‘The core value of our profession is supposed to be inclusion!’.
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| Title: | ‘The core value of our profession is supposed to be inclusion!’. |
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| Authors: | Murphy, David (AUTHOR), Parkar, Serena (AUTHOR) |
| Source: | Psychologist. Jul/Aug2026, p74-79. 6p. 1 Color Photograph. |
| Subjects: | Inclusion (Disability rights), Clinical psychology, Diversity in the workplace, Education & training services industry, Educational psychology, Open learning, Mental health personnel |
| Geographic Terms: | United Kingdom |
| Abstract: | This article examines the inflexible, predominantly full-time training pathways for Clinical and Educational Psychology doctorates in the UK, highlighting how these rigid structures exclude many potential applicants, particularly those with caring responsibilities, disabilities, or financial constraints. Despite the professions’ emphasis on inclusion and wellbeing, only one Clinical Psychology programme and no Educational Psychology programmes currently offer part-time routes, contrasting sharply with other HCPC-approved psychology fields and medical training, which provide more flexible options. The lack of flexibility leads to significant individual stress, workforce shortages, and delayed family planning, while also deterring diverse applicants from entering these professions. The article presents examples of trainees’ struggles and argues that part-time training is feasible and beneficial, urging the profession to adopt more inclusive, flexible training models to improve equity, trainee wellbeing, and workforce sustainability. [Extracted from the article] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article examines the inflexible, predominantly full-time training pathways for Clinical and Educational Psychology doctorates in the UK, highlighting how these rigid structures exclude many potential applicants, particularly those with caring responsibilities, disabilities, or financial constraints. Despite the professions’ emphasis on inclusion and wellbeing, only one Clinical Psychology programme and no Educational Psychology programmes currently offer part-time routes, contrasting sharply with other HCPC-approved psychology fields and medical training, which provide more flexible options. The lack of flexibility leads to significant individual stress, workforce shortages, and delayed family planning, while also deterring diverse applicants from entering these professions. The article presents examples of trainees’ struggles and argues that part-time training is feasible and beneficial, urging the profession to adopt more inclusive, flexible training models to improve equity, trainee wellbeing, and workforce sustainability. [Extracted from the article] |
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| ISSN: | 09528229 |
