Teaching resources

Psychology teachers may wish to explore how racism and intersecting oppressions contribute to poor mental health. Teachers may wish to outline barriers accessing mental health support systems BME people face.

This could then foreground the need for intersectional , culturally-sensitive, counselling/clinical psychology. The following resources may help with this.

• Bhui, K. (2002). Racism and mental health: Prejudice and suffering. Jessica Kingsley.
• Burman, E. (2003). From difference to intersectionality: Challenges and resources. European Journal of Psychotherapy & Counselling, 6, 4,  293-308.
• Fernando, S. (2017). Institutional racism in psychiatry and clinical psychology. Race matters in mental health. Palgrave Macmillan: London.
• Guilaine Kinouani (https://racereflections.co.uk/ ), a clinical psychology doctoral student, equality consultant, therapist and founder of the Minorities in Clinical Psychology Training Group (@minoritiesgroup).
• Nyugen, McDonal, Mate & Taylor (2018). Advancing a cross-cultural narrative approach to career counselling: The case of Vietnam. Australian Journal of Career Development. DOI: 10.1177/1038416218780069
  A thoughtful outline of how narrative approaches to career counselling can be useful in acknowledging an individual's Globally Southern cultural influence in a way that avoids the pitfall of essentialising that culture.
• Paradies, Y., Harris, R., & Anderson, I. (2008). The impact of racism on Indigenous health in Australia and Aotearoa: Towards a research agenda. Discussion Paper No. 4, Cooperative Research Centre for Aboriginal Health, Darwin. Full text available here.
• Wood & Patel (2017). On addressing 'Whiteness' during clinical psychology training. Full text available here.
• The impact of racism on mental health (March, 2018). [Briefing Paper} Synergi Collaborative Centre
• Summary of above report from the Mental Elf site – an evidence based open mental health blog
• Rossman, R. (n.d.). History of psychology: Page 2 of 4
  Brief and interactive summary of history of psychology that includes BAME psychologists].
• Presentation by BPS President (2019) David Murphy on clinical psychology and race inequalities in entering the discipline. Excellent overview on current data on this and meaningful steps the discipline can take to undo it. Also relevant for promoting race equality in other general admissions courses. Powerpoint slides here Murphy2019or his twitter handle: @ClinPsychDavid
• Paradies et al (2015). Racism as a determinant of health: A systematic review and meta-analysis. Plos One.
  Important systematic review of 293 studies documenting the impact of racism on physical and mental health.
• Derek M. Griffith, Marino A. Bruce & Roland J. Thorpe, Jr. (2019). Men's Health Equity. (Eds). New York, NY: Routledge/ Taylor & Francis.
  Includes extensive content on men's health including BAME men's health and other marginalized men. See also Derek Griffith's work on men's health from an intersectional perspective here..
• Embodiment, fashion, appearance, food and body image work with a focus on racism and intersectionality:
• LaMarre, A., Levine, M., Holmes, S. & Malson, H. (2022) An Open Invitation to Productive Conversations About Feminism and the Spectrum of Eating Disorders (part 2): Potential Contributions to the Science of Diagnosis, Treatment, and Prevention. Journal of Eating Disorders. 
• Malson, H., Marshall, H. & Woollett, A. (2002) Talking of Taste: A Discourse Analytic Exploration of Young Women's Gendered and Racialised Subjectivities in British Urban, Multicultural Contexts, Feminism & Psychology 12 (4) 469-490. Full text: Malson et al talking of taste
• Capodilupo, C. M., & Kim, S. (2014). Gender and race matter: The importance of considering intersections in Black women's body image. Journal of Counseling Psychology, 61(1), 37. 
• Intezar, H. Speaking Pictures, Silent Voices: Female Athletes and the Negotiation of Selfhood. Integr. psych. behav. 55, 89–111 (2021).
  Focuses on Serena Williams and Western discourses.

Psychology teachers may wish to critique social cognitive models of racism (as individualizing, victim blaming etc.) and from there introduce critical race theory that better details the breadth and depth of racism. The following resources may help with this.

• Blasi, D. E., Henrich, J., Adamou, E., Kemmerer, D., & Majid, A. (2022). Over-reliance on English hinders cognitive science. Trends in cognitive sciences.
• Hopkins, N., Reicher, S., & Levine, M. (1997). On the parallels between social cognition and the 'new racism'. British Journal of Social Psychology, 36(3), 305–329.
• McMorris, G. (1999). Critical race theory, cognitive psychology, and the social meaning of race: why individualism will not solve racism. UMKC Law Review, (4), 695-729.
• Ricard, J. A., Parker, T. C., Dhamala, E., Kwasa, J., Allsop, A., & Holmes, A. J. (2023). Confronting racially exclusionary practices in the acquisition and analyses of neuroimaging data. Nature Neuroscience, 26(1), 4-11.

Developmental psychology teachers could consider teaching how racism and white privilege are related to development over the life course for BME and white people respectively.

Such teaching can fit into a wider curriculum on how the socipolitical affects the individual's learning, development, interaction with others and in particular how systems of disadvantage and advantage influence this (e.g., racism, sexism, their intersections etc.).

The following resources may be a useful start to provide this.

• Burman, E. (2007). Deconstructing developmental psychology (2nd Ed). London: Routledge.
  Burman explores popular developmental theories and maps these onto the actual lived realities of children. She unpacks the way these developmental psychologies reprodruce racism and particularly sexism. 
• de Royston M. M. & Nasir, N. S (2017). Racialized learning ecologies: Understanding race as a key feature of learning and developmental processes in schools (pg. 258 – 286). In new perspectives on human development. Budwig, N. Turiel, E. & Zelazo, P. D. (Eds.). New York: Cambridge UNiversity press.
  This chapter explores how 'learning ecologies' are racialized and "how race organizes society and effectively structures and influences human development and learning".
• Ghavami, N., Katsiaficas, D., & Rogers, L. O. (2016). Toward an Intersectional Approach in Developmental Science: The Role of Race, Gender, Sexual Orientation, and Immigrant Status. Advances In Child Development And Behavior, 50, 31–73. https://doi.org/10.1016/bs.acdb.2015.12.001.
• Isebor, P. (12th April 2021). Connecting perspectives: Attachment and Ubuntu [BlogPost] Wider Perspectives.co.uk.
  Useful post on the developmental concept of 'attachment' and its relation to Ubuntu. Author also helped established UK regional clinical psychology mentoring scheme for aspiring psychologists of colour.
• Spencer, M. B. (2017). Privilege and critical race perspectives' intersectional contributions to a systems theory of human development (pg. 287-312). Budwig, N. Turiel, E. & Zelazo, P. D. (Eds.). New York: Cambridge University press.