Ethnic variations in admissions to the Children and Young People Secure Estate – A five year retrospective review

Farooq, Romana; Addy, Chelsea; Appiah, Afua; James, Yvonne; Feshki, Moj; Kennedy, Patrick

doi:10.53841/bpsfu.2021.1.138.20

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…The clinical psychology workforce has long been criticised for being starkly unrepresentative of the general population in the United Kingdom (Davenhill et al, 1989), which is argued to contribute to and perpetuate racism within the profession, and impacts the quality of care and treatment offered to individuals from marginalised and disadvantaged communities (Alhusen et al, 2016;Sorkin et al, 2010). For example, there is a large body of evidence highlighting racial disparities in the use of detention, restraint, and seclusion in mental health services for both adults and children from racially minoritised backgrounds (Bhui et al, 2003;Farooq et al, 2021;Vidal et al, 2020).…”

Section: The 'Wicked' Problem Of Racism In Clinical Psychologymentioning

confidence: 99%

Unsettling the ‘master’s house’

Farooq

Oladokun²,

Al-Mujaini³

et al. 2023

ppi

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Psychology and psychotherapy have long been regarded as a Eurocentric and largely homogenous field primarily dominated by white, socioeconomically privileged/middle-class women. This lack of racial/ethnic diversity and inclusion within the field has become an area of increased focus of discussion within psychological professions due to its significant impact on the care, experience, and outcomes of service users. Individuals from racially minoritised backgrounds face multiple systemic barriers when accessing the profession during their training and as qualified psychological professionals. Extensive research indicates that clinical psychologists from racially minoritised backgrounds experience racism in clinical psychology and this has persisted over the years. Similarly, in the psychotherapy literature, there has been an emphasis on addressing the lack of acknowledgement of racial disparities in psychotherapy training. As a result, it feels imperative that there is a radical shift in psychology and psychotherapy which involves acknowledging its role in creating and perpetuating racism and discrimination, as well as an urgent need to adopt a decolonised, socio-constructionist approach. Despite this, there has been little focus or momentum on clinical psychology training programmes to actively address issues of racism and to develop anti-racist practice. The Newcastle University Clinical Psychology Doctorate Programme recently made an active stance to adopt anti-racist practice and implement an approach that supports collective responsibility and accountability. In this article, the authors engage in a critical, radical, and collective dialogue around their experiences, and share their reflections on developing a clinical psychology anti-racism strategy, attending to power, discomfort, and the role of systemic oppression. The diverse voices of trainers, trainees, and aspiring clinical psychologists presented suggest that collective action, solidarity, as well as attending to power and relationality, had a profound impact on the development of the anti-racism strategy, as well as on relationships, trust, and relational safety. The authors offer critical reflections on how these experiences can be helpful in further understanding the complexity and multi-faceted nature of anti-racist praxis in clinical psychology and psychotherapy.

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Section: The 'Wicked' Problem Of Racism In Clinical Psychologymentioning

confidence: 99%

Unsettling the ‘master’s house’

Farooq

Oladokun²,

Al-Mujaini³

et al. 2023

ppi

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Making psychology ‘just’? The challenges and opportunities of delivering human rights based pedagogical & experiential teaching to trainee clinical psychologists

Farooq,

Appiah,

Abbas

et al. 2023

bpscpf

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There is a long history of human rights violations in healthcare and those perpetrating such human rights violations have included healthcare professionals, including clinical psychologists (Soldz, 2008; Balfe, 2016). Furthermore, individuals who have been subject to human rights violations which can include torture, discrimination, war, genocide, abuse, and trauma to name a few, are more likely to come into contact with mental health services and as a result, with clinical psychologists. Therefore, clinical psychologists have an ethical responsibility to critically engage with and examine issues pertaining to human rights, as well as their own positionality in respect of this (Patel, 2003). To support this examination, Doctorate in Clinical Psychology (DClinPsy) training programmes should include opportunities for exploration and engagement with Human Rights violations as part of the training of clinical psychologists, however this is not currently consistently the case.In this paper the authors outline and examine the delivery of Human Rights Based teaching to trainee clinical psychologists using pedagogical, participatory and experiential learning techniques. The authors offer qualitative and quantitative feedback from four cohorts of trainee clinical psychologists on the impact of the Human Rights based teaching on their sense of self, their sense of others, their practice, and their ability to critically reflect on clinical psychology as an oppressive structure. The authors present some of the challenges and opportunities of embedding a Human Rights based framework in the teaching and education of trainee clinical psychologists and the implications of this on the practice of clinical psychology. The authors make a case that training institutions which embody principles and values connected to human rights and just psychology are likely to foster a psychological workforce that is attuned with ethics, justice and privilege.

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‘If you wanna have an easy life in secure, you have to bite your tongue’: Children’s narratives of power, voice and resistance in the children & young people secure estate

Farooq,

Burgess,

Smith

2023

bpscpf

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Locking up and detaining children and young people is and should be a human rights issue per se (Aymer et al., 1991). The United Nations Convention on the Rights of the Child provides that ‘no child shall be deprived of his or her liberty unlawfully…the restriction of liberty shall be used only as a measure of last resort and for the shortest appropriate period of time’ (United Nations General Assembly, 1989). It follows on to state that legal safeguards should be put in place to protect children’s human rights in settings where their rights and liberties are restricted. Despite this there is overwhelming evidence that in the Children and Young People Secure Estate (CYPSE) in the United Kingdom, children’s rights are inconsistently and excessively restricted, suggesting insufficient protection of their human rights (Goldson, 2006). Although the CYPSE is a highly restrictive setting in which children and young people are deprived of their rights and liberties for welfare or criminal justice reasons, there has been very little focus on power, voice, participation and human rights within these settings. In this article the authors outline the narratives of nine children and young people detained in the CYPSE through semi structured narrative interviews. Analysis of the interviews produced themes around experiences of powerlessness, control and restriction, voice & participation and resistance. This paper presents a detailed focus on the narratives around voice and resistance. The authors offer critical insights into how the lived experiences of children and young people in these settings strengthens the need for practice and policy to be informed by children’s rights, power and participation. Implications for how clinical psychology is enacted in these settings is also explored and interrogated, with a deconstruction of the role of a Clinical Psychologist.

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Ethnic variations in admissions to the Children and Young People Secure Estate – A five year retrospective review

Cited by 3 publications

References 10 publications

Unsettling the ‘master’s house’

Unsettling the ‘master’s house’

Making psychology ‘just’? The challenges and opportunities of delivering human rights based pedagogical & experiential teaching to trainee clinical psychologists

‘If you wanna have an easy life in secure, you have to bite your tongue’: Children’s narratives of power, voice and resistance in the children & young people secure estate

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