Evaluating inclusion of clinical psychology trainees from marginalised backgrounds

Purpose Experiences of people from marginalised backgrounds often go unvoiced, unheard and untold, which may lead to exclusion and stress. Therefore, this study aims to understand the experiences of inclusion in Doctorate in Clinical Psychology (DClinPsy) training from the perspective of trainees who identify as marginalised. Further aims were to develop recommendations for improved inclusionary practices and to identify if the training programme is aligning with the inclusion strategy set out by governance within the field, through the perspectives of trainees. Design/methodology/approach Eight semi-structured interviews were undertaken with current trainees from one DClinPsy programme, who identify as being from a marginalised background. Data were analysed using reflexive thematic analysis. Findings Three themes were constructed: internalised stigma reinforced by negative experiences, performative practice and creating a more explorative environment. Furthermore, the evaluation offers several recommendations that the DClinPsy programme may aim to undertake to develop a more inclusive environment for trainees from marginalised backgrounds. This would also support the programme in aligning with strategic goals set out by governance, as this evaluation has identified areas of improvement to work towards. Originality/value To the best of the authors’ knowledge, this is the first evaluation of this topic on this particular DClinPsy programme. Furthermore, it is one of the first to evaluate whether courses are working towards inclusion-related strategies set out by governing bodies such as Health Education England.