Clinical Psychologist

Context

Psychology’s history is rooted in colonial and ableist perspectives that have perpetuated systems of oppression. In recent years, there have been increasing expectations placed on higher education institutions to prepare psychologists to work effectively with diverse communities, including developing competence to work in culturally safe ways with Aboriginal and/or Torres Strait Islander people. While this is a critical step to better supporting communities that have been marginalised, more work is needed to diversify the psychology workforce.

The psychologist workforce in Australia does not currently reflect the diversity of the populations that it aims to serve. As a discipline, we must embrace and celebrate the ways in which race, ethnicity, culture, gender, sexual orientation, age, socioeconomic background, neurodiversity, ability status, and intersectionality make us unique as individuals and dynamic as a society. We have a responsibility to consider how we can promote a more diverse psychology workforce in the future.

It is imperative that psychology, as a discipline, reflects on its limitations and historical wrongdoings and strives to action changes that correct historical inequities and create a safer, more inclusive path forward. As we collectively envisage a future where the field of psychology is more diverse, equitable
and inclusive, equity-minded solutions that challenge structural barriers to representation and belonging, and that celebrate the lived experiences of educators, practitioners, and students are needed.

Special Issue Aims
Clinical Psychologist is organising a special issue that will explore a range of topics related to diversity, equity, and inclusion. This special issue aims to explore the lived experiences of educators, practitioners, and students; to showcase research and practice initiatives that relate to diversity, equity, and inclusion; and to discuss what is needed to strengthen the discipline and to diversify the workforce moving forward.

A range of topics might be considered for this issue, including but not limited to:

• Clinical psychology research that prioritises the perspectives and lived experiences of students and educators in psychology, particularly in relation to diversity, equity, and inclusion
• Approaches to education and support that contribute positively to representation and engagement among students from communities that have been historically marginalised
• Processes for reforming student selection and faculty hiring to diversify the profession
• Factors that compound disadvantage among psychology trainees and educators
• Clinical training initiatives and faculty development activities that challenge colonial and other exclusionary practices that impede progress toward equity and parity

Clinical Psychologist is an international journal that “bridges the gap between clinical research and evidence-based practice.” It is in this spirit that we encourage academics, practitioners, and students to submit their work to this special issue. Indeed, a rich range of voices and perspectives are needed
to achieve the aims of this special issue. We invite research and practical contributions that will be of interest to the readership of Clinical Psychologist and welcome submissions that adopt various theoretical orientations and that come from various settings (e.g., tertiary education, private practice, health settings).

Quantitative, qualitative, and mixed methods studies are welcomed, as are systematic reviews and meta-analyses. Original research contributions should be formatted in accordance with the original article, review, or case series guidelines outlined in Clinical Psychologist’s instructions for authors.
Practical contributions should explore discrete diversity, equity, and inclusion initiatives or activities related to training, hiring or staff development, or practice. Practical contributions should adhere to the word limits for a brief report.

Submissions will be reviewed in two stages. First, contributors are requested to submit a 500-word (maximum) abstract outlining their proposed contribution, such that it may be considered for goodness-of-fit for the special issue. Abstracts should be submitted to the special issue co-editors via this link. Authors whose abstracts are well-suited to the special issue will then be invited to submit a full manuscript, which will be sent for masked peer review.
Abstracts will be reviewed on a rolling basis until the deadline to give authors as much time as possible to ready their full manuscripts. Upon acceptance, manuscripts will be published online in advance of the print special issue. Please note that an invitation to submit a full manuscript does not guarantee acceptance.

Deadline for abstract submissions: 01 August 2024
Deadline for final manuscripts: 15 December 2024

Any enquiries regarding potential contributions may be directed to the special issue co-editors:
Jessica Mackelprang, PhD: [email protected]
Kathryn Nicholson Perry, PhD: [email protected]
Amanda Taylor, PhD: [email protected]

Instructions for AuthorsSubmit an Article