Psychology resources

Below are resources that may be useful to inform a diverser psychology. These are organized under the following psychology subtopics: Developmental psychology, social and cognitive psychology, and clinical/counselling psychology. This is a work in progress and if you would like to contribute any resources please email g.jankowski@leedsbeckett.ac.uk.

Developmental psychology 
Developmental psychology lecturers can teach 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 are a useful start to provide this.

  • Burman, E. (2007). Deconstructing developmental psychology (2nd EImage result for deconstructing developmental psychologyd). London: Routledge. Burman explores popular developmental theories and maps these onto the actual lived realities of children. She unpacks the way these developmental psychologies repopruce 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. Chapter explores how ‘learning ecologies’ are racialized and “how race organizes society and effectively structures and influences human development and learning”.
  • 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. Chapter “Privilege and critical race perspectives’ intersectional contributions to a systems theory of human development”.
  • 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. Chapter reviews research on intersectional models of social disadvantage and how these relate to childhood and youth development. 

Cognitive & social psychology 
Lecturers 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 breath and depth of racism. The following resources may help with this.

Clinical & counselling psychology

Lecturers may wish to explore how racism and intersecting oppressions contribute to poor mental health, the inaccessibility of mental health support systems for BME people and intersectional counselling/clinical psychology.  The following resources may help with this.

  • Wood & Patel (2017). On addressing ‘Whiteness’ during clinical psychology training. Full text available here.
  • Burman, E. (2003). From difference to intersectionality: Challenges and resources. European Journal of Psychotherapy & Counselling, 6, 4,  293-308. Full text available here
  • Work by 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).