The Psychological Professions into Action have started the online workshop for us all to share our thoughts and ideas.
PPN North West Blog
The national conversation is due to start for Psychological Professions into Action. Some of you may have already heard of this, some of you may already signed up and some of you may have been at the conference and heard more about it there.
What’s the purpose of classifying things? We do this every day – we use it to make sense of our world. At its most basic, it is about pattern recognition and realising that some things are similar and some are not. This can be distinguishing between adults and children, birds and bees, stones and trees. These are not necessarily contentious but classification systems can be more contentious – describing ethnic background, gender preferences, diagnosis in healthcare. These systems are designed with a purpose and sometimes an underlying framework. Whether we agree with these or not, it is important to understand the system and its functions.
Yorkshire and Humber Psychological Practitioners Network
Why I do more homework than my clients
If you've learned anything about therapy before, especially something structured like CBT, you will know about therapy 'homework' or between session work where you tasks are set to complete before you next meet up. Clients often have mixed feelings about doing this, sometimes it reminds them of school, for example. There's a lot of emphasis put on the idea of homework, so it's supposed to show how motivated people are and can affect the outcome (the more you put in, the more you get out). For the most part homework is set up with the therapist to be completed by the client, but sometimes there is also a bit of between session work done by the therapist too (usually completing surveys). However, that's not what I'm talking about when I say that I do homework for my clients.....
When I started looking at adapted interventions for the young people I work with in Early Intervention we started looking at ways to engage people using their own interests (this eventually became part of a project I run called heavy metal therapy but this isn't about that specifically). I started using music, lyrics and other media in the session that clients had selected to describe their feelings or experiences. What started happening was that people asked me to listen to stuff or watch things in between the sessions so that we could use the session time to reflect on it. Now obviously there are some pitfalls in this, not having infinite time being one of them, and the joys of playing very sweary metalcore in the office displeasing your colleagues. But, over time, I have been converted to this approach for a few reasons:
Yorkshire and Humber Psychological Practitioners Network
Whiteness in Psychology: Starting a Conversation
By Tansy Warrilow, Third Year Trainee Clinical Psychologist, University of Sheffield
How often do we talk about diversity on clinical training? A reasonable amount I would say. We acknowledge our differences from our clients, we tick boxes on placement confirming we have discussed diversity and we recognise that clinical psychology programmes are pretty much dominated by middle class white women. So we talk about it, but how often do we really face the harsh reality that ‘Whiteness’ remains a persistent entrenched problem in clinical psychology and little appears to be changing. It’s taken me until my third year of clinical training and my fourteenth year of being a part of the psychology world to start talking about the white privilege that exists and is maintained within clinical psychology. Are we simply blind to white privilege? Do we ignore it because it’s uncomfortable? Or do we allow it to continue because it is beneficial to the most of us?
There’s no denying it, psychology is Eurocentric. In the main, our psychological assessments are developed and normed on and by white people, our theories were developed and re-tested by white people, our therapies are based on the norms of a Eurocentric society, almost all lecturers are white, our trainees are mainly white and the majority of qualified psychologists are white.
Yet when we talk about ethnicity, diversity or racism we look to our black peers to take over. Surely it is not the role of the very people who are marginalised by clinical psychology to address it? Should it not be the responsibility of those who are afforded power and privilege due to their whiteness to challenge it?
So why has it taken me to my fourteenth year in the psychology world to start talking about this? Well because for many years I was simply blind to it. I didn’t notice my skin gave me an advantage (which in itself defines privilege). I never had to worry about my whiteness, so I never did. I was always the norm especially in psychology. It didn’t occur to me that if others were oppressed then perhaps I was an oppressor. When it started coming into my consciousness I resisted it, I was too awkward to acknowledge it, too ashamed to admit I was part of any wrong doing. I kept quiet when I heard stereotypes at work, I thoughtlessly ticked the boxes agreeing I was reflecting on diversity and felt quietly pleased I had done my bit to understand others. I excused any part I had in systematic racism and colluded with the status quo. And as I write this, it remains awkward. I still don’t have the words, I talk clumsily and constantly worry I am getting it wrong or being offensive. The difference is, now I believe it is better to be clumsy and awkward than to collude with the racism.
Professor Nimisha Patel (2004) states:
“To develop and to demonstrate competence in empowerment, clinical psychologists need to be able to operationalise a social and political analysis of culture and racialism oppression in their psychological thinking, as well as in their assessment, intervention, training and research skills”
There is much more to say on this topic. But as a start, I encourage everyone within clinical psychology to take a step back and ask themselves what they do to challenge the status quo.
Some starting suggestions for exploring white privilege include:
- Read the book “Why I’m not Longer Talking to White People About Race” by Reni Eddo-Lodge.
- Read the (3 page) article “White Privilege: Unpacking the Invisible Knapsack” Peggy McIntosh.
- Check out Patel and Keval (2018) “Fifty ways to leave …… your racism”.
- Review and reflect on social media echo chambers. How much content is mindlessly absorbed that only reflects our own privilege. Follow pages representing; disabled, trans, cultural, Asian, black, and platforms that actively support and promote people of colour.
- Take an implicit bias test to reveal your hidden biases www.implicit.harvard.edu
Tansy’s article was published in the Sheffield University Clinical Psychology Unit Newsletter this month. She has kindly agreed for it to be circulated to the Yorkshire and Humber PPN members to encourage us all to reflect carefully about the above thinking points described.
@YH_PPN www.nwppn.nhs.uk Dr Paul Boyden
The delayed NHS Long Term Plan was finally published this week. It’s encouraging that mental health is mentioned prominently in the plan. The focus is on both adult and children’s mental health as well as learning disabilities. Staff wellbeing is also mentioned.
It’s World Mental Health Day and there has been a lot of attention to this with programmes, news etc. on TV and radio, Twitter as well as blogs focusing on things such as early warning signs, the importance seeking help and reducing stigma. And this is another blog on World Mental Health Day…..
There are many publications, tweets, media reports and so on around celebrating the National Health Service’s 70th birthday on 5th July this year. There is less focus on social care although it is also the anniversary of the founding of the social care system. Health and social care are inextricably linked so it may feel as if we celebrate the birthday of one twin but not the other. The impact on colleagues who work in social care is likely to be negative. The celebration of the NHS at 70 may also feel negative to those who are working in difficult situations – poor environments, lack of support, insecure employment and reducing wages.
It’s been a year since the Manchester Arena bombing. This week also saw the start of the Grenfell Tower enquiry. There can be hardly anyone who has not been touched by these events in some way – whether directly or indirectly, professionally or personally. The testimonies of those who survived the events and those who lost loved ones has been all around over the past week. Some have been heart-breaking and some uplifting as people have expressed their own personal experiences. Some people have chosen not to talk publicly or to retreat from all the public memorials and that needs also to be respected.
The Mental Health Foundation have identified next week as Mental Health Awareness week with the theme of stress for 2018. There is a lot of information available on the website about stress, managing stress and how to support their campaign.
There are probably a million and one ways to say something. But how do we decide how to say something? How we speak to our family and friends is often different to how we speak to people at work. At work, we may speak differently to different audiences – our service users/patients, our colleagues, our managers. We also use jargon – this can be helpful in precise communication with someone who speaks the same jargon. In academic contexts, we can use less frequently used words and express ourselves in a different more complex way with longer and more complex sentences too. This may support the clear expression of complex ideas (or it may not).
A cognitive assessment can be used to gain an understanding of a person’s higher mental functions, and how these skills and abilities impact on their lives. The potential benefits of assessment include: obtaining a profile of cognitive deficits and strengths to assist formulation and treatment plans; clarifying cognitive profiles that exist alongside co-morbid mental health issues which may aid diagnosis (- e.g. differentiating between progressive and non-progressive conditions); assisting clients, families, carers and colleagues in understanding cognitive issues and the likely impact on the client’s everyday function; and, providing evidence to assist with decisions about Capacity issues.
The new Psychological Professions Network Alliance has completed its first piece of work. We have jointly written a report on how we can support the new Health Education England Workforce plan that was developed to support the Five Year Forward View for Mental Health implementation plan.