the disability employment gap, the effects of positive as well as negative stereotypes, and how businesses can help disabled people to gain employment and enjoy meaningful careers.

Disability in the workplace: Conceal or reveal?

Employees with invisible disabilities must choose: whether to suppress or divulge their disability status. In this webinar, Rob Barkworth outlines the consequences of this decision, examines our research on what can encourage and discourage those with disabilities to disclose their disabilities, and finally explores how organisations can create a culture that promotes high levels of disclosure and inclusion.

How to better support disabled colleagues

How are colleagues with disabilities experiencing work in 2021? And what can you do to help? In this webinar, Jonathan Taylor examines our latest research into the experiences of individuals with disabilities - such as issues when applying for jobs and other day-to-day challenges. He also shares the extent to which managers feel confident regarding disability at work and what areas they need support and advice on, sharing practical ideas that managers and organisations can undertake to promote an inclusive environment for everyone with a disability.

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Watch Now! How to make your organisation disability inclusive - Pearn Kandola

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As part of our contribution to Disability History Month, we explore what it means to be a fair and inclusive organisation for employees with disabilities. We will give you the tools necessary to overcome the disability stereotypes we hold, understand the struggle that those with invisible disabilities face, and equip you with the tools to be able to give your employees with disabilities the best support.

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MMBRACE Report 2021 - Maternal Health Inequalities 

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MMBRACE Report 2021 - Maternal Health Inequalities 

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The MMBRACE-UK Report - Mothers and Babies: Reducing Risk through Audits and Confidential Enquiries across the UK.

This stark report highlights there remain unequal outcomes in mortality rates between women from deprived and affluent areas, women of different ages, and women from different ethnic groups.

Women from Black ethnic groups are 4x more likely to die than women from White groups

Women from Asian ethnic backgrounds are almost 2x more likely to die in pregnancy than women from White groups.

Women living in the most deprived areas are twice as likely to die than those who live in the most affluent areas.

Maternal suicide is the leading direct (pregnancy-related) cause of death over the first year after pregnancy.

Irrespective of the populations healthcare professionals are in contact with, the impact of maternity experiences can affect women and birthing people, and their families, at all stages of the lifespan.

Please click the link to see the lay summary of this report.

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"For me, as a current PsychD trainee, 'decolonising' throws up many questions:

When will we move beyond the implicit assumption that psychology, as we know it, is universal, rather than culturally bound in its Eurocentricity?

Of the accepted evidence-base, theories and practices in our field, when will we routinely question: where did this come from, and who does this serve? Whose experiences does this recognise, and who does this exclude or 'other'? Whose presence is made invisible, and whose voices are silenced? What enabled this to become the status quo?

Rather than labelling people as 'not psychologically minded' and 'hard to reach' when our ways of working do not neatly fit their experiences, when will we instead question whether the models and interventions we are taught were developed with their experiences in mind?

When will we begin to explicitly and routinely acknowledge our social identities and their inextricable influence on the ideas that we produce, consume, value and dismiss in our professional roles as students, educators, researchers and clinicians? Why don’t we do this already?

So far, our Curriculum Working Group has been a really interesting space to begin to think together about the aspects of psychology that are foregrounded from the outset of the course, the message that this conveys, and how we might realign the course's opening content with our vision for a 'decolonised' curriculum.

Moving forwards, I hope that staff and students alike will actively, explicitly and routinely ask questions such as the above, to help us to think critically about what we learn and teach. What we conceptualise through our curricula as 'knowledge' or as 'valid' is not benign - when we centralise or marginalise ideas, we centralise and marginalise people. This directly affects those we aim to serve. I hope that we can begin to embed this recognition in the culture of our course so that we can begin to take steps to rebalance the inequity this creates."

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A Perspective on EDI work - Shared by a Service User & Carer

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A Perspective on EDI work - Shared by a Service User & Carer

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"I think the EDI Project is in very similar to the kinds of work that we do as service users and carers here in the advisory group. Our role is to share our lived experience to help trainees to understand what it is like to navigate the world, and especially health services, from our perspective. I see this role (in the advisory group) as very similar to that of the EDI project -promoting equality, diversity and inclusion for people who are marginalised and excluded"

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This is the annual conference for the DCP Group of Trainers in Clinical Psychology (GTICP). The focus of the conference will be on Expanding and Evolving Clinical Psychology Training to be Fit for the Future.

There will be four main sub-themes:

1. Equality Diversity & Inclusion

2. Contextual Admissions

3. Rethinking training and supervision (e.g. managing the expansion of cohorts)

4. Aligning training with the NHS Long Term Plan

Various members of the UOS Staff Team will be attending this event. Dr Catherine Huckle will also be presenting on 'Building Engagement and Sustainable Change in EDI Initiatives'.

For more information and to register attendance please click here: GTICP Annual Conference 2021 | BPS

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APA Apologise for Promoting, Perpetuating and Failing to Challenge Racism 

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APA Apologise for Promoting, Perpetuating and Failing to Challenge Racism 

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On October 29th, APA issued an apology for it's role in promoting, perpetuating, and failing to challenge racism. This apology was also accompanied by a series of resolutions containing immediate and long-term actions that will remedy and repair APA and Psychology as a whole.

To read the full apology, please click here: APA Apology

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The American Psychological Association failed in its role leading the discipline of psychology, was complicit in contributing to systemic inequities, and hurt many through racism, racial discrimination, and denigration of people of color, thereby falling short on its mission to benefit society and improve lives. APA is profoundly sorry, accepts responsibility for, and owns the actions and inactions of APA itself, the discipline of psychology, and individual psychologists who stood as leaders for the organization and field.

The governing body within APA should have apologized to people of color before today. APA, and many in psychology, have long considered such an apology, but failed to accept responsibility. APA previously engaged in unsuccessful efforts to issue apologies in the past, including an apology to Indigenous peoples. The work done to make this apology to people of color a reality was led by the people and voices of a broad cross-section of today's APA-members, APA's elected and appointed leaders, and staff-in a shared commitment to not only truly assess the harms and the harmed, but also to take responsibility and commit to taking those collective learnings and direct them into an apology that will affect true change. It is informed by listening with intention to the voices of the past-as outlined in a stunning chronology of psychology's history-and especially informed by the voices of today, the lived experience of psychologists of color, Ethnic Psychological Associations, and those who serve people of color.

Consistent with its February 2021 commitment to catalogue the long history of harms to people of color and to inform an apology and a path forward toward healing and reconciliation, APA commissioned historical research by the Cummings Center for the History of Psychology at the University of Akron (Cummings Center, 2021). In addition, recognizing that many existing historical records and narratives have been centered in Whiteness, APA also concluded that it was imperative to capture oral history and the lived experiences of communities of color, so commissioned a series of listening sessions and surveys, which also inform this resolution, by Jernigan & Associates Consulting.

The narrative that emerged from the listening sessions, surveys, and historical findings put into stark amplification the impact of well-known and lesser-known actions. It leaves us, as APA leaders, with profound regret and deep remorse for the long-term impact of our failures as an association, a discipline, and as individual psychologists.

We know too well that history can repeat itself, that the past informs the present, and that many harms will continue to be perpetuated absent purposeful intervention. In offering an apology for these harms, APA acknowledges that recognition and apology only ring true when accompanied by action; by not only bringing awareness of the past into the present but in acting to ensure reconciliation, repair, and renewal. We stand committed to purposeful intervention, and to ensuring that APA, the field of psychology, and individual psychologists are leaders in both benefiting society and improving lives.

About this resolution

In constructing this apology, APA benefited greatly from a report generated by APA Division 45, the Society for the Psychological Study of Culture, Ethnicity, and Race, titled Protecting and Defending Our People: Nakni tushka anowa (The Warrior's Path; APA Division 45, 2020). This Warrior's Path report reflects upon how APA and psychology can shed racist and colonial roots to embody the principles of equity, diversity, and inclusion to become an actively antiracist discipline.

The structure of this apology focuses on acknowledging the roles of psychology and APA in promoting, perpetuating, and failing to challenge racism, and the harms that have been inflicted on communities of color as a result. It should be noted that this apology is accompanied by a second proposed resolution, "Psychology's Role in Dismantling Systemic Racism," which delves more deeply into methods by which psychological science can be used to remedy harms in practice, education, criminal justice, training, and other domains.

Whereas psychology cannot harness its potential to disarm and dismantle racism without addressing its own history of racism and support for human hierarchy (APA, 2021c). Since its origins as a scientific discipline in the mid-19th century, psychology has, through acts of commission and omission, contributed to the dispossession, displacement, and exploitation of communities of color. This early history of psychology, rooted in oppressive psychological science to protect Whiteness, White people, and White epistemologies, reflected the social and political landscape of the U.S. at that time. Psychology developed under these conditions, helped to create, express, and sustain them, continues to bear their indelible imprint, and often continues to publish research that conforms with White racial hierarchy (Cummings Center, 2021; Helms 2003; Luther et al., 1996; Santiago-Rivera et al., 2016).

Whereas APA was established by White male leadership, many of whom contributed to scientific inquiry and methods that perpetuated systemic racial oppression, including promoting the ideas of early 20th century eugenics; Eugenics is defined as the idea that racial differences and hierarchies are biologically based and fixed, and was used to support segregation, sterilization, and antimarriage laws (Cummings Center, 2021).

Whereas eugenicists focused on the measurement of intelligence, health, and capability, concepts which were adopted by the field of psychology and used systemically to create the ideology of White supremacy and harm communities of color (Cummings Center, 2021; Gillham, 2001).

Whereas psychologists created, sustained, and promulgated ideas of human hierarchy through the construction, study, and interpretation of racial difference, and therefore contributed to the financial wealth gap and social class disparities experienced by many communities of color (Cummings Center, 2021).

Whereas APA has recently adopted a framework that affirms that human rights are universal and inalienable, that racism is a violation of human rights, and that APA must oppose racism in all its forms (APA, 2021e) and implemented an equity, diversity, and inclusion (EDI) framework (APA, 2021d) to be infused throughout the association that holds APA accountable for promoting psychological safety, emotional intelligence, and belongingness throughout APA.

Whereas in February 2021, APA "reaffirm[ed] its denunciation of racism in all forms for its destructive psychological, social, educational, and economic effects on human rights and human welfare throughout the lifespan;" committed to "undertake an analysis of psychology's history, with the goal of understanding the harms that marginalized racial groups have experienced and the actions necessary to create a more equitable, diverse, and inclusive association, discipline, and society going forward;" and established a standard definition of racism (PDF, 95KB) and a framework for understanding the following four levels of racism in designing and implementing antiracist research, education, training, policy, and clinical applications through the lens of intersectionality: structural racism, institutional racism, interpersonal racism, and internalized racism (APA, 2021c).

Whereas this framework for understanding the four levels of racism recognizes that racism is woven into the fabric of the historical origins of the U.S. and its territories and has become integral to the functioning of its core institutions and organizations (APA, 2021c).

Whereas acts of racism have exposed long-simmering racial inequities and injustices and have prompted a national conversation about systemic racism, bigotry, and xenophobia (APA, 2020a, 2021c).

Whereas psychology has minimized and marginalized psychologists from communities of color and their contributions to the field (Guthrie, 2004). APA specifically acknowledges the harm it caused the field and the Black community during the height of the civil rights movement. APA ignored the opportunity to take a formidable stand to address poverty, racism, and social concerns affecting African Americans, despite the strong advocacy of our members, some of whom consequently left the organization to form the Association of Black Psychologists (ABPsi), an independent association. Further, APA acknowledges often excluding American Arab, Middle Eastern/North African (AMENA) individuals from APA statements regarding the impact of racism and discrimination and makes an affirmative statement here regarding their inclusion in this resolution (Awad et al., 2019).

Whereas psychologists established, participated in, and disseminated scientific models and approaches rooted in scientific racism when the discipline was first founded (Winston, 2020).

Whereas the field of psychology has not historically supported research on communities of color by not adequately reporting and including them, minimally reporting them as a demographic data point, and/or interpreting results based on Eurocentric research standards, thereby perpetuating invisibility and resulting in a lack of quality research that can inform practices and policies that impact communities of color (Helms et al., 2005; Buchanan, Perez, Prinstein, & Thurston, in press).

Whereas these views have often been centered in research used to advance the careers of White researchers who became "experts" with respect to the ethnically diverse studied group, without providing any follow up to that community or insight into the data findings and the implications for the researched community (Buchanan et al., in press; McFarling, 2021).

Whereas a general lack of faculty and advisors of color to assist with navigating and completing graduate programs has placed great burdens on current faculty of color to support students of color and champion all university-related issues pertaining to race and diversity, all of which is a consequence of racial disparities in the field and discipline of psychology which may be rooted in negative training-related and other experiences of faculty and students of color (DeBell, 2017; Constantine & Sue, 2007; El-Ghoroury, 2012; Keels, 2017; Johnson-Bailey et al., 2009; McCoy et al., 2015).

Whereas psychological science and practice have been used by psychologists and others to support segregated and subpar education for many children of color (Jackson, 2005; Kazembe, 2021; Richards, 1997).

Whereas psychologists created and promoted the widespread application of psychological tests and instruments that have been used to disadvantage many communities of color (Fass, 1980; Helms, 2002; Kaestle, 2013; Kevles, 1968), contributing to the overdiagnosis, misdiagnosis, and lack of culturally appropriate diagnostic criteria to characterize the lived experience and mental health concerns of people of color (Anderson & Mayes, 2010; Cermele et al., 2001).

Whereas APA and its leadership failed to take concerted action in response to calls from Black psychologists (many of whom later formed ABPsi) for an end to the misuse of testing and assessment practices (including standardized assessments) and interventions in education and the workplace developed by psychologists and others that perpetuated racial inequality (Cummings Center, 2021; Gomez, Cano, & Baltes, 2021; Pickren & Tomes, 2002; Williams & Mitchell, 1978; Wilson, 2020).

Whereas for students of color, the system has been built to perpetuate multiple barriers to entry and completion, including the completion of training requirements that omit taking the perspective of diversity into account, the costs of tuition, and the costs of entrance examinations and related preparation programs (Lantz & Davis, 2017), all of which along with many other factors adversely impact the recruitment and retention and successful transition into the field of psychology for students of color.

Whereas APA recognizes that traditional diagnostic methods and standards do not always capture the contextual and lived experiences of people of color, which influences mental health outcomes and emotional well-being (Anderson & Mayes, 2010; Cermele et al., 2001).

Whereas psychology has been complicit in failing to effectively elevate the science behind the disproportionate concentration of adverse social determinants of health in communities of color, as well as the impact of climate change on these same communities. That includes acknowledging that neighborhoods populated primarily by people of color and members of low-socioeconomic backgrounds are overburdened with lack of access to healthy food, quality health care, and community safety, as well as disproportionate exposure to environmental hazards, including lead paint in older buildings, toxic waste facilities, and other sources of pollutants. As the incidence of adverse social determinants of health and climate change worsens, there will be increasingly deleterious effects on both the physical and mental health of these communities of color (Bullard et al, 2013; Rosner, 2016; Schell et al., 2020; Williams, 2018).

Whereas racist behaviors and ideologies are evidenced in the health inequities of pandemics and disease on Indigenous people (including over 570 Tribal Nations), Black/African American, Asian American, Pacific Islander American, Latina/o and Latinx, and AMENA peoples and communities; psychologists also provided ideological support for, and failed to speak out against, the colonial framework of the government-sponsored industrial (boarding) and day school systems for Indigenous youth (Cummings Center, 2021); the tragic hate crimes and killings of Black people at the hands of law enforcement; the surge in hate crimes against and ongoing harms perpetuated by "model minority" stereotyping of Asian Americans Americans (Yip, Cheah, Kiang & Hall, 2021); the inhumane treatment and systemic targeting and historical exclusion of immigrants of color from the civil rights granted by U.S. citizenship, through immigration policy and its aggressive enforcement and the mistreatment and criminalization of undocumented immigrants who lack access to a pathway to U.S. citizenship; the continuing hate crimes and speech perpetrated against AMENA people; and the overall climate of xenophobia in the U.S. These examples of racism are widespread and impact either directly or indirectly all individuals who belong to marginalized racial groups, including multiracial persons (APA, 2019, 2020a, 2020b, 2021a, 2021b).

Whereas racial inequities result from laws, systems, policies, practices, and cultural narratives that reflect racial bias and White supremacist ideology, and that APA and psychology, in keeping with the ethical values reflected in the APA Ethics Code (2016) have an important role and responsibility to disarm and dismantle racism in all its forms (APA, 2021c; Thomas, 2005; Yearby et al., 2020).

Whereas racism harms all people and infects their beliefs, ways of understanding the world, and interpersonal interactions (APA, 2021d; C.P. Jones, 2003).

Therefore, be it resolved that APA sincerely and formally acknowledges, accepts responsibility for, and owns the actions and inactions of APA itself, the discipline of psychology, and prominent individual psychologists who stood as leaders for the organization and field, and that APA sincerely and formally apologizes to communities of color for these actions and inactions.

Therefore, be it resolved that APA rejects "hegemonic science"-that is, research focused on identifying and reinforcing supposed hierarchies of human value based on a White-default-and will continue to oppose it through culturally responsive training, ethical/equity-focused approaches, peer review, and publications (e.g., APA, 2021d).

Therefore, be it resolved that APA reaffirms that race is a social construct with no underlying genetic or biological basis and debunks the notion that different groups can be ranked hierarchically on the basis of physical characteristics (APA 2021c).

Therefore, be it resolved that, consistent with the 2012 Final Report of the APA Presidential Task Force on Preventing Discrimination and Promoting Diversity, the 2017 APA Multicultural Guidelines, the 2019 Race and Ethnicity Guidelines, and the 2021 Resolution on Human Rights, APA will encourage psychologists and trainees to consider the limitations of White Western-oriented clinical practice, and gain awareness of other healing approaches emanating from Indigenous and other non-Western and cultural traditions. APA will continue to learn and update new information on racism in diagnosis and clinical practice, and on the pursuit of equity, diversity, and inclusion in health service psychology, including psychological testing and assessment, while fostering practice based in culturally relevant evidence.

Therefore, be it resolved that APA commits to developing future policy that is grounded in its ethical values; is based on a broad definition of research that appropriately includes knowledge by, for, and about communities of color; and decenters Whiteness in science, scholarship, and practice. Given that such research is currently lacking for many communities of color, APA will advocate for increased funding and opportunities for scholars of color to fill this void and will encourage the development of future policy that considers the generalizability and appropriateness of current research to inform recommendations and actions and ensure rigorous, evidence-based approaches for all populations.

Therefore, be it resolved that APA encourages ethical scientific research that actively engages communities of color as equitable partners and is based on the lived experiences and perspectives of those communities of color to develop needed interventions created for diverse populations and delivered by diverse providers.

Therefore, be it resolved that APA will examine, review, make recommendations, or require revisions for terms referencing communities of color (such as "minority") in journals, correspondence, titles, etc., to ensure that they are consistent with the APA Publication Manual (APA, 2020) and the EDI inclusive language guidelines (APA, December 2021) to accurately describe the communities in a nonderogatory manner.

Therefore, be it resolved that APA acknowledges that an apology absent ameliorative action is without impact, and thus commits to the following immediate actions of remedy and repair, in addition to long-term actions specified above. These actions are anchored in creating immediate and real structural change for the organization.

APA will engage in a comprehensive audit of all its EDI and other antiracism-related activities including ethnic representation of governance leaders and central office staff and policies, practices, and procedures currently underway and in use-to include how psychologists of color will have access to the results of the audit and its intended impact on society, to be concluded by the February 2022 meeting of the Council of Representatives.

Not later than August 2022, initial actions will be proposed for approval by Council, based on recommendations from members and ethnic groups, with respect to implementation of the following three priorities, though Council may offer different tactics than the examples noted below:

APA will prioritize efforts in knowledge production and scholarship, such as those that enhance psychology's scientific methods based on culturally diverse knowledge production, and those that create mechanisms to count and acknowledge all racial and ethnic groups in APA-sponsored research and membership surveys (e.g., regularly offering "AMENA" as a demographic category that survey respondents may choose, avoiding clustering small population samples, such as American Indian and Alaska Native psychologists, in "other" categories).

APA will prioritize efforts in training, opening pathways, and workforce development, such as those that expand opportunities for students of color to pursue careers in psychology; promote mentorship of psychologists of color; improve psychology graduate education and training to include diverse, non-Western cultural perspectives; increase mechanisms, strategies, and practices to raise participation and success rates for psychologists of color in academia, publishing, and governmental licensing; increase representation of communities of color throughout APA's elected and appointed leadership; expand opportunities for leadership and leadership training for psychologists of color; and enhance the visibility of psychologists of diverse backgrounds.

APA will prioritize efforts in clinical practice and health equity, such as those that elevate both advocacy for and training in culturally competent, easily accessible care models; and those that improve the discipline's knowledge of and responsiveness to the needs of communities of color. The foundational work on this has already begun, as outlined in the "Resolution on Advancing Health Equity and Psychology," developed by APA's Presidential Task Force on Psychology and Health Equity.

To improve accountability and transparency, APA will establish and share metrics on progress toward the objectives identified, establish timeframes for accomplishing these objectives, communicate regularly to members of the association regarding progress toward meeting the objectives, and incorporate feedback received from key stakeholders regarding progress toward objectives, as a means of continuous quality improvement.

Therefore, be it resolved that future APA actions could include targeted apologies and restorative processes for specific communities of color that extend beyond the content, format, and style of this formal Council resolution to be responsive to, and respectful of, the unique cultures and traditions of a given group, such as by the inclusion of elements respectful of the cultural traditions of Indigenous peoples.

Therefore, be it resolved that future APA actions could also include targeted interventions to benefit other groups that have experienced systems of oppression, including those based on religion, sex, class, sexual orientation and gender diversity, and disability identity.

Therefore, be it resolved that APA reaffirms its rejection of racism and racist ideologies and its commitment to dismantling racism in all forms, including within the discipline itself, will continue to work to identify psychology's significant potential to dismantle racism in important systems and sectors of society, and will continue to advocate for policies that create a more equitable and inclusive society that honors the needs and well-being of people of color.

References

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American Psychological Association. (2017). Multicultural guidelines: An ecological approach to context, identity, and intersectionality. https://www.apa.org/about/policy/multicultural-guidelines.pdf.

American Psychological Association. (2019, June). Letter to President Donald Trump.
https://www.apa.org/advocacy/immigration/immigration-letter-trump.pdf

American Psychological Association, APA Task Force on Race and Ethnicity Guidelines in Psychology. (2019). Race and ethnicity guidelines in psychology: Promoting responsiveness and equity. https://www.apa.org/about/policy/race-and-ethnicity-in-psychology.pdf

American Psychological Association. (2019). Racial and ethnic identity. https://apastyle.apa.org/style-grammar-guidelines/bias-free-language/racial-ethnic-minorities

American Psychological Association. (May, 2020a). We are living in a racism pandemic says APA president. https://www.apa.org/news/press/releases/2020/05/racism-pandemic

American Psychological Association. (August, 2020b). Psychology's understanding of the challenges related to the COVID-19 global pandemic in the United States. https://www.apa.org/about/policy/covid-statement.pdf

American Psychological Association. (March, 2021a). Statement of APA president in response to Atlanta area spa shootings. https://www.apa.org/news/press/releases/2021/03/atlanta-spa-shootings

American Psychological Association. (April, 2021b). APA reaction to Chauvin verdict. https://www.apa.org/news/press/releases/2021/04/reaction-chauvin-verdict

American Psychological Association. (February, 2021c). Resolution on harnessing psychology to combat racism: Adopting a uniform definition and understanding. https://www.apa.org/about/policy/resolution-combat-racism.pdf

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APA Council of Representatives resolutions

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Apology to people of color for APA's role in promoting, perpetuating, and failing to challenge racism, racial discrimination, and human hierarchy in U.S.

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APA failed in its role leading the discipline of psychology, was complicit in contributing to systemic inequities, and hurt many through racism, discrimination, and denigration of communities of color, thereby falling short on its mission to benefit society and improve lives.

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LGBTQSTEMday is for all LGBTQ+ folk and allies to come together to recognise the achievements and struggles of the LGBTQ+ in STEM

UOS are planning an afternoon which will cover both the professional and personal experiences of the LGBTQ+ community in STEM and would welcome attendance from UG and PG students all the way to academic and professional services staff.

The afternoon will kick off with a keynote speaker, followed by posters and networking and to close - a panel discussion with Q&A from the audience. This will be an open and inclusive environment where we can all learn from each other.

To register for this event please click here: LGBTQSTEMday Tickets, Wed 24 Nov 2021 at 13:30 | Eventbrite (surrey.ac.uk)

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You are signing into a service authenticated by the University of Surrey.

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We are happy for our resources to be shared with others. However, please credit our work if used elsewhere 

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We are happy for our resources to be shared with others. However, please credit our work if used elsewhere 

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Talking to Schools Project – Ryan Woolhouse 

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Talking to Schools Project – Ryan Woolhouse 

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Yearly statistics from the Leeds Clearing House continue to evidence that individuals applying and being accepted onto Clinical Psychology Training courses are not fully representative of the UK population. With the majority of those applying and accepted being from privileged groups.

Due to this chronic underrepresentation, we have formed a Talking to Schools Project Team which aims to increase the awareness of Clinical Psychology as a profession to students from under-represented backgrounds. Currently in its pilot stage, the Talking to Schools project will involve offering a series of presentations to schools in south-west London who self-identify their student population to be from these under-represented groups.

Presentations will focus on mental health, clinical psychology as a career and the importance of diversity and inclusion within the profession. The first pilot presentations will be taking place in November 2021. With the future goal for these presentations to be offered on a yearly basis and incorporated into the leadership unit for 3rd year trainees. The impact of these presentations on student aspirations will be measured and presentations adjusted to the needs of different population groups.

The Talking to Schools project is also being trialled in a number of other Clinical Psychology courses run by London Universities. The Surrey University project team have played a key part in contributing to the development and coordination of this shared agenda. Furthermore, the project has linked in with several research projects to offer students attending the presentations the opportunity to experience clinical psychology research.

The Surrey University Project team is comprised of Ryan Woolhouse; Charlotte Atkin; Sophie Farthing; and Lizzy McManus.

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If you have any book recommendations related to Difference and Diversity please add them here!

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If you have any book recommendations related to Difference and Diversity please add them here!

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Too often the stories of African-American women, who historically faced both gender and racial discrimination, have been hidden from many mainstream histories. A Mighty Girl have featured 99 books for all ages about trailblazing African-American women and their diverse contibutions to history.

Books include
- I am Rosa Parks: aimed at 1-4 yrs with simple rhyming text to remind them to "Stay strong and do what's true!"
- Flying high, the story of gymnastics champion Simone Biles: aimed at 4-8yrs this is a lyrical picture book biography that celebrates talent and perseverance.

View all 99 featured books here:
99 Books about Extraordinary Black Mighty Girls and Women | A Mighty Girl

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Recommendations from members of the Service Users & Carers Advisory Group

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Recommendations from members of the Service Users & Carers Advisory Group

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Non-fiction Book Recommendation
- Brit(ish): Getting Under the Skin of Britain's Race Problem/On Race, Identity and Belonging by Afua Hirsch

Fiction Book Recommendations
- An American Marriage by Tayari Jones
- Queenie by Candice Carty-Williams
- Americanah by Chimamandah Ngozie Adichie
- Middlesex by Jeffrey Eugenides

Author Recommendation
- Octavia E Butler's books e.g., Kindred

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TFL & The Black Cultural Archives Create a Black History Tube Map 

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TFL & The Black Cultural Archives Create a Black History Tube Map 

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Publication of a Black History Tube Map in celebration of Black History Month alongside the 40th anniversary of the Black Cultural Archives. TFL & The Black Cultural Archives have partnered together to celebrate the contribution of Black people to London from Pre Tudor times to the present day.

Individuals celebrated include

Cécile Nobrega - a poet, playwright, composer, and community activist. She led a 15-year campaign to establish a monument in Stockwell Memorial Gardens, Bronze Woman, which is the first public monument to black women to be on permanent display in England.

Justinus Soni Fashanu - He became the Uk's most expensive black footballer with his £1 million transfer fee from Norwich City to Nottingham Forest.   Then in 1990 became the first footballer to reveal he was gay.  Thirty years on, he is still the only male footballer to reveal his sexuality while playing professionally in the elite leagues. He died by suicide in 1998. In 2002, Fashanu was inducted into the National Football Museum Hall of Fame.

Barbara Buford - a medical researcher, writer, and a lifelong diversity activist. She was Professor of Developmental Cardiology at the Institute of Child Health and was in 2006 awarded a CBE  services to the National Health Service. As a writer, she contributed to the first anthology written by Black British women and her collection of short stories, Threshing Floor, features on many school and college reading lists in the UK. In 1999, Burford was appointed Director of Equality for the Department for Health. The Barbara Burford Honour (Excellence in STEM) was founded in 2017 by British magazine Gay Times to recognise LGBT individuals who have made a difference in their field.

For more information, please click here: Black history Tube map - Experience London (tfl.gov.uk)

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Last year we teamed up with The Black Cultural Archives to launch the first-ever Black History Tube Map. That is renowned for celebrating the various contribution Black people have made throughout London and is rooted all the way back to the times before Tudors. 🚇

The home of Black British history resides in The Black Cultural Archives and has been there since 1981. Giving them a space to preserve, as well as celebrate and share significant moments in Black British History. This incorporates the influence of African and Caribbean descent here in the UK, which aims to inspire and strengthen the communities and society.

Here we give you a short glimpse of what to expect at this exhibition and spark your interest to go and find out more. Why not go and visit during Black History Month and embrace Black British History. The great thing about this exhibition is how it showcases things from the women who founded the first major Black newspaper 🗞️ and cofound Notting Hill Carnival, to the London-based Georgian entrepreneur Cesar Picton.

Bakerloo line - sports 🤎

Pablo Fanque, 1810 - 1871

📍 Embankment station

Pablo Fanque, born William Darby, was a British equestrian performer, 🐎 tightrope walker, acrobat 🤸‍♂️ and the first Black British circus owner! 🎪 During the Victorian era, at the time of the golden age for circuses, his circus was very popular for 30 years. 🎠 The Beatles also had a great liking to him and immortalised him in a song, Being for the Benefit of Mr Kite! On their album Sgt. Pepper's Lonely Heart Club Band. 🎶

Central line - Arts ❤️

Cecile Nobrega, 1919 - 2013

📍 St. Pauls station

Cécile Nobrega, née Burgan, was a Guyanese-born British teacher, poet, 📝 playwright, composer 🎼 and community activist. In her time, she was able to lead a 15-year campaign to establish a monument in Stockwell Memorial Gardens, Bronze Woman. This was the first public monument to feature Black women and be displayed permanently in England. 😲 Paving the way for the many Black figure monuments we see today in the streets of London, such as the Mary Seacole in Waterloo, The Network in Old Street and the Murals in Alexandra Palace just to name a few.

Circle line - Georgians 💛

George Bridgetower, 1779 - 1860

📍 Ladbroke Grove station

George Augustus Polgreen Bridgetower was a virtuoso Violinist. 🎻 As a child he was already exhibiting astronomical talent, which was illustrated in the successful concerts he played in Paris, London and Bath. This led to the British Prince Regent, the future George IV taking a liking to his musical talent and investing in his musical education in 1791. Through this amazing opportunity, he was able to impress Beethoven so much, that he let him compose Sonata 9 for him. This sonata is still considered today as being the Mount Everest of violin sonatas. With so many achievements, in 1807 he was elected to the Royal Society of Musicians and spent his remaining years living in Victory Cottages, Peckham. His last resting place is in Kensal Green Cemetery. 🎼

Cesar Picton, 1755 - 1836

📍 Blackfriars station

Cesar Picton began life enslaved - and at the age of 6 was taken from his family and brought to England by an Army Officer and 'presented' as a servant to Sir John Philipps, along with the gift of 'a parakeet and a foreign duck'. Despite this undignified beginning, Picton used a legacy of £100 left to him by the Phillips family to set up in business as a coal merchant in Kingston. 🏭 Picton became a wealthy and respected man and is buried in All Saints Church, Kingston. 💰

District line - Firsts and Trailblazers 💚

William Brown, 1789 - unknown

📍 Barons Court station

William Brown is the first known Black female to serve in the Royal Navy in the early nineteenth, where she disguised herself as a man... 🚢 However, it is very ambiguous about her time on board the HMS Charlotte. As it has been rumoured that Brown joined in her mid-teens and served on board the Queen Charlotte as an elite sailor. Or that she was later discharged after several months once it was identified that she was a female, leading her to be rated as the lowest-grade adult crew member. Despite that, whether one or the other is true or not, it does not change the fact that she was in fact the first biologically female to serve in the Royal Navy. 😲

📍 Upminster Bridge station

John Edmonstone began life enslaved on Scotsman Charles Edmonstone's Plantation in Guyana. Due to that, it is uncertain what his original surname is. During his time there, he learned about taxidermy and was able to take that knowledge to Scotland once he became a free man. He taught students taxidermy at the University of Edinburgh, some of which included Charles Darwin. It has been suggested that his influence in tropical rain forests in South America was one of the catalysts to encourage Darwin to explore there. These teachings helped Darwin preserve specimens that were fundamental to his ideology of evolution (Darwinism).

Joe Clough, 1887-1977

📍Elm Park station

Joe Clough was born in the Caribbean and arrived in the UK, where his first home was in London and later moved to Bedford. 🏡 He became the first Black motorbus driver in 1910, paving the way for the many we see today. He is known for driving the number 11, which ran between Liverpool Street and Wormwood Scrubs Prison. 🚌 He also drove an ambulance during World War I, 🚑 and later went on to work for the National Omnibus Company in Bedford.

Jubilee line - LGBT+ 🏳️‍🌈

Barbara Buford, 1944-2010

📍 Bermondsey station

Barbara Yvonne Veronica Burford was a medical researcher, writer and lifelong diversity activist. At the Institute of Child Heath, she was a Professor of Developmental Cardiology, and was awarded a CBE Services to the National Health Service in 2006. 🏥

Meanwhile, as a writer, she was the first Black woman to write an anthology, with her collection of short stories. Threshing Floor, until this day still features in many schools and colleges reading lists in the UK. By 1999, she was appointed Director of Equality for the Department of Health. And In 2017, The Barbara Burford Honour (Excellence in STEM) was founded, by the British Magazine Gay Times, recognising LGBT individuals who have made a difference in their fields. 🏅

Justin Fashanu, 1961-1998

📍 Canada Water station

Justinus Soni 'Justin' Fashanu, was an English footballer who had phenomenal talents on and off the pitch. He was the first footballer to ever be worth £1 million transfer fee in 1981, from Norwich City to Nottingham Forest. He then later, publicly announced his sexuality and identified as gay. Making him the first footballer to do that in the premier league. Since then, only one other footballer has taken the step to publicly announce their sexuality in recent years. Jake Daniel's a Blackpool footballer did so earlier on this year. Unfortunately, Justin died by suicide in 1998. Fashanu was inducted into the National Football Museum Hall of Fame in 2002.

Metropolitan line - Physicians 💜

Princess Ademola, 1916-unknown

📍 Rickmansworth station

Princess Omo-Oba Adenrele Ademola was a Nigerian princess and nurse. 👩‍⚕️ She trained as a nurse in London in the 1930s living in Africa Hostel in Camden Town - an important social and political scene for West Africans in Britain. Her nursing career spanned 30 years, including through World War II. 🏥 She was the subject of a film, Nurse Ademola, made by the Colonial Film Unity. The film was screened across West Africa and is said to have inspired many African viewers for the imperial war effort. Her activity after the 1940s is not known.

📍North Harrow station

Dr Davidson Sylvester Hector Willoughby Nicol CMG or Abioseh Nicol was a Sierra Leoneon academic, diplomat, physician, writer and poet. At 22 he graduated from Cambridge with a first-class honours degree (the first African to do so), earned his PHD at 34 then went on study for another degree in medicine at Barts and The London School of Medicine and Dentistry, Queen Mary, University of London's medical school. One of Nicol's biggest contributions was to medical science. He was the first to analyse the breakdown of insulin in the human body, a discovery which was a significant breakthrough in the treatment of diabetes.

Piccadilly line - Performers 💙

Evelyn Dove, 1902-1987

📍 Sudbury Town station

Evelyn Mary Dove was a British singer and actress. Born in the Lying-In hospital in London to her Sierra Leoneon barrister father and an English mother, Dove is recognised as a trailblazing performer: making history in 1939 as the first black singer to feature on BBC Radio. 📻

Throughout World War II she enjoyed the same appeal as the 'Forces Sweetheart', Vera Lynn. The BBC employed Evelyn all through the war, and she proved to be one of radio's most popular singers. 🎤 Her brother and sister were also high achievers - her brother served in the Battle of Cambrai and was awarded the Military Medal and her sister was a journalist, politician and writer.

Victoria line - Literary world 💙

Len Garrison, 1943-2003

📍Warren Street station

Lenford Alphonso (Kwesi) Garrison was an educationalist, community activist and historian whose life's work was dedicated to cataloguing the development of the Black British identity and its history, which significantly contributed to the development of a multicultural curriculum in British schools. 📝 To this end, he set up the Afro-Caribbean Education Resource and co-founded the Black Cultural Archives. 📚

📍 Walthamstow Central station

Florence Onyebuchi 'Buchi' Emecheta OBE was a Nigerian-born pioneering novelist, based in the UK from 1962. After her husband burned the manuscript of her first novel, she left him, raising her five children alone - working at the British Museum by day and studying for a Sociology degree at night. Emecheta wrote over 20 books exploring sexual politics and racial prejudice, 📚 including Second Class Citizen, The Bride Price, The Slave Girl and The Joys of Motherhood. She has been lauded as the first successful black woman novelist living in Britain after 1948. 📕

Northern line - Community organisers 🖤

Una Marson, 1905-1965

📍 Highgate station

Una Maud Victoria Marson was an influential Jamaican feminist, activist, and writer, producing poems, plays and radio programmes. 📻 She arrived in the UK in 1932 and was helped by founder of the League of Coloured Peoples, Dr Harold Moody. In 1939 she became involved in broadcasting and joined the staff of the BBC. During World War II she became the BBC's first black woman programme maker, producing Calling the West Indies, a programme broadcasting messages from servicemen and women in England to their families and friends in the Caribbean. ❤️

Paulette Wilson, 1956-2020

📍 Tufnell Park station

Paulette Wilson was an activist who fought her own deportation to Jamaica and brought media attention to the human rights violations of the Windrush scandal. Wilson arrived in the UK aged 10 to live with her grandparents and spent most of her adult life working as a chef, including in the House of Commons restaurant.

Despite arriving in the UK legally, Wilson received a letter from the Home Office in 2016 informing her she was an illegal immigrant and would be deported. She was arrested twice, spending time in a detention centre before a last-minute reprieve thanks to an intervention by her local MP. Wilson's speaking out to The Guardian encouraged others to do the same, and Wilson spent the last years of her life campaigning for the thousands of people that arrived legally in the UK in 50s and 60s, now being wrong categorised as immigration offenders. She died peacefully but unexpectedly in her sleep in July 2020.

Download the full map and let us know your stories 👇

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Last year we teamed up with The Black Cultural Archives to launch the first-ever Black History Tube Map. That is renowned for celebrating the various contribution Black people have made throughout London and is rooted all the way back to the times before Tudors.

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Islamophobia Awareness Month: November 2021

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Islamophobia Awareness Month: November 2021

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Throughout November UOS Student Union will be highlighting the impact of Islamophobia, discussing key issues and celebrating inspirational Muslims throughout history and the present day.
Islamophobia is an ‘intense dislike or fear of Islam, especially as a political force, hostility or prejudice towards Muslims’. A simpler definition is ‘anti-Muslim racism.’

We know Islamophobia still exists in the world today, with Muslims facing abuse, physical or verbal attacks on their places of worship or their property, and ethnic profiling.

The best way to counter islamophobia is by starting with yourself. Educate yourself on the hardship Muslims face and speak up when you see something that doesn’t seem right or fair.

There will be a series of UOS events throughout November including

Sat November 6th: Islamic Society Charity Week Dinner – Marquee – 6pm

Monday 8th Nov: Instagram Quiz – Ajay

Friday Nov 19th: Instagram Takeover – ISOC

Wednesday 24th November: Mental Health Workshop with the Aafiyah project

Saturday 27th November: Female Takeover SSP (Female only) - 7pm-10pm

For more information please click here: Islamophobia Awareness Month

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Podcast/Article - The Invention of Whiteness: The Long History of a Dangerous Idea 

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Podcast/Article - The Invention of Whiteness: The Long History of a Dangerous Idea 

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Before the 17th century, people did not think of themselves as belonging to something called the white race. But once the idea was invented, it quickly began to reshape the modern world. The invention of whiteness was an article written by Robert P Baird and published in the Guardian.

You can read this article here: The invention of whiteness: the long history of a dangerous idea
You can listen to this as a podcast here: ‎The Audio Long Read: The invention of whiteness: the long history of a dangerous idea

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Before the 17th century, people did not think of themselves as belonging to something called the white race. But once the idea was invented, it quickly began to reshape the modern world. By Robert P Baird. Help support our independent journalism at theguardian.com/longreadpod

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the invention of whiteness: the long history of a dangerous idea – podcast

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‎The Audio Long Read: The invention of whiteness: the long history of a dangerous idea - podcast on Apple Podcasts

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Before the 17th century, people did not think of themselves as belonging to something called the white race. But once the idea was invented, it quickly began to reshape the modern world. By Robert P Baird. Help support our independent journalism at theguardian.com/longreadpod

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(11.11.21) Moving Towards Decolonising the Curriculum: Demystifying the Next Steps

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(11.11.21) Moving Towards Decolonising the Curriculum: Demystifying the Next Steps

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Organised by UOS Library Staff, this workshop will explore the theme of decolonising the curriculum, looking at the current debates and developments. The workshop is intended to help those developing or updating their modules/ programmes to provide guidance, points of reflection and ideas to create a more inclusive curriculum, informed by diverse social and cultural perspectives.

For more information, please click here: Moving towards Decolonising the Curriculum: demystifying the next steps Tickets, Thu 11 Nov 2021 at 13:00 | Eventbrite

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Moving towards Decolonising the Curriculum: demystifying the next steps

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Moving towards Decolonising the Curriculum: demystifying the next steps

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Developed by Deepa Iyer, the social change ecosystem highlights the many roles we can play in pursuit of equity, shared liberation, inclusion, and justice. This framework has 3 key components - the map, the description of the roles, and the reflection guide which can be used by individuals or organisations.
Often there is pressure for everyone to have a disruptor role; however, this framework highlights the many roles needed for social change, and how these are equally valuable.

Final-Mapping-Ecosystem-Guide-CC-BY-NC-SA-4.0-Handles.pdf (buildingmovement.org)

Deepa Iyer, SolidarityIs and Building Movement Project. Questions? Please contact Deepa via email (diyer@buildingmovement.org), on Twitter (@dviyer), or on Instagram (@deepaviyer).

We first heard of this framework following on from Dr Nancy Nsiah's episode on the podcast What About Us?

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Continuing the Conversation - Panel Discussions 

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Continuing the Conversation - Panel Discussions 

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Organised by Dr Catherine Huckle, 'Continuing the Conversation' was a half-day event to promote and engage trainees, programme staff, supervisors, service users and carers and other stakeholders in anti-racist practise through a panel discussion event and progress update on EDI initiatives within the Surrey Clinical Psychology training programme.

The first half of the event included a panel discussion, hosted by Dr Sarfraz Jeraj, on promoting antiracist practice and engaging others in the work.

Panel members included Andrez Harriott, Criminologist and Sociologist, founder of The Liminality Group; Nazgol Nayeb, Support Worker and member of the Service User and Carer Advisory Group; Sanah Ahsan, Clinical Psychologist with a special interest in liberation and community Psychology.

The panel had an engaging and thought-provoking discussion around racism within clinical psychology. Key topics included:
- Does racism underpin psychology and psychiatry?
- Anti-racist vs non-racist approaches
- Anti-racism at the core of formulation, diagnosis, assessment, and intervention
- Who should be promoting anti-racist practise and the role of supervisors
- The balance between evidence-based practice and practice-based evidence

For a link to the panel discussion please contact Catherine Huckle at c.huckle@surrey.ac.uk

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Continuing the Conversation - Programme Updates

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Continuing the Conversation - Programme Updates

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Organised by Dr Catherine Huckle, 'Continuing the Conversation' was a half-day event to discuss EDI within Clinical Psychology as well as the current progress within the Surrey Clinical Psychology programme.

The second half of the event gave a progress update on a number of initiatives currently underway.

The application and selection process was discussed and it was reported that changes in the application process, (including widening the experience criteria) have increased the number of successful applicants from under-represented ethnic groups. Catherine Huckle discussed how the programme will continue to make changes to the application and interview process, such as removing selection tests and increasing the diversity of interview panels.

Lizzy Mcmanus and Sophie Farthing presented the current progress of the 'Talks to Schools' group. This is a group led by current trainees that aims to increase awareness of Clinical Psychology as a profession to students from under-represented backgrounds. Although currently in the pilot stages, a series of presentations are being developed and schools have been contacted.

Support systems for trainees from under-represented groups were described, with acknowledgement of the additional emotional burden they may experience on top of the training process (e.g., instances of racism; discussions on race and culture, and dilemmas about speaking out). As such, all trainees from under-represented groups are offered mentoring with a clinical psychologist who is also from a under-represented group and access to a cross-cohort support space with an external facilitator, away from the white gaze.

Dr Laura Simonds also discussed the current work on decolonising the psychology curriculum. Recent developments on this work included a revamped first 3 days of clinical psychology training which focused on EDI, as opposed to intensive CBT training. The aim of this work is for real, sustainable change which is facilitated by various members of staff or external individuals with an interest in EDI.

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(21/09/21) Black Excellence: Career Journeys 

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(21/09/21) Black Excellence: Career Journeys 

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To celebrate Black History Month, UOS is holding an online panel event which highlights the excellence of black staff, alumni and contacts.
This event is hosted by Nathan Simpson from the widening participation team. Panel members include Stephen Elliot, Counsellor with a special interest in EDI; Lisa Bent, HR Professional; Nina Kristofferson, Director of EDI at GSA; and Folarin Oyeleye, Electronic Engineer

Black Excellence : Career Journeys Tickets, Thu 21 Oct 2021 at 18:00 | Eventbrite

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black excellence : career journeys tickets

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Eventbrite - University of Surrey presents Black Excellence : Career Journeys - Thursday, 21 October 2021 - Find event and ticket information.

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'What About Us?' A Podcast Series on Cultural Awareness in Clinical Psychology  

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'What About Us?' A Podcast Series on Cultural Awareness in Clinical Psychology  

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Hosted by Afsana Faheem and Dr Kate Cooper, 'What about Us?' invites a broad range of guests from diverse clinical backgrounds to discuss their experiences of working within clinical psychology. Guests share their personal stories including experiences of racism, discrimination, and working with refugees alongside offering advice to aspiring clinical psychologists.

In the most recent episode, (04/06/2021) Dr Nancy Nsiah introduced the Social Change Ecosystem model as a way of promoting anti-discriminatory practice in mental health settings. Dr Nsiah has been widely involved in decolonising the University of Surrey DClinpsych programme including facilitating a revamped first 3 days of training that focused on diversity and equality. Listen to this episode here: PODCAST | What About Us (whataboutuspodcast.com)

You can follow the podcast on Twitter here: @WAU_Podcast)

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At the Clinical Psychology Doctorate programme at the University of Surrey, we recognise and are actively striving to improve the inclusivity of clinical psychology.

The profession has largely relied on westernised models of psychological thinking which do not meet the needs of all communities we serve. As such, we are looking to 'decolonise' the curriculum. We will look at various aspects of the curriculum including our reading lists, the models we teach, and how trainees are encouraged to critically engage and apply the material to diverse service users.

Alongside our work on the curriculum, we are also committed to widening access to both the programme and the profession as a whole to increase presence of trainees and clinicians from under-represented groups. We are conducting research to explore the barriers and facilitators for applicants from a range of backgrounds. We are developing initiatives including presentations to schools existing in socially and economically disadvantaged areas, mentoring schemes and professional development events for aspiring clinical psychologists from under represented ethnic groups.

Our research includes evaluating and developing our selection processes to reduce barriers and allow us to welcome cohorts of trainees that are diverse along all dimensions of difference. This includes exploring how we can improve response rate on equal opportunities forms to allow implementation of positive action initiatives and evaluation of selection processes.

We are also working to promote anti-racist practise and an inclusive training and working environment for trainees, supervisors and service users and carers. Work in this area includes development of support initiatives for minoritised trainees, development of training for supervisors to enhance cultural competence and learning and development for the programme staff team.

Key members of staff
* Dr Laura Simonds is a Senior Teaching Fellow and the Academic Director for the Clinical Psychology Doctorate Programme: Laura spearheads work on decolonising the curriculum.
* Dr Catherine Huckle is a Senior Teaching Fellow, the Admissions Lead for the Clinical Psychology Doctorate Programme and Chair of the Programme EDI Sub-Committee: Catherine spearheads work on widening access, admissions and supervisor training.
* Rachel Francois-Walcott, Research Assistant in EDI works across the project.

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This document contains a series of common terms used within equality and diversity contexts. Whilst not intended to be an exhaustive list, it provides a starting point.

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Reading and Resource Directory: Difference and Diversity

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Reading and Resource Directory: Difference and Diversity

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The PDF attached is the resource list we provide to all trainees, staff members and supervisors at the start of each academic year. This list contains various reading material, podcasts, and social media handles to encourage and challenge thinking around difference and diversity. While we recognise there are further areas of diversity and difference, this list is intended to provide a starting point for trainees to engage with and to challenge their perspectives.
Our content list is as follows:
- Ableism
- Class
- Equality and Diversity as a Discussion
- Feminism
- Gender and Sexuality
- Race
- Social Media Handles

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Enhancing Supervisors Cultural Competency 

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Enhancing Supervisors Cultural Competency 

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We are working on a series of cultural competency training workshops for clinical supervisors. These workshops aim to promote and engage supervisors in anti-racist practice and increase cultural competency in clinical settings.

We have organised these workshops to ensure supervisors are able to discuss, model and support our trainees' learning related to cultural competence and inclusive practise. We aim to ensure that our trainees are being provided with supervision in clinical practice that is conducive to discussing systemic structures, their own and service users and carers dimensions of difference and the impact and interaction of these within the therapeutic relationship and access to services.

To understand how supervisors were currently discussing cultural diversity, we created an initial survey which aimed to assess supervisor confidence and hypothetical actions to topics related to cultural competency. Using a mixture of quantitative and qualitative vignette questions, we will use these responses to identify current gaps in knowledge which will form the basis of our training workshops.

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The Psychology Book Club meet monthly to discuss a range of books that challenge perspectives and ingrained norms around areas of diversity. The aim of this group is to have thought provoking discussions that challenge our ideas about psychology and people. Such discussions improve and inform our work both within the faculty and in psychological practice.

Next meeting: 8th November
Latest Book: 'It's not about the Burqa: Muslim women on faith, feminism, sexuality, and race' by Miriam Khan.
Previous Book: 'I'm Afraid of Men' by Vivek Shraya

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We redesigned the first 3 days of the clinical psychology programme to move away from intensive CBT training and towards interactive exercises and presentations on topics surrounding equality and diversity.
Alongside our Academic staff, these 3 days were facilitated by Dr Nancy Nsiah, Dr Haben Ghezia, Dr Yvette Arthur - Intercultural Psychology Consultants.

The content of the 3 days included:
* A summary of the decolonising project to date and aspirations
* Interactive exercises on cultural competence, cultural humility, power and privilege
* Exercises to explore personal and professional identities
* Identifying and combatting oppression and oppressive practices

The aim of these exercises and presentations was to develop a critical learning frame for the rest of the programme.

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Dr Laura Simonds and Rachel Francois-Walcott presented the aims and current progress on decolonising the clinical psychology curriculum.

An initial EDI survey was undertaken with module convenors to assess the current progress of the doctorate programme; to establish areas of consensus and difference; and to develop a shared sense of ownership across the whole course team.
This survey collected data on their perspectives and practices related to inclusive curriculum. Key findings included a wide consensus that we have an ethical, social, and moral imperative to decolonise the curriculum. All staff were committed to creating an inclusive curriculum; however, barriers include external accreditation/special interest groups, time, and a predominately western evidence base.

The next steps of this project include liaison with external speakers, further investigation of the current reading lists, and liaison with trainees. From this follow on work we will develop a toolkit outlining potential steps to decolonising the curriculum.

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New Podcast Series on Diversity and Racism at Work

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New Podcast Series on Diversity and Racism at Work

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Pearn Kandola have launched a new podcast series that examines all facets of diversity and inclusion at work. With a specific focus on those from underrepresented groups, they explore various topics including the impact of social belonging; imposter syndrome; and discrimination.

Have a listen here: Making the World Fairer (libsyn.com)

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Our business psychologists explore all facets of Diversity & Inclusion at work, in order to move the dial on inclusion and make meaningful change.

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Microsoft Word - Decolonising SOAS - Learning and Teaching Toolkit May 2018-1.docx

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Articles – RACE REFLECTIONS

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Rethinking inequality, injustice and oppression

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28/09/2021 Transformation Seminar: Guilaine Kinouani - Whiteness as pathology: shifting the location of disturbance to dismantle social inequality 

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28/09/2021 Transformation Seminar: Guilaine Kinouani - Whiteness as pathology: shifting the location of disturbance to dismantle social inequality 

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Hosted by the Anna Freud Centre, this seminar (28/09/21) argues that to address widespread inequality we need to redefine mental health and consider the way white people operate in the world and its implications for society.

https://www.annafreud.org/training/training-and-conferences-overview/online-conferences-webinars-and-events/transformation-seminar-guilaine-kinouani-whiteness-as-pathology-shifting-the-location-of-disturbance-to-dismantle-social-inequality/

The Key Speaker, Guilaine Kinouani, is a 3x award nominated writer/research currently completing her Doctorate in Counselling Psychology. Kinouani is a radical psychologist and feminist with interests thus centered on issues of racism, social and structural inequality, and intersectionality. Kinouani has founded 'Race Reflections' which is a self-proclaimed organisation of Diversity and Inclusion disruptors.
RACE REFLECTIONS – Rethinking inequality, injustice and oppression

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(27/09/2021) Working With Interpreters, Bilingualism, and CAT 

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(27/09/2021) Working With Interpreters, Bilingualism, and CAT 

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Led by Jessie Emilion, this afternoon session will explore how therapists can work effectively with clients and navigate the triadic relationship between themselves, the client, and the interpreter. This session aims to develop participants' awareness on the complexities of working across language and build skills for working effectively with interpreters. Throughout this session participants will be supported in developing skills for sensitive and effective intercultural practice. There will also be a reading list for further professional development.

Jessie Emilion is a counsellor and cognitive analytic psychotherapist who works within the NHS as a senior clinician. She has extensive experience of working with refugee communities as a clinician and an interpreter.

Working with Interpreters, Bilingualism and CAT ~ 27 September 2021 - Catalyse - Change in action

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Events and Calendar

Forthcoming Catalyse Event

Working with Interpreters, Bilingualism and CAT

A half day (afternoon) online workshop with CAT psychotherapist, supervisor and trainer, Jessie Emilion

Event Hashtag: #CATLanguage21

Date: Monday 27 September 2021 (pm only)
Time: 1.30 to 4.30 pm
Venue: Online via Zoom
Fees: ACAT member :: £50.00
non-ACAT member :: £60.00
(Invoicing can be requested and incurs an additional £15.00 fee)

Overview of workshop

Talking therapies rely heavily on confidence in sharing meaning through mutually understood language. What happens in the therapeutic process when there is language unfamiliarity between the two parties? How does language help us manage strong emotion when we are fluent in more than one - our 'mother tongue' plus a secondary language?

Therapists sometimes express reservations about working across language in psychotherapy. Some engage the support of language interpreters, but may experience this as challenging, particularly when expectations do not match up to how triadic (three-way) communication processes work in practice. Sometimes the skill of the interpreter is questioned, while the skills of the therapist to engage relationally and work effectively with and through a third party may be overlooked. Access to services for communities who are marginalised because of language needs can suffer, leading to greater inequality in provision and unmet needs. Given the speed and unpredictability of world events, services may be ill-prepared to respond to the mental health needs of communities at high risk of mental health difficulty as a result of loss and trauma.

Drawing on her wealth of experience as both a trained interpreter and a CAT psychotherapist and supervisor, Jessie Emilion will provide opportunities in the afternoon workshop to explore bilingualism and the use of primary and secondary language in therapy. The complexities of the triadic relationship when working with an interpreter will be explored within a CAT framework, giving participants greater understanding and confidence in three-way working across language.

Working with Interpreters, Bilingualism and CAT is the second in an Inclusive CAT series of full and half day CPD events focussing on CAT practice in the context of equality, diversity and intersectionality. These aim to support CAT therapists in working sensitively and effectively with individuals and client groups with protected characteristics.

The series includes a morning session with Jessie on Power and Powerlessness: Exploring Issues of Race and Culture in Therapy (now fully booked).

Aims and learning outcomes

The half-day is designed to help participants:

Understand the complexities of working across language in psychotherapy.

Appreciate the interplay between emotion and fluency in two or more languages in therapy.

Develop awareness of relational and process aspects of working in a triadic, rather than dyadic, therapeutic relationship.

Build skills for working effectively with interpreters.

Attending this event will support participants in developing skills for sensitive and effective intercultural practice. They will also take away a reading list for further professional development.

Who is it for?

The event will be relevant for qualified and trainee CAT therapists (practitioner & psychotherapist level), plus other trainee and qualified therapists and UKCP-registered psychotherapists. Some familiarity with the CAT model will be useful.

Facilitator

Jessie Emilion is a counsellor, cognitive analytic psychotherapist, supervisor, and trainer. She has worked in the NHS as a senior clinician for the last 20 years. Jessie has an interest in bi-lingualism, culture and race, and the impact of these constructs on mental health. She has extensive experience of working with refugee communities as a clinician and an interpreter. Jessie contributes to Catalyse Practitioner Training and has co-led CAT training programmes internationally in India and Malta.

Jessie is the CAT Psychotherapy Lead at the Munro Centre, for South London and Maudsley NHS Foundation. She leads ACAT's Inequality and Diversity Special Interest Group. Additionally she co-chairs the Equality Diversity and Intersectionality Committee within UKCP's Humanistic and Integrative Psychotherapy College, and is a member of the UKCP EDI Task Force. Additionally she is part of BACP's EDI Task and Finish Group.

Jessie also provides psychological assessments for several media companies, including the BBC and ITV.

Group size

Places are limited to a maximum of 15 participants. We advise early booking to secure your place. Once fully subscribed a further waiting list will be in place.

Booking information
Booking has now closed. If you would like to be added to a list to join a repeat event, please contact us.

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Working with Interpreters, Bilingualism and CAT ~ 27 September 2021 - Catalyse - Change in action

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Events and Calendar Forthcoming Catalyse Event Working with Interpreters, Bilingualism and CAT A half day (afternoon) online workshop with CAT psychotherapist, supervisor and trainer, Jessie Emilion Event Hashtag: #CATLanguage21 Date: Monday 27 September 2021 (pm only)Time: 1.30 to 4.30 pmVenue: Online via ZoomFees: ACAT member :: £50.00non-ACAT member :: £60.00(Invoicing can be requested and incurs an ...

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Being GSRD (Gender, Sexual, and Relationship Diversity) Aware (13/08/2021)

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Being GSRD (Gender, Sexual, and Relationship Diversity) Aware (13/08/2021)

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Silva Neves, a COSRT-Accredited and UKCP-registered psychosexual and relationship therapist is running a training session on the specificities of working with the GSRD community. This session will provide an update on some of the current terms that service users may use to describe their sexual and relationship orientations. Additionally, Neves will outline some of the common assumptions to avoid alongside facilitating small group discussions on bias and allowing space for reflection.
Find out more about this training session here: 13 Oct 21: Twilight Online Event: Being GSRD-Aware | COSRTlearn

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All of our silences in the face of racist assault are acts of complicity. - Killing Rage: Ending Racism, 1995

We can't combat white supremacy unless we can teach people to love justice. You have to love justice more than your allegiance to your race, sexuality and gender. It is about justice. - Interview with Jet Magazine, 2013.

To build community requires vigilant awareness of the work we must continually do to undermine all the socialisation that leads us to behave in ways that perpetuate domination. - Teaching Community: A Pedagogy of Hope, 2003

The moment we choose to love we begin to move against domination, against oppression. The moment we choose to love we begin to move towards freedom, to act in ways that liberate ourselves and others. - Outlaw Culture: Resisting Representations, 1994

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As a Programme Team we continually discuss the wider impact of language we use both professionally and personally. Most recently we have discussed the use of phrases such as 'nitty gritty' that may have roots in slavery.
We noted that while we continually attempt to use inclusive and suitable language, there may be times we use language that has a history we are unaware of. As such we discussed how we can minimise the occurrence of this.
Our thoughts included creating an open space within lectures so that trainees feel comfortable to come forward if particular phrases are problematic. The use of feedback forms or 1:1 tutor-tutee sessions that allow trainees to later highlight discomfort. Ongoing discussions as team regarding our language. Continual development both professionally and personally to 'update' and be informed about our language choices.

While it is unclear if this particular term has connections to the slave trade, our consideration of the language we use remains relevant.

For more information on this phrase click here: Where does the phrase nitty gritty come from - and why has Sky Sports banned it? | Yorkshire Post

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Sky Sports' commentators have been told not to say 'nitty gritty' on air (Photo: Shutterstock)

Sky Sports has added 'nitty gritty' to its list of banned words and phrases, urging broadcasters and commentators to not use the term on air.

That's according to the Daily Mail, who report that "commentators and match reporters have been sent a number of emails with phrases which are deemed out of bounds."

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But it's a perfectly acceptable thing to say, right? To get down to the 'nitty gritty' of something?

Perhaps not; the phrase is believed to have origins with links to the time of slavery.

Here's everything you need to know:

What does nitty-gritty mean?

According to the Cambridge Dictionary, 'nitty gritty' now refers to "the basic facts of a situation".

But it is believed the phrase once had less palatable connotations, with many considering the term to have roots to be in the slave trade - its use is already banned in institutions like the police force.

Theories suggest the expression originally referred to the detritus found in the bottom of boats once a shipment of slaves had been removed from the hold, and was eventually stretched to refer to the slaves themselves.

Phrases.org claims, "there is no evidence to support the suggestion that 'nitty gritty' has any connection with slave ships," saying the phrase "isn't even recorded in print" until the 1930s, "long after slave ships had disappeared."

It lists the earliest example of the phrase in print coming from a catalogue of musical compositions from 1937 which includes a song titled 'That Nitty-Gritty Dance', by Arthur Harrington Gibbs.

They also say the phrase "nitty-gritty gator" was once used by Texas newspaper The Daily Journal in 1956 to mean a '"lowlife hip dude".

It's not hard to see how 'nits' and 'grits' could be found at the bottom of a slave ship (Image: Hulton Archive/Getty Images)

However, phrases.org's isn't totally impartial on the matter (it complains of a "general touchiness" over language at one point), so it's findings should be taken with a pinch of salt.

While many publications argue a lack of evidence of the term's use during the time of slavery as proof the term does not in fact have slave-trade links, it's not hard to see how the term could have once referred to a slave ship's debris.

A nit is the egg of a louse, a parasitic insect that would have been rife among the poor conditions those being transported for slavery would have been kept in.

And in American parlance, grits are coarse-ground grain, which would have been used as a cheap foodstuff to keep a slave ship's cargo barely fed over the course of their long, transatlantic journeys.

Both things would almost certainly have been found at the bottom of a transport vessel.

What else is on the banned words list?

The news of Sky Sports' inclusion of the phrase on its banned words list comes just days after a study found "evident bias" in how some football commentators describe BAME players.

The study - conducted in association with the Professional Footballers' Association (PFA) - looked at matches played in the Premier League, Italy's Serie A, La Liga in Spain, and Ligue 1 in France, and found 62.6 per cent of praise regarding a player's intelligence was aimed at those with lighter skin, while 63.33 per cent of criticism for a player's intelligence was aimed at those with darker skin tones.

Unfortunately, other words and phrases that may be on the list have not been revealed, but the Daily Mail reported that one member of Sky Sports' staff claimed they now faced "a complete minefield" while on air.

"There are phrases that most people would have absolutely no idea would cause offence and that, to be frank, I'd be amazed if people were offended by," they reportedly said.

"It's making what is already a difficult job harder and it feels unnecessary."

What other everyday phrases are offensive?

Nitty gritty isn't the only seemingly innocuous phrase to have origins in racism and other unsavoury parts of society.

The next time you call someone 'uppity', you could in fact be being offensive: during Segregation, racist southerners in America reportedly used the word to describe black people "who didn't know their socioeconomic place", according to The Atlantic.

Closer to home, the term 'rule of thumb' is believed to derive from the an old English law that allowed a man to beat his wife with a stick so long as it is was no thicker than his thumb.

It's even claimed the jubilant cry of 'hip hip hooray' has anti-Semetic connotations.

Germans are thought to have cheered "hep hep" - a German herding call - as they forced Jews from their homes during 19th century demonstrations.

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Where does the phrase nitty gritty come from - and why has Sky Sports banned it?

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Sky Sports' commentators have been told not to say 'nitty gritty' on air (Photo: Shutterstock) Sky Sports has added 'nitty gritty' to its list of banned words and phrases, urging broadcasters and commentators to not use the term on air.