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 2022 - to Autumn 2023. 

Gender

Gender status at birth of participant                 

Female = 78% 

Male = 22%                                                                     

Gender self-identification of participant

Female (including trans female) = 78% 

Male (including trans male) = 22%

Age

The age range of participants 

26 - 35 = 24%

36 - 45 = 30%

46 - 55 = 26%

56 - 64 = 18%

65+ = 2%

Sexual Orientation

Sexual Orientation of participants

Bisexual = 3%

Gay = 2%

Heterosexual / Straight = 91%

Prefer not to say = 4%

Ethnicity 

Ethnicity of participants

Asian or Asian British Indian = 3%

Asian or Asian British Pakistani = 2%

Black or Black British African = 2%

Chinese = 2%

White British = 81%

White Irish = 2%

Any other White background = 4%

Any other ethnic group = 2%

Prefer not to say = 2%

Religion

Religion of participants

No religion = 44%

Atheist = 3%

Buddhist = 4%

Christian = 41%

Hindu = 2%

Muslim = 2%

Sikh = 2%

Prefer not to say = 2%

Disability   

Participants who have a disability

Yes = 13%

No = 83%

Prefer not to say = 4%

Participant nature of disability

Hearing Impairment = 12%

Learning Difficulty including dyslexia, dyspraxia = 12%

Mobility/Manual Dexterity = 13%

Physical = 25%

Visual Impairment = 25%

Other = 13%

Click Here to 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.

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

Torres, Chioma (2022). Maternal and child health journal. Publisher: New York : Plenum Press, c1997-ISSN: 1092-7875

Race and Analytic Neutrality: Clinical and Theoretical Considerations

M. Fakhry Davids (2022) Race and Analytic Neutrality: Clinical and Theoretical Considerations, The Psychoanalytic Quarterly, 91:2, 371-393, DOI: 10.1080/00332828.2022.2097796

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

Aly M. Moscovitz, Robinder P. Bedi, and Ava Outadi (2022). Journal of Counseling Psychology. Advance online publication. http://dx.doi.org/10.1037/cou0000644

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

Maggi A. Price, PhD , John R. Weisz, PhD , Sarah McKetta, MSc , Nathan L. Hollinsaid, BS , Micah R. Lattanner, PhD , Allecia E. Reid, PhD , Mark L. Hatzenbuehler, PhD. J Am Acad Child Adolescence Psychiatry 2022;61(6):754–763.

Cognitive Behavioral Therapy and the Implementation of Antiracism

Tashalee R. Brown, Kevin Y.Xu,MD,MPH, Anne L. Glowinski, MD,MPE. JAMA Psychiatry August 2021 Volume 78, Number 8

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

Kiet D. Huynh and Debbiesiu L. Lee. Psychology of Sexual Orientation and Gender Diversity. Advance online publication. http://dx.doi.org/10.1037/sgd0000562

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

Lene Arnett Jensen. Adolescent Research Review (2021) 6:277–288 https://doi.org/10.1007/s40894-020-00143-0

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

Nicola Birdseya and Claudia Kustnera. The American Journal of Family Therapy 2021, Vol. 49, No. 5, 429–442

Transparency and Self-Disclosure1 in Family Therapy: Dangers and Possibilities

Janine Roberts. Fam. Proc., Vol. 44, March, 2005

Small Acts of Living: Everyday Resistance to Violence and other forms of Oppression 

Allan Wade. Contemporary Family Therapy, 19(1), March 1997 c 1997 Human Sciences Press, Inc.

Transcendent storytelling: Abilities for systemic practitioners and their clients 

W. Barnett Pearce. Human Systems: The Journal of Systemic Consultation and Management 

Relational Reflexivity: A tool for socially constructing therapeutic relationships 

John Burnham. Chapter 1 in the Space Between Experience, context, and process in the therapeutic relationship editors: Carmel Flakas, Barry Mason and Amaryll. Karnac Books Published 2005

Can we teach race and equity?

Inga-Britt Krause (2021). Child & Family, Tavistock & Portman NHS Foundation Trust, London, UK

Space for GRRAACCES: training for cultural competence in supervision

Alexandra Divaca and Grace Heaphy (2005) The Association for Family Therapy 2005. Published by Blackwell Publishing. Journal of Family Therapy (2005) 27: 280–284

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

Charlotte Taylor, Xeni Daniilidi, Sarah Tan and Jaymie Huckridge (2023) Clinical Child Psychology and Psychiatry, Vol. 28(1) 116–126 © The Author(s) 2022

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

John Burnham, Diane Alvis Palmab, and Lisa Whitehouse. The Association for Family Therapy 2008. Published by Blackwell Publishing, Journal of Family Therapy (2008) 30: 529–542

Working systemically within an adolescent inpatient context

Hannah Sherbersky, John Burnham. The Association for Family Therapy and Systematic Practice. J Fam Ther. 2023;45:387–391.

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

Charlotte Clarke, Nigel Beail, and Stephen Kellett. DOI 10.1108/AMHID-07-2022-0024 VOL. 17 NO. 3 2023, pp. 137-147, © Emerald Publishing Limited, ISSN 2044-1282