Introduction
In recent years, encouraging progress has been made in helping therapists integrate clients’ culture, background, identity, and lived experience into their therapeutic work. However, there remains a foundational gap in these significant experiences of identity are actively addressed within therapy. As we engage with increasingly diverse client groups, it’s clear that cultural competence alone is not enough; we need a solid anti-discriminatory framework embedded into our practice. This interactive workshop offers space to explore our own identities, the contexts we work in, and how personal experiences, values, and biases shape therapeutic processes.
With this in mind, join us for a reflective training session exploring the role of your identity and of anti-discriminatory practice in your clinical work.
The event will be equivalent to 2.75 hrs of CPD.
Content
Part 1 of this two-part session opens up the conversation in defining anti-discriminatory practice and exploring why this is important for our clinical practice. This session will engage attendees in reflection on their own identity, how their identity impacts position, power, and privilege within the therapy space. Utilising Social GGRRAAACCEEESSS and addressing frameworks, we will explore the interaction of client and practitioner identity within their practice.
Part 1:
What is anti-discriminatory practice
Why is anti-discriminatory practice important
Systemic inequalities for clients from minoritised backgrounds
Social GGRRAAACCEEESSS
Addressing
The role of power and privilege
Learning Objectives
1. Define anti-discriminatory practice and explain its relevance within psychological therapies.
2. Describe why anti-discriminatory practice is essential for ethical, effective, and inclusive therapy.
3. Recognise how systemic inequalities impact clients from minoritised and marginalised backgrounds.
4. Understand and apply the Social GRACES framework to reflect on personal and client identities.
5. Reflect on how power and privilege operate within the therapeutic process and wider systems.
6. Begin developing greater awareness of personal biases and assumptions that may affect clinical practice.
Training Modalities
The session will include lecture content, Reflective exercise, Q&A, and polls
Key References
Balsam, K. F., Martell, C. R., & Safren, S. A. (2006). Affirmative Cognitive-Behavioral Therapy With Lesbian, Gay, and Bisexual People.
Beck, A. (2016). Transcultural cognitive behaviour therapy for anxiety and depression: A practical guide. Routledge.
Hays, P. A., & Iwamasa, G. Y. (Eds.). (2006). Culturally responsive cognitive behavioral therapy: Assessment, practice, and supervision. American Psychological Association.
Pachankis, J. E., Soulliard, Z. A., Seager van Dyk, I., Layland, E. K., Clark, K. A., Levine, D. S., & Jackson, S. D. (2022). Training in LGBTQ-affirmative cognitive behavioral therapy: A randomized controlled trial across LGBTQ community centers. Journal of Consulting and Clinical Psychology, 90(7), 582.
Rush, H. (2024). Neurodiversity-Affirming Psychotherapy: Principles, Practices, and Potential (Master's thesis, Pacifica Graduate Institute).
Williams, M. T., Faber, S. C., & Duniya, C. (2022). Being an anti-racist clinician. The Cognitive Behaviour Therapist, 15, e19.
About the presenter
Taf Kunorubwe (he/him) is a BABCP accredited Cognitive Behavioural Therapist, Supervisor, and Trainer based in Reading, Berkshire. With over 15 years of experience across the NHS, private practice, and higher education, he integrates CBT and mindfulness to support clients dealing with anxiety, depression, trauma, and self-esteem challenges. Taf is also a guest at various universities, where he provides consultancy, supervision, and training. His research focuses on culturally sensitive therapy practices, including interpreter-mediated therapy and adaptations of CBT for diverse communities. He has authored several publications on these topics and co-authored NHS Wales guidance for improving access and the provision of psychological interventions for people from racially, religiously and ethnically minoritised communities.
Natalie Meek (she/they) is a BABCP accredited Cognitive Behavioural Therapist in private practice, and a Lecturer in Clinical Psychology. Natalie is Decolonising Lead and Disability Representative within the Charlie Waller Institute, at the University of Reading, and has been developing anti-discriminatory practice training for psychological therapies trainees for the past few years. Natalie has been working within the mental health field, across the NHS and private practice for the past 15 years, with particular focus on working with clients of minoritised background. Natalie’s research focuses on developing more inclusive training and training environments within psychological therapies, and equitable treatment for minoritised client groups within Talking Therapies.
Who should attend
Primary care low and high intensity, psychologists, nurse therapists, counsellors, occupational therapists, social workers. Both for those working with adults or children and young people.