Equality, Diversity and Inclusion Strategy

Last Updated on 01/08/2024

1. Values

The Lancaster DClinPsy Programme is committed to celebrating the diversity of all those associated with it: trainees, staff, members of our Public Involvement Network (LUPIN), teachers, supervisors and assessors, the Learning Together Group and others. This commitment is underpinned by an emphasis on inclusivity and equity. Learning experiences provided and facilitated by this programme, and the quality of our professional relationships, are informed by this overarching principle.

2. The Policy Landscape

The DClinPsy Equality Strategy is currently being refreshed. We want to ensure that every trainee and colleague feels valued and supported. To fulfil this commitment, we need to continually understand experiences, and improve our practices. Therefore, we are undertaking an Equality, Diversity, and Inclusion (EDI) and Anti-Racism survey and engagement events. The insights gained from responses will inform changes to our policies, processes, support systems and initiatives aimed at promoting equality, diversity, inclusion and anti-racist practices going forward. We will also continue to be guided by the policies and strategies of our partner organisations linked below:

3. Our Focus on Inclusion

The Equality Act 2010 specifies nine protected characteristics which cannot be used as a reason to treat people unfairly: race and ethnicity, disability, gender, age, religion/belief, sexual orientation, gender reassignment, marriage & civil partnership, and pregnancy and maternity. The Act says that socio-economic factors must be considered, in terms of strategy, by public bodies but does not specifically include higher education institutions in this. The Lancaster DClinPsy regards equality of outcome regardless of socio-economic background as important, however, and we are taking steps to monitor and improve this aspect of our selection process. The BPS’s human rights statement reflects the values of the Lancaster DClinPsy Programme by changing the emphasis of their equality strategy from diversity to inclusivity:

“generally, human rights, social inclusion and social equity must be promoted, as there is clear evidence that these issues are intimately related to healthy, supportive communities which support high levels of personal and psychological well-being”

The Lancaster DClinPsy aims to support high levels of psychological wellbeing in those associated with the programme by ensuring that our activities support their inclusion and full contribution. Ways in which the programme promotes psychological wellbeing include reflective spaces for trainees from marginalised groups, flexible working, and reasonable adjustments.

4. EDI and Anti Racism Governance and Accountability

The Lancaster DClinPsy has an Equality, Diversity and Inclusion Team chaired by Dr Anna Daiches, Deputy Programme Director. This group involves key members of operational teams including admissions, selections, curriculum and the EDI Lead. The newly formed team will work to three operational priorities, closely aligned to the programmes overall strategic priorities. The team meets monthly to check progress on its action plan. It also regularly reports progress to the Senior Leadership Team.

5. Admissions

The admissions process

The DClinPsy Programme changed its admissions procedures in 2005 in order to widen participation to the profession. Previously, applicants were selected for interview by rating their relevant previous experience, academic qualifications and references. This privileged those who were able to study for further degrees and/or take a number of poorly paid jobs or voluntary work. This is much easier where family/other financial support is available so we stopped rating experience and academic attainment. We now ask all applicants to take a short online test of deductive reasoning as the first stage of our selection process. There is evidence that the results of general mental ability tests predict success in complex careers at a postgraduate level. Competencies established by job analyses and a competency mapping exercise are assessed during the selection event(s).

Applicants declaring a disability

Applicants with a disability are encouraged to contact the programme in advance of the screening phase of our selection process so we can provide appropriate support in all their contacts with us. When students declare a disability at any stage of the programme, they are offered support tailored to their needs. The Lancaster DClinPsy Programme is committed to making reasonable adjustments to supporting candidates with a disability in achieving the HCPC’s standards of proficiency for practitioner clinical psychologists. Please see the HCPC’s Disabled Person’s Guide to becoming a Health Professional.

In 2023, 17% of Lancaster applicants for the full-time route disclosed a disability at application stage. 19% of applicants invited to interview declared a disability, and 20% of those accepting places declared a disability. Figures are higher for applicants to the part-time route (28%; 55% and 25% respectively).

Applicants for clinical training at Lancaster will continue to be surveyed after the event and particular attention paid to adjusting arrangements for those declaring a disability which support them in demonstrating their competence and values.

Data review

Data are provided by the Clearing House in Clinical Psychology each year. These show the profile, in terms of equal opportunities, of all applicants to the Lancaster DClinPsy at each stage of the admissions process: application, written task and selection event. We can see the profile of those who accepted places. A review of the current data can be found in the online handbook. This data is used to highlight areas where we can improve in relation to inclusive selections and admissions.

Inclusive Recruitment

Many selectors are Clinical Psychologists, which is not a diverse group in terms of the nine protected characteristics identified within the Equality Act, 2010. There is a danger that applicants similar to selectors will be privileged and steps are taken to mitigate against this possibility. Applicants are rated using a competency-based framework and all selectors are trained in its use each year. Current trainees are full members of selection panels, alongside clinical psychologists and a member of the staff team. Members of Learning Together NorthWest Ltd (a local training consultancy which works to build awareness of learning disabilities), are part of the selection process, as are members of the public involvement network associated with the programme (LUPIN). Selectors rate applicants on a number of competencies, available on our website.

In 2022 we surveyed our selectors’ demographic details: – 16% of our selectors were male, and 3% non-binary/third gender; 1% were transgender; 11% were non-heterosexual; 13% were disabled under the Equality Act; 41% had lived experience of mental health difficulties; 30% came from an economically deprived background; and 4% were Asian, 3% mixed ethnicity and 1% Black. Increasing, the diversity of our selection panels is a priority. In 2017 and 2018, selection panels were audio recorded as quality assurance to mitigate against any impact of unconscious bias. In 2020 and 2021 we approached EDI leads from local NHS Trusts and other organisations to engage potential selectors from the global majority. This is an ongoing process and will inform selector training in future years.

Widening Participation in the Profession

Clinical Psychology is not a diverse profession, in terms of the nine protected characteristics. For example, UK wide in 2023, 73% of total applicants were white, with 11% of Asian origin, 5% Black and 6% mixed ethnicity. 84% of applicants were female, 74% under 30 years of age, 75% heterosexual and 83% identified themselves as not-disabled.

Undergraduates on UK psychology degree courses match this profile closely so the issues begin earlier than selection for training. In order to encourage applicants from underrepresented groups the Lancaster DClinPsy has taken a number of steps to widen participation:

Outreach. Staff from the EDI and Selections Teams work to encourage applicants from a variety of underrepresented groups to apply to the Lancaster DClinPsy programme for clinical training. The aim is a match between the membership of the Clinical Psychology profession and the general population. We disseminate information about how to become a clinical psychologist to sixth form schools and colleges that have been identified as having students from underrepresented groups. Staff and trainees attend careers fairs, speak to students about the programme and promote diversity and inclusivity. Some members of the group also volunteer with Inspiring the Future.
In July 2022 we delivered a live, online presentation for GCSE and A Level psychology teachers in collaboration with AQA, with the aim of providing information on a career in clinical psychology, current activities to improve equity of access to training for marginalised groups and Lancaster’s selections and admissions process.

6. Widening participation in the Programme

Public involvement

In 2008, the LUPIN group was established to facilitate the influence of service users and carers on the activities of the Lancaster DClinPsy. Since then, LUPIN members have had an important role in shaping learning and selection procedures. Their role in supporting research is developing and LUPIN members have been invited to all programme Development and Implementation Groups as full members.

Flexible working patterns for trainees

A number of trainees have atypical working patterns and paths through training. This may be due to pregnancy, family commitments, or to manage chronic health conditions. Applications for extra funding from Health Education England are submitted when required.

The programme offers an accredited part time training pathway alongside the full time route.

Flexible working for staff

Many DClinPsy staff work part time or have flexible working arrangements e.g. annualised hours, to enable their full participation in the DClinPsy programme whilst undertaking other activities e.g. a clinical role or raising a family.

Reasonable adjustments

Reasonable adjustments to working life are made in negotiation with staff and trainees as it becomes apparent that they are needed to facilitate their full involvement in the programme and their maintenance/attainment of the HPC standards of proficiency. Many trainees do not declare a disability at the point of selection but find it useful to signal their need for adjustments during training. The programme works closely with the university Disability and Inclusive Practice Service and Trust HR partners.

7. Inclusive Learning

Please see Inclusive Learning handbook page for more information.

8. Practice Placements

Trainees discuss barriers and drivers for inclusivity in relation to the service and how connected it is with the local community with their placement supervisors at the start of placement; reflections are documented within the placement contract.

A review of the way diversity is audited as an element of clinical experience on placement led to changes in the use of placement documentation. The Placement Audit Log Book is a record of all experiences on a practice placement and includes open-ended questions intended to prompt thinking around inclusivity issues on placement.

Trainees are asked to reflect on service-user involvement in the service, and about how their thinking around inclusivity issues has developed over the course of the placement. Clinical Tutors who lead the Placement DIG routinely review trainees’ Placement Audit Log Books at the end of each placement to check for any relevant placement quality issues, such as trainees feeling excluded on placement. Additionally, Clinical Tutors enquire about placement inclusivity issues during placement reviews and Individual Trainee Progress meetings with trainees.

9. Trainee support

The DClinPsy Programme values the contributions of all trainees and works to support them in reaching their full potential. Trainees are supported by their tutor pair, buddy system, programme staff, personal mentors, placement providers and colleagues. Trainees who feel excluded due to identification with a marginalised group can use the opportunities offered to help them address these issues and challenge barriers to inclusion. For example, each trainee is offered a small number of individual cognitive analytic therapy (CAT) sessions as part of the training experience (‘personal reformulation’ sessions) during their training. In addition to the opportunity to reflect on individual values and behaviour, the experience of receiving therapy is somewhat akin to that of a service user and provides an insight into the power imbalances which can occur inadvertently in therapy. In 2020 we set up a reflective space for trainees who experience racism. A reflective space for trainees with a disability and/or lived experience of mental health difficulties was set up in 2022, as was a similar space for LGBTQIA+ trainees.

Feedback from exit interviews

Feedback from end of training interviews with trainees included that a number reflected on the ethos of the Lancaster programme being a positive for them. The programme was described as “celebrating a variety of trainee backgrounds”, and as holding and trying to live by inclusive values. Others appreciated the flexibility offered by the programme team, and how this supported their needs being met (for example, being able to work part-time, and making adjustments to placements to meet health needs).

10. Equal opportunities data

You can view the information on the applicants for Clinical Psychology training across the UK compared to Lancaster on our Admissions Equal Opportunities page.

11. Links to Policy & Resources

Lancaster University Equality, Diversity and Inclusion (EDI) Strategy
LSCFT’s equality and diversity web page
HCPC’s Equality and Diversity Policy
BPS Declaration on Equality, Diversity & Inclusion
Association of Clinical Psychologists (ACPUK) Equity, Diversity and Inclusion: Context and Strategy for Clinical Psychology
Equality Act (2010)
HCPC’s guidance: ‘A disabled person’s guide to becoming a health professional’
Marking for assignments in relation to a specific learning difficulty