Jo Birkett’s research while affiliated with University of Westminster and other places

This chapter provides an overview of a decolonising toolkit developed by psychology staff and students. The group worked reflectively and reflexively to create the toolkit as an organic activity. Following this activity, the Culturally Sensitive Curricula Scales pilot study contributed to an institutional understanding of the importance of decolonising the curriculum. Their importance is set against known issues in psychology that have encouraged the perpetuation of racist perspectives and practices, such as eugenics. Furthermore, psychological testing, which informs theories and conceptual issues, has a long history of bias for the development, application and misuse of psychology among particular populations. Given this backdrop, active measures must be taken to re-situate psychology as a subject with the potential to address historical and present-day inequalities and effect positive change. Increasing student diversity combined with growing exposure to the complexity of social and global issues suggests an opportune time for universities to review praxis and practice for teaching and learning.

Background A number of risk and protective factors have been identified in association with the mental health of doctoral researchers (DRs). One consistent factor noted in the limited available literature is the role of the supervisor. This literature is largely quantitative though, meaning less is known about how DRs experience supervision and its impact on their mental health. Aim The aim of this study was to explore how DRs experience research supervision and its impact on their mental health and wellbeing using qualitative methods at scale. Materials and Methods We analysed the free‐text responses of 1783 UK‐based DRs collected as part of the nationwide U‐DOC survey. Results Using reflexive thematic analysis, we found two superordinate themes capturing how DRs perceive research supervision and its impact on their mental health: (1) supervision as a conduit and (2) supervision as a mirror. Discussion Broadly, these themes encapsulate how supervisors can directly trigger, exacerbate or protect against mental health problems in DRs, as well as supervision providing an opportunity for DRs to learn more about themselves and their mental health. Conclusion Our findings support the need for compulsory supervisor training on positive supervisory practices as well as understanding and responding compassionately to DRs with mental health difficulties.