Equality, Diversity and Inclusion

IPT West Midlands Training Centre collects EDI data anonymously from each participant during the financial year and uses this information to ensure we remain inclusive for all participants. 

Please see below the statistics for our IPT Courses that ran from Autumn 2023 - to Autumn 2024. 

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Gender

Gender status at birth of participant                 

Female = 86% 

Male = 14%                                                                     

  

 

 

 

 

 

 

Gender self-identification of participant

Female (including trans female) = 86% 

Male (including trans male) = 14%

 

 

 

 

 

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Age

The age range of participants 

26 - 35 = 12%

36 - 45 = 36%

46 - 55 = 29%

56 - 64 = 21%

65+ = 2%

 

 

 

 

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Sexual Orientation

Sexual Orientation of participants

Asexual = 2%

Bisexual = 5%

Gay = 4%

Heterosexual / Straight = 89%

 

 

 

 

 

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Ethnicity 

Ethnicity of participants

Asian or Asian British Indian = 14%

Black or Black British African = 2%

Chinese = 2%

White British = 73%

White Irish = 3%

Any other White background = 4%

Any other Mixed background = 2%

 

 

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Religion

Religion of participants

No religion = 45%

Atheist = 3%

Buddhist = 5%

Christian = 25%

Hindu = 4%

Muslim = 4%

Sikh = 5%

Other = 2%

Prefer not to say = 7%

 

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Disability   

Participants who have a disability

Yes = 11%

No = 87%

Prefer not to say = 2%

 

 

 

 

 

 

Participant nature of disability

Learning Difficulty including dyslexia, dyspraxia = 75%

Mental Health = 12%

Physical = 13%

 

 

 

 

 

 

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Neurodiversity

Yes = 18%

No = 82%

 

 

 

 

 

 

 

 

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View the statistics for Autumn 2023 - Autumn 2024.

View the statistics for Autumn 2022 - Autumn 2023.

 

Please contact ipt.westmidlands@mpft.nhs.uk if you have any queries. 

IPT West Midlands is committed to ensuring all our events are accessible in relation to equality, diversity, and inclusion (EDI), whether you’re attending an event online or in person, as an IPT Trainee, Clinician, Supervisor, or Trainer.

EDI Standards 

We provide all students with an electronic and a hard copy of all course materials, including slides and student handbook, irrespective of either an online event or an in-person event:

In-Person Events

We ensure that:

• All venues are accessible - DDA (Disability Discrimination Act 2005) and EA (Equality Act) 2010 compliant 

• Car parking is available or venues are easily accessible by public transport (London venues)

• Lifts are available if conferences and breakout spaces are located on the upper floors

• All rooms and spaces are wheelchair accessible, with ramps where required

• Rooms are spacious, airy , and well-ventilated with minimal noise 

• Rooms are set up in round table format to facilitate networking and refreshment breaks 

• The event programme is well structured with sufficient self-care breaks

• All dietary requirements are catered for

• Hearing loops and large print handouts are available on request

For Online Events

We offer live Teams training and on-demand content to remove geographical and financial barriers and provide a variety of accessible options for event content.

We ensure that:

• Online training can be recorded and uploaded to the Teams Library on request which is covered by the Microsoft Privacy Policy 2022. This can be transcribed if necessary.  

• On-demand services are made available to students via our Teams Library, which is available for one year of their training

• The event programme is varied, with networking opportunities

We will:

• Send joining instructions to presenters and delegates in advance with all the logistical information needed for the day

• Give full consideration to representation and diversity for Trainers, presenters, students, and delegates

• Keep delegate fees low (compared to CPD courses and events from other providers), with some free CPD events

• Provide on request an on-demand service to allow students and delegates to catch up on any content they missed on the day, via our Teams Library.

Adapting Psychological Therapies for Autism – Therapist Experience, Skills and Confidence

Cooper, K., Loades, M.E. and Russell, A., 2018. Adapting psychological therapies for autism. Research in autism spectrum disorders, 45, pp.43-50.

Can we teach race and equity?

Krause, I.B., 2022. Can we teach race and equity?. Journal of Family Therapy, 44(1), pp.157-170.

Centering and Decentering Client Disclosures: A Qualitative Study of Therapists’ Responses to Clients’ Experiences of Discrimination

Kuo, P.B., Hashtpari, H., Chea, C.J. and Tao, K.W., 2022. Centering and decentering client disclosures: A qualitative study of therapists’ responses to clients’ experiences of discrimination. Psychotherapy, 59(4), p.533.

Clinician Racial Biases: Preliminary Investigation on Predictors of Poor Therapeutic Alliance and Retention in Home Visiting Intervention Program

Torres, C., Rosenblum, K.L., Jester, J.M., Julian, M.M., Niec, L.N., Muzik, M. and Michigan Collaborative for Infant Mental Health Research, 2022. Clinician racial biases: Preliminary investigation on predictors of poor therapeutic alliance and retention in home visiting intervention program. Maternal and child health journal, 26(4), pp.953-961.

Cognitive Behavioral Therapy and the Implementation of Antiracism

Brown, T.R., Xu, K.Y. and Glowinski, A.L., 2021. Cognitive behavioral therapy and the implementation of antiracism. JAMA psychiatry, 78(8), pp.819-820.

Cultural Humility in Psychotherapy Supervision

Hook, J.N., Watkins Jr, C.E., Davis, D.E., Owen, J., Van Tongeren, D.R. and Marciana, J.R., 2016. Cultural humility in psychotherapy supervision. American Journal of Psychotherapy, 70(2), pp.149-166.

Culture and depression

Douki, S. and Tabbane, K., 1996. Culture and depression. World Health, 49(2), pp.22-23.

Defining the characteristics of an effective psychological therapist for people with intellectual disability and mental health problems: a Q-sort study

Clarke, C., Beail, N. and Kellett, S., 2023. Defining the characteristics of an effective psychological therapist for people with intellectual disability and mental health problems: a Q-sort study. Advances in Mental Health and Intellectual Disabilities, 17(3), pp.137-147.

Defining the characteristics of an effective psychological therapist for people with intellectual disability and mental health problems: a Q-sort study

Clarke, C., Beail, N. and Kellett, S., 2023. Defining the characteristics of an effective psychological therapist for people with intellectual disability and mental health problems: a Q-sort study. Advances in Mental Health and Intellectual Disabilities, 17(3), pp.137-147.

Examination of Perceived Religion in Muslim Women’s Access to Counseling and Psychotherapy Services: An Audit Study

Moscovitz, A.M., Bedi, R.P. and Outadi, A., 2023. Examination of perceived religion in Muslim women’s access to counseling and psychotherapy services: An audit study. Journal of Counseling Psychology, 70(1), p.30.

Interpersonal psychotherapy: A review and multicultural critique

Allan, B.A., Campos, I.D. and Wimberley, T.E., 2016. Interpersonal psychotherapy: A review and multicultural critique. Counselling Psychology Quarterly, 29(3), pp.253-273.

Layered Cultural Processes: The Relationship Between Multicultural Orientation and Satisfaction With Supervision

Wilcox, M.M., Drinane, J.M., Black, S.W., Cabrera, L., DeBlaere, C., Tao, K.W., Hook, J.N., Davis, D.E., Watkins, C.E. and Owen, J., 2022. Layered cultural processes: The relationship between multicultural orientation and satisfaction with supervision. Training and Education in Professional Psychology, 16(3), p.235.

Learning as a context for differences and differences as a context for learning

Burnham, J., Alvis Palma, D. and Whitehouse, L., 2008. Learning as a context for differences and differences as a context for learning. Journal of Family Therapy, 30(4), pp.529-542.

Meta-analysis: Are Psychotherapies Less Effective for Black Youth in Communities With Higher Levels of Anti-Black Racism?

Price, M.A., Weisz, J.R., McKetta, S., Hollinsaid, N.L., Lattanner, M.R., Reid, A.E. and Hatzenbuehler, M.L., 2022. Meta-analysis: Are psychotherapies less effective for black youth in communities with higher levels of anti-black racism?. Journal of the American Academy of Child & Adolescent Psychiatry, 61(6), pp.754-763.

Peer reflective groups: Creating a nurturing and safe community for aspiring clinical psychologists to build their collective voice

Taylor, C., Daniilidi, X., Tan, S. and Huckridge, J., 2023. Peer reflective groups: Creating a nurturing and safe community for aspiring clinical psychologists to build their collective voice. Clinical child psychology and psychiatry, 28(1), pp.116-126.

Psychology of Sexual Orientation and Gender Diversity Emotion-Focused Coping Strategies as Mediators of the Discrimination–Mental Health Association Among LGB POC

Huynh, K.D. and Lee, D.L., 2022. Emotion-focused coping strategies as mediators of the discrimination–mental health association among LGB POC. Psychology of Sexual Orientation and Gender Diversity.

Race and Analytic Neutrality: Clinical and Theoretical Considerations

Davids, M.F., 2022. Race and analytic neutrality: Clinical and theoretical considerations. The Psychoanalytic Quarterly, 91(2), pp.371-393.

Relational Reflexivity: A tool for socially constructing therapeutic relationships

Burnham, J., 2018. Relational reflexivity: a tool for socially constructing therapeutic relationships. In The space between (pp. 1-17). Routledge.

Reviewing the Social GRACES: What Do They Add and Limit in Systemic Thinking and Practice?

Birdsey, N. and Kustner, C., 2021. Reviewing the social GRACES: what do they add and limit in systemic thinking and practice?. The American journal of family therapy, 49(5), pp.429-442.

Small acts of living: Everyday resistane to violence and other forms of oppression

Wade, A., 1997. Small acts of living: Everyday resistance to violence and other forms of oppression. Contemporary family therapy, 19, pp.23-39.

Space for GRRAACCES: training for cultural competence in supervision

Divac, A. and Heaphy, G., 2005. Space for GRRAACCES:. Journal of Family Therapy, 27(3).

The Cultural Psychology of Religiosity, Spirituality, and Secularism in Adolescence

Jensen, L.A., 2021. The cultural psychology of religiosity, spirituality, and secularism in adolescence. Adolescent Research Review, 6(3), pp.277-288.

The epidemiology of depression across cultures

Kessler, R.C. and Bromet, E.J., 2013. The epidemiology of depression across cultures. Annual review of public health, 34(1), pp.119-138.

The Multicultural Orientation Framework: A Narrative Review

Davis, D.E., DeBlaere, C., Owen, J., Hook, J.N., Rivera, D.P., Choe, E., Van Tongeren, D.R., Worthington Jr, E.L. and Placeres, V., 2018. The multicultural orientation framework: A narrative review. Psychotherapy, 55(1), p.89.

Transendant storytelling: Abilities for systemic practitioners and their clients

Pearce, W.B. and Pearce, K.A., 1998. Transcendent Storytelling: Abilities for Systemic Practitioners. Human Systems, 9, p.173.

Transparency and Self-Disclosure in Family Therapy: Dangers and Possibilities

Roberts, J., 2005. Transparency and self‐disclosure 1 in family therapy: dangers and possibilities. Family process, 44(1), pp.45-63.

Working systemically within an adolescent inpatient context

Sherbersky, H. and Burnham, J., 2023. Working systemically within an adolescent inpatient context. Journal of Family Therapy, 45(4), pp.387-391.