#Blacktherapistsmatter: an autoethnographic study looking at black student experiences on psychological therapies training

It is known from the research and anecdotally that few Black people are entering the psychological therapies profession. For some that do, they can encounter interpersonal or intrapsychic issues around their racial identity. Training can be a place that is representative of the wider world we live in. On my course, I was in the minority as the only Black person in my cohort. For me, this triggered past relational trauma, interpersonal and mood-related issues. I was also mindful of the societal influence in shaping my student experience. I became curious, sought support, and stayed on my course; however, I wanted to explore things further. I was the primary participant, and this thesis is a comprehensive exploration of my experience as not only a Black student studying a doctorate in counselling psychology but also my life.

I used the approach of a collaborative-relational autoethnography, as it allows me to integrate the self (auto), culture (ethno) and research process (graphy) (Ellis, 2004) alongside the voice of others. As part of the process, I was interviewed, and I completed interviews with a small number of other Black students from a variety of different courses, training and levels on their experience as students. I interviewed some peers that I studied with as well as collected data from recorded personal therapy sessions. To understand me and my culture, I interviewed my mother. As part of the data collection, I also completed free-associative writing tasks.

I present the findings through a series of stories and narrative accounts of myself and others life and student experiences. I use the power of films (stills), song (lyrics), literature and mythology to punctuate the stories and convey messages that perhaps my words could not.

Concepts were identified, in particular around ideas of vocation; why one chooses to enter the profession in the first place and the interpersonal and social influences, loss of voice, transgenerational trauma and safety in the group. The study also looked at what can support me and possibly can support other Black students, such as attending student support groups, mentorship programmes, knowing one’s history and integrating holistic practices. To best meet the needs of the changing UK population, I recommend that Black and African psychology is taught throughout the course and seamlessly weaved in. The research is not to generalise to all Black people or training but to share an experience that hopefully, all can connect to on some level.