Abstract
This study explores the lived experience of black and minority ethnic (BME) clinical psychologists employed in the U.K. National Health Service (NHS). A mixed method qualitative approach was employed using repertory grids and interpretative phenomenological analysis. Six female BME clinical psychologists took part. Four master themes emerged from the analysis, including standing out as different, negotiating cultural and professional values, sitting with uncertainty, and feeling proud to be a clinical psychologist. The repertory grid analysis supported these findings and enriched the study. Implications of the study are discussed—namely, the importance of the profession increasing the cultural competency and sensitivity of its members as well as becoming more diverse.
Highlights
This study explores the lived experience of Black and Minority Ethnic (BME) clinical psychologists employed in the UK National Health Service (NHS)
Given our knowledge of the benefits of a diverse workforce, it is surprising that little research has been undertaken to explore the experiences of BME clinical psychologists who work in a profession that lacks ethnic diversity
The repertory grids supported much of these findings and enhanced our insight into what it feels like for practitioners working in a profession where they are in the minority position on account of their ethnicity
Summary
This study explores the lived experience of Black and Minority Ethnic (BME) clinical psychologists employed in the UK National Health Service (NHS). In a study by Constantine and Sue (2007), it was found that many Black supervisees felt that their White supervisors either minimized or dismissed discussions about race or cultural issues in supervision. The impact of this may be the silencing of supervisees within this relationship. Rajan & Shaw, 2008; Shah, Wood, Nolte & Goodbody, 2012) These have reported on various challenges, including a fear of speaking out due to the risk of becoming isolated or being negatively labelled as a trouble maker as well as the dilemma that trainees faced concerning who should carry the burden of raising race and culture issues in a context wherein they were experiencing avoidance from peers and supervisors
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