A qualitative evaluation of mentors’ experiences of a Black, Asian and Minority Ethnic mentor scheme for clinical psychologists

ABSTRACT

Objectives

Inequalities in the clinical psychology profession extend to the uptake and recruitment of clinical psychologists from Black, Asian, and Minority Ethnic (BAME) backgrounds. Mentoring schemes can help facilitate mentee’s personal and professional development. The aim of this study was to explore the experiences of mentors who participated in the BAME mentor scheme at University of Bath.

Methods

Qualitative interviews were conducted with N = 29 mentors (both trainee and qualified clinical psychologists), who predominately identified as female and White British. The reflexive thematic analysis six-step process was employed to analyse the data.

Results

Four major themes were generated; (1) Mentoring as a learning curve; (2) Mentoring in the context of BAME; (3) Why we mentor: The impact; and (4) Moving the scheme forward: What next?

Conclusions

Overall, mentoring was a rewarding experience for mentors, and given the right support, could help strengthen the mentoring experience and aims of the scheme for the future. These findings offer insight and guidance for future mentoring programmes considering diversifying the clinical psychology profession.

PUBLIC SIGNIFICANCE STATEMENT

Whilst steps are being taken to diversify the clinical psychology profession, such attempts are  in their infancy. The set-up of mentoring programmes within the Higher Education sector have theability to encourage and facilitate personal and professional development of those from ethnic minority communities. This study offers an insight into the experiences of mentors already training or practicing within the clinical psychology field to understand what works well and what can be done to improve future mentoring programmes.  

KEYWORDS:

• Clinical psychology
• mentoring
• Mentor
• ethnic minority
• diversity

Background & literature review

Inequalities in the training and profession of Clinical Psychology

Inequalities in the profession of clinical psychology are historic yet continue to persist today. National figures in England and Wales show that qualified clinical psychologists from Black, Asian, and Minority Ethnic (BAME) backgrounds make up only 9.6% of the workforce (Office of National Statistics ONS, 2018). At the entrance point to tertiary education, the uptake to undergraduate psychology courses is relatively diverse (Palmer et al., 2021; Turpin & Fensom, 2004). However, those from BAME backgrounds are far less likely to be accepted onto clinical psychology doctorate (DClin) training programmes in the United Kingdom (UK) (Palmer et al., 2021; Scior et al., 2007; Turpin & Fensom, 2004). Recent figures show that the overall representation of BAME applicants and trainees onto clinical psychology training programmes were significantly lower than their White counterparts (82% White vs. 17% BAME) (Clearing House for Postgraduate Courses in Clinical Psychology CHPCCP, 2020). Having an ethnically diverse and representative workforce is crucial in addressing inequalities (Office of National Statistics, 2018; Palmer et al., 2021. Furthermore, the personal experiences and identities of practitioners can help navigate the barriers commonly experienced by BAME individuals (Jackson & Gracia, 2014). Such barriers often include; stigma surrounding mental illness and mental health treatment (Byrow et al., 2020; Horwitz et al., 2020; Prajapati & Liebling, 2021), public stigma (i.e. cultural stereotypes such as being strong and independent or the value placed on work; Misra et al., 2021; Nelson et al., 2020; Watson & Hunter, 2015), lack of awareness of services (Byrow et al., 2020; Prajapati & Liebling, 2021) and a lack of cultural sensitivity from, and mistrust in, practitioners (Byrow et al., 2020; Prajapati & Liebling, 2021).

Inequalities in provision of psychological care

There are disproportionate inequalities in treatment and care for ethnic minority groups, who in turn are less likely to access mental health services or engage in psychological therapies (Good & Hannah, 2015; Harwood et al., 2021). People from BAME backgrounds are more likely to access non-voluntary services due to institutional racism (i.e. institutions routine operations, such as policies or practices, that result in and support the continued disadvantage and unfair or harmful treatment of individuals based on race, regardless of intention; Phillips, 2011) and the lack of representation within the clinical psychology workforce (Fernando & Keating, 2008). As such, an Independent Review of the Mental Health Act 1983 (2018) emphasised the importance of recruiting people from communities that are ‘disadvantaged within the present system’ (p. 24). This encourages BAME clients to access services that reflect their own culture, widen choice of therapists and enhance workforce representation (Turpin & Coleman, 2010). One way of increasing representation within the clinical psychology profession is to actively prioritise and advance opportunities for aspiring clinical psychologists from BAME backgrounds.

Mentoring schemes

Low visibility of BAME professionals, micro-aggressions (i.e. common, and daily, brief verbal, behavioural or environmental insults, slights, invalidations and indignities directed towards a marginalised group no matter how intentional or unintentional; Ogunyemi et al., 2020; Sue et al., 2007) and biases (e.g. stereotyping) have been identified as factors that may deter BAME students from pursuing a career in clinical psychology (Ragavan, 2018). For others, not meeting the entrance criteria for DClin programmes can impede acceptance onto the course and stifle career progression (Scior et al., 2007). Initiatives to diversify clinical psychology have included mentoring schemes and open days targeted towards aspiring clinical psychologists from BAME backgrounds (Scior et al., 2016). Within the literature a range of mentoring schemes have been referenced. These generally include trainee/practitioner-led workshops aimed at developing skills and knowledge related to clinical psychology (Rai et al., 2023; Scior et al., 2016), mentees being paired with a trainee’s and qualified clinical psychologist (Rai et al., 2023; Scior et al., 206), mentor supervision (Rai et al., 2023) and reflective practice sessions (Rai et al., 2023)

Research has documented that BAME mentees value such schemes and the support of others who have been in similar positions to them (Bawa & Harwood, 2021). For example, an open day evaluation found that BAME attendees valued the ability to network with others and felt more confident in applying for clinical psychology doctorate training (Waltman, 2018). Whilst there is evidence to suggest that such mentoring initiatives are beneficial for mentees, little is known about the experiences and benefits to mentors taking part in such programmes.

The role of the mentor

For a mentoring scheme to succeed, the mentor themselves plays an integral role. A mentor can be defined as an individual who provides help and advice to a less experienced person, usually in the context of work and school (Cambridge University Press, n.d..). The role of a mentor can vary from provision of support for career development to acting as a guide to help facilitate a mentee’s own personal and professional development (Johnson & Huwe, 2003).

Theoretical frameworks such as the Tripartite Integration Model of Social Influence (TIMSI) have been particularly beneficial in integrating minority students into the scientific community (e.g. Estrada et al., 2011, 2018). Social influence occurs when ‘a person changes his or her behaviour as a result of induction by some other person or group – the influencing agent’ (Kelman & Hamilton, 1989, p. 78). The TIMSI encompasses three processes of social influence – compliance, identification, and internalisation (Kelman, 1958, 2006). Compliance occurs when an individual accepts influence in hope of achieving a favourable reaction, reward, or approval from a person or group (Kelman, 1958, 2006). In the context of the clinical psychology community, doctoral trainees and clinicians act as influencing agents. Mentoring offers mentors opportunities to exchange knowledge, expertise and experiences with mentees, as well as acting as a gateway for minority students to enter the profession (Bawa & Harwood, 2021; Transforming Institutions by Gendering Contents and Gaining Equality in Research TRIGGER, 2014; Turpin & Fensom, 2004). Previous research shows that mentees who developed or acquired skills from their mentors felt more capable in their abilities and were more likely to pursue scientific careers (Estrada et al., 2018). Thus, the implementation of mentoring programmes can help enhance mentee visibility; foster personal development; enable significant transitions in knowledge; increase self-efficacy; and equip mentees with the skills needed to achieve their desired goals (Megginson et al., 2006; Mullen, 2009; Paglis et al., 2006; Rasheem et al., 2018).

Moreover, Kelman (1958, 2006) proposed that identification occurs when individuals immerse themselves into the social system and maintain a self-defining relationship with another person or group. In essence, the mentees from underrepresented groups become the target of influence, who through mentorship, begin to feel a sense of belonging within the community. Research indicates that quality mentorship can foster a sense of satisfaction, integration, and socialization for both mentors and mentees (Chan et al., 2015; Estrada et al., 2011). Finally, internalisation occurs when an individual accepts influence and finds the induced behaviour intrinsically rewarding, thus aligning to his or her own value system (Kelman, 1958, 2006). Research indicates that mentoring can offer intrinsic benefits to both mentors and mentees (Bardone-Cone, 2018). Mentoring can be a rewarding experience for mentors and has been shown to improve job performance and enhance personal satisfaction through leadership, learning and cultural knowledge exchange (Grima et al., 2014; Weinberg & Lankau, 2011). This can be beneficial in developing cultural competency by reflecting on how mentors own identity intersects with that of the mentee, which can include stereotypes, biases, and positions of power and privilege (Bhui et al., 2007; Ibrahim & Heuer, 2016; Sperry, 2012). Whereas, for mentees, mentoring can enable them to become professionals and act as a source of influence to others. In essence, mentoring is a reciprocal process that not only allows mentors to offer advice and support to others, but also can help improve the mentors’ ability to understand others (Thomas et al., 2007).

In the UK, there is a growing demand for clinical psychologists, yet the number of fully funded places on clinical psychology training course falls short of meeting this need. This is despite entrance to such training being highly sought after and competitive (Clearing House for Postgraduate Courses in Clinical Psychology CHPCCP, 2021). The University of Bath in the UK, launched its mentor scheme in 2019. The aim of this mentoring scheme is to offer support and guidance to aspiring clinical psychologists from ethnic minority backgrounds. More recently, Health Education England (HEE) provided funding to DClin programmes nationwide in the UK to enable development of mentoring schemes to help build an inclusive and representative workforce (Health Education England, 2018). To the authors’ knowledge, no previous study has considered the positionality, experiences, or benefits of being a mentor. Thus, the current study aims to qualitatively explore mentors’ (both trainee and qualified clinical psychologists) individual experiences of taking part in the mentoring scheme, with a focus on understanding what worked well, and what needs to be improved to make the programme as useful and accessible as possible.

Research Question: What are mentors’ individual experiences of taking part in the mentoring scheme for aspiring clinical psychologists from BAME backgrounds?

Methods

Design

A qualitative interviewing approach was adopted to answer the current research questions through a critical-realist lens (Sims-Schouten et al., 2007). According to this framework, meanings are artificially real in which they are subjective interpretations of reality, bounded by socially available meanings of the physical world (Frauley & Pearce, 2007). Mentor responses were thus theorized as the way people perceive natural reality.

The method of reflexive thematic analysis (RTA) was used in the current study (Braun & Clarke, 2019). RTA is regarded as a fully qualitative method (Braun et al., 2023). RTA is underpinned by the assumption that meaning is generated through the interpretation of data, rather than the extracted from the data (Braun & Clarke, 2021). RTA acknowledges that the researcher’s standpoint, life experiences, assumptions and expectations about the subject inevitably influence the narratives constructed from the data (Braun et al., 2023). RTA was used as it is aligned with the aim of understanding the experience of the participants and identifying patterns of meaning across the dataset (Braun & Clarke, 2006, 2020).

Participants

Participants (N = 29) were mentors (n = 16 trainee clinical psychologists and n = 13 qualified clinical psychologists) who participated in the University of Bath BAME Mentoring Scheme between 2019 and 2021 academic years (see Tables 1 and 2 for pseudonyms and sociodemographic characteristics).

Table 1. Qualified mentor characteristics.

Name	Age	Gender	Ethnicity	Years qualified
Interviews
Susie	34	Female	Mixed White	2–5
Chidera	42	Female	Black British	2–5
George	49	Male	White British	10+
Holly	32	Female	White British	0–1
Sarah	37	Female	White British	2–5
Zara	34	Female	White British	2–5
Hardeep	46	Female	Indian	10+
Online Completion
Brian	50	Male	White British	10+
Florence	39	Female	White British	DNP
Heather	54	Female	White British	10+
Gemma	38	Female	White British	10+
Samantha	42	Female	White British	10+
Natalie	31	Female	White British	0–1

DNP = Data not provided by participant.

Table 2. Trainee mentor characteristics.

Name	Age	Gender	Ethnicity
Interviews
Julian	26	Female	White Other
Phoebe	25	Female	White British
Anja	31	Female	White Other
Imogen	26	Female	White British
Amelia	26	Female	Mixed White & Asian
Lan	27	Female	Chinese
Emily	30	Female	White British
Zoe	30	Female	White British
Celeste	DNP	Female	Asian
Leah	28	Female	White British
Online Completion
Lily	29	Female	White British
Olivia	32	Female	White British
Amber	31	Female	White British
Isla	26	Female	White British
Lauren	42	Female	White British
Erin	28	Female	White British

DNP = Data not provided by participant.

Procedure

The reporting of the study methodology and findings has been guided by the Consolidated Criteria for Reporting Qualitative Research (COREQ) reporting guidelines (Tong et al., 2007; See Supplementary data for the corresponding COREQ checklist). Ethical approval was obtained from the University of Bath Psychology Research Ethics Committee. All participants were recruited through purposive sampling via the scheme’s e-mail list. The facilitators of the BAME mentoring scheme emailed all mentors who had participated in the scheme to invite them to take part in the study. The facilitators (the 1^st & last author) were known to the potential participants via their role in organising and facilitating the scheme. The invitation email included a link to a secure online portal for access to the study information sheet and consent form. Those who chose to take part, were asked to complete a short demographic questionnaire and to either take part in a telephone interview or to provide written feedback about their experience by answering the same questions asked in the interview. Six trainees and six qualified mentors preferred the online survey option and were offered £10 for their participation. Seventeen interviews were conducted virtually via Microsoft Teams and lasted between 35–90 minutes (M = 52.24 minutes). Throughout the interview participants were given opportunities to ask questions. On completion participants were fully debriefed and offered £20 for their participation. All participants who consented to take part remained in the study until completion. The interviews were automatically transcribed verbatim using the transcription feature in Microsoft Teams. The audio recordings of the interviews were re-listened to and checked against the transcript for accuracy. Where inaccuracies in transcription had occurred these were corrected. As a part of reflexivity, interviewers noted their observations of conducting the interviews throughout the interview process and kept a record of their observations in their reflexive diaries. The interviewers observations were discussed at weekly team meetings with the other interviewers and the project leads (AF & JFAM).

The use of data saturation (conceptualised as the occurrence of ‘information redundancy’, e.g. there will be a point at which that no new themes or codes can be ‘extracted’ from the data) (Braun & Clarke, 2021) was not used in this study. The assumption that saturation in ‘data, codes, themes or meaning’ is possible and should be aimed for, relies on a neo-positivist orientation, which is not consistent with the assumptions of RTA (Braun & Clarke, 2021).

Measures

The semi-structured interviews followed a topic guide consisting of open-ended questions about how the participants learned about the scheme, their experiences with enrolment and participation, their views on the scheme’s name, and their recommendations for improvements and potential guidelines. The participants were further asked to evaluate various aspects of the scheme and were prompted to elaborate on their answers. Our research team that developed the topic guide consisted of five previous mentees and mentors from the scheme, the two organizers of the scheme, and two researchers with no prior experience with the scheme. Previous mentees and mentors were deliberately recruited as researchers, as similar identity positions between researchers and participants can aid in asking more pertinent questions that will produce relevant and meaningful themes (LaSala, 2003).

Data analysis

Data from the surveys and interviews were analysed with RTA. Five authors (NH-S, OE, SW, KP, MG) coded the data. Transcripts and survey responses were coded together on the web version of Taguette. Coding was primarily inductive but essentially mixed with a deductive approach. After the initial coding and rereading the transcripts several times, we developed a provisional codebook as a template for the rest of the coding process. The codebook was edited and revised throughout the analysis process along the way and revisited to develop the final version. The primary codes were more general and prompted by the interview questions (e.g. ‘session content: cultural background’). The revised version of the codebook included codes representing wider patterns of meaning (e.g. ‘readiness for discussing race/ethnicity in the context of DClin’). The initial themes were created from the final codes. The coded transcripts were then revisited to refine and finalize the themes. The analysis followed the six steps recommended by Braun and Clarke (2006, 2020) and adopted a ‘Big Q’ approach as opposed to the ‘small q’, referring to a positivist-like position (Kidder & Fine, 1987). The Big Q approach allowed room for going back and forward between the steps of data familiarization, coding and generating themes.

Reflexivity

The interviews were conducted and coded by five of the authors, all of whom identify as female and are from BAME backgrounds. The interviewers included NH-S a PhD researcher who had no previous involvement in the scheme, SW had a secondary school teaching background and at the time of the interviews was involved in widening diversity initiatives within the University and OE, KP and MG all held masters degrees and had previously taken part in the scheme in a mentee capacity. All authors have an interest in and are committed to diversifying clinical psychology and supporting aspiring clinical psychologists from BAME backgrounds. The research team were aware that their positions could influence their interpretation of the data. For example, three of the interviewees had previously taken part in the mentoring scheme as mentees and had positive experiences in their engagement with the scheme. Thus, the potential to focus on/or pay more attention to aspects of the data that were similar to/or consistent with their own views or experiences were discussed. During the analysis process the research team met fortnightly reflect on participant narratives, the analysis, and their positionality. These meetings were facilitated by the first and last authors who were not directly involved in the interview process or coding of the data.

Results

The analysis generated four themes, which collectively highlight qualified and trainee psychologists’ experiences of taking part in the BAME mentoring scheme: (1) Mentoring as a learning curve; (2) Mentoring in the context of BAME; (3) Why we mentor: The impact; and (4) Moving the scheme forward: What next? (see Figure 1 for thematic map).

Figure 1. Thematic map.

Read the detailed description of this figure

A figure depicting the four themes generated through the analysis. Theme 1: Mentoring is a learning curve (“I’d say as a whole it exceeded it, but…”: Managing expectations; “There’s no set template to it”: Learning by doing; “Guided by both sides”: Navigating mentoring dynamics). Theme 2: Mentoring in the context of BAME (Discussing “the elephant in the room”: Race, ethnicity, culture; “Anything I can do to hold the mirror up to myself”: Reflections on self-identity). Theme 3: Why we mentor: The impact (“I’m definitely a do-er. So what can I do?”: Diversifying our workforce and increasing representation within clinical psychology; “It’s like a two-way thing”: The mutual benefits of participation). Theme 4: Moving the scheme forward: What next? (“A handbook is a must”: Developing comprehensive guidelines; “The earlier we can offer these kinds of things the better”: Expanding what is offered; “As a team we can all learn from each other”: Building a mentoring community).

Theme 1: mentoring as a learning curve

When discussing their experiences of the scheme, mentors positioned it as a journey; something that was ultimately worthwhile, but which involved numerous unanticipated challenges, which made for a steep learning curve. These challenges are captured by three subthemes: (1.1) Managing expectations; (1.2) Learning by doing; and (1.3) Navigating mentoring dynamics.

Managing expectations: “I’d say as a whole it exceeded it, but … ”

Mentors entered the scheme with varied expectations relating to the set-up of the scheme, what it aimed to achieve, and their expected input. A strong narrative throughout interviews was the desire to diversify the profession, and the mentoring scheme was perceived as a way to contribute to this; but how that would happen and what that would look like was unclear.

I didn’t really know what to expect. I knew I wanted to be part of something and to address the kind of inequity of our profession. I wasn’t sure how that would present within the scheme. (Julian, trainee)

For some, there was also confusion regarding who they were expecting to mentor, leading to queries regarding real-world impact.

But if it is about widening our workforce, which is what I kind of thought it was about […] it will be really ironic though if my involvement empowered this person to get jobs in the UK over other people in the UK and then they leave and they go back to their country. (George, qualified)

Negotiating expectations between mentors and mentees was a further challenge. Some mentors found that mentees expected more support than they could provide. Some were able to set boundaries to address this, whilst others struggled.

I think my mentee had overly high expectations of what would be offered and I then offered too much as a result. (Natalie, qualified)

Nevertheless, by the end of the scheme, most mentors felt like their expectations had either been met or exceeded.

I enjoyed being part of it a lot more than I expected […] I think the mentee appreciated the sessions a lot more than I thought they would, and I was able to offer a lot more, so I think that was a real positive. (Holly, qualified)

Learning by doing: “There’s no set template to it”

Mentors described the scheme as something driven by the act of doing rather than a specific template or set of guidelines. Their reaction to this was mixed. Some mentors flourished under this approach, with the flexibility allowing them the freedom to operate under their own terms.

The flexibility and the freedom of it. You don’t have to meet every month, it’s what feels helpful for the both of you and manageable, so I liked that, the autonomy of it as well. (Imogen, trainee)

Others found this lack of structure difficult, which occasionally led to over commitment or a lack of consistency. This improved as mentors gained more experience and confidence with mentoring, but was still a challenging part of the process.

I think I slightly overcommitted myself the second time […] I found myself enjoying it less ‘cause it felt more of a burden […] I think that was just because of the pressure of trying to fit it in around full-time job. (Holly, qualified)

Navigating mentoring dynamics: “Guided by both sides”

Finally, a core part of the mentors’ learning curve was the development and maintenance of the mentee-mentor relationship. Mentors highlighted how initial conversations and building rapport was key to ensuring a successful and trusting relationship. This was framed as a collaborative process.

… open the door to make those conversations possible […] you’re modelling again being able to talk about that, being open and maybe making yourself a bit vulnerable to hopefully encourage, to reassure the mentee that that’s okay and make them feel comfortable. (Susie, qualified)

Initially it was really about getting to know each other and creating a space where it felt safe to have some of the other conversations. (Julian, trainee)

However, building rapport was conditional on mentees’ initial engagement, and this differed substantially between relationships. This lack of engagement was experienced as disheartening, but there was recognition that it cannot be forced.

They declined to kind of set up regular meetings and so then I was just waiting for them to get in touch. I think I did email them on another occasion to just say you know to check in […] but didn’t hear anything back. (Chidera, qualified)

A further challenge, predominantly experienced by qualified mentors, related to managing power dynamics. An imbalance in power was something mentors wanted to avoid, as it was positioned as antithetical to what a good mentoring relationship should be. This seemed to be less of an issue for trainees, who described the relationship as ‘more peer level’ (Imogen) and ‘quite equal’ (Amelia).

I definitely felt like I was looked at as having all the answers, and I think both of them were looking for the right answer, which I found quite difficult sometimes, ‘cause I was like there isn’t really a right answer. (Holly, qualified)

After a period of trial and error, most mentors managed to find a middle ground with their mentees. A key part of this was recognising that ‘each person’s needs are different’ (Zara, qualified); thus, flexibility and tailoring mentoring to individual mentees was part of being a good mentor.

Theme 2: mentoring in the context of BAME individuals

The mentoring scheme’s specific focus on BAME individuals was a key factor to joining the scheme, and mentors frequently reflected on how this context shaped their overall experience of mentoring. This is discussed through two subthemes: (2.1) Race, ethnicity, culture: Discussing ‘the elephant in the room’; and (2.2) Reflections on self-identity.

Race, ethnicity, culture: discussing “the elephant in the room”

A salient theme across the data was how mentors handled and felt about discussions regarding race, ethnicity, and culture. Several factors appeared to influence whether these conversations were had, how comfortable they felt, and what the outcome was. Despite mentors being driven to join the scheme due to recognising the lack of diversity within clinical psychology, there was some discomfort about how to broach conversations about the realities of the profession.

I didn’t want to portray lies about the profession in that actually it is very white middle class, but I also didn’t want to put her off from that. (Phoebe, trainee)

There’s this whole other layer of like yeah we’re giving you support to think about how to be in the system but also like the system is racist. (Zara, qualified)

Mentors perceived there to be an emphasis on getting conversations about race and ethnicity ‘right’. Subsequently, the fear of saying the wrong thing acted as a barrier to these conversations. This was more challenging for mentors from non-BAME backgrounds who had no prior cultural competency training.

It’s easy to say the wrong thing and people worry about being politically correct. (Susie, qualified)

I was unsure how helpful it was for me, a white woman, to bring these topics up repeatedly and it felt as though it could be othering. (Amber, trainee)

On reflection, some mentors regretted avoiding these topics, and considered whether this could have negatively impacted mentee engagement.

I don’t think we talked about racism or prejudice in the context […] I was left wondering whether the lack of engagement had anything to do with how I spoke about this or whether I did not address it enough.

(Lauren, trainee)

Reflections on self-identity: “Anything I can do to hold the mirror up to myself”

Although these conversations were difficult, mentors found that they provided an opportunity to reflect on how their own identities impacted their journey into clinical psychology. As one BAME mentor reflected:

From a non-BAME background, it’s quite easy to sort of forget and so being involved in something like this I think raises it to the forefront. (Lan, trainee)

These reflections often involved acknowledging the privilege mentors experienced relative to their mentees. This facilitated a renewed awareness of the importance of such mentoring schemes, and their personal responsibility to educate themselves on issues relating to equality, diversity and inclusion.

As a privileged middle-aged white mentor I needed to realise my limitations. It’s my duty to educate myself about race, racism, and white privilege. I need to be humble and respectful and recognise the part that privilege has played in my success. (Brian, qualified)

I am aware of my age, white background and that race and cultural identity was less prominent in my training than it is now. I am also aware that I work in a geographical area that has low levels of diversity compared to other parts of the UK which means my cultural competency is likely to be less developed than colleagues in more diverse areas. (Heather, qualified)

Theme 3: why we mentor: the impact

Despite the steep learning curve, mentors frequently spoke about the positive outcomes that occurred as a result of mentoring, and these were positioned as motivating factors to continue the process. Two subthemes were generated: (3.1) Diversifying our workforce and increasing representation within clinical psychology; and (3.2) The mutual benefits of participation.

Diversifying our workforce and increasing representation within clinical psychology: “I’m definitely a do-er. So what can I do?”

Prior to joining the scheme, although mentors were keen to facilitate widening access to clinical psychology, they felt unsure about how to do this and expressed feelings of frustration. As mentioned in 1.1, the scheme was perceived as a way to actively ‘instigate some systemic change’ (Samantha, qualified).

I had been reflecting on my role and whiteness in clinical psychology and had been uncertain what action I could take to help. This seemed like a small but easy step which could have direct impact, even if only for one person. (Erin, trainee)

By the end of the scheme, many mentors felt they had a positive impact on the mentee’s journey towards clinical psychology, whether it was providing application support, facilitating networking opportunities, or building their confidence and knowledge of the doctoral process. This was experienced as rewarding and encouraging.

We looked at job adverts and I reviewed her CV […] I helped her to prepare for interviews by brainstorming typical questions, how to answer these and we even did a mock interview! (Lauren, trainee)

I think kind of demystifying the application process of getting your first kind of job in an NHS setting and kind of how to sell yourself and how to approach the interview. (Anja, trainee)

I had arranged them to speak with someone who’s been through PWP training, for example, because that was something that they thought they might be interested in. (Julian, trainee)

Sometimes the impact was even more tangible, with mentors aiding mentees in successfully gaining employment within clinical psychology:

She handed in a really great application. It was the first assistant psychology job she applied for. I read over the application, did mock interviews for it and she got the job […] I don’t want to say I had a massive part to play in that, but it was a nice small role to play. (Phoebe, trainee)

The mutual benefits of participation: “It’s like a two-way thing”

When reflecting on the positives of mentoring, mentors were quick to establish that they had also gained something from taking part, reminiscent of the idea in 1.3 of mentoring as a collaborative experience. One benefit was being able to hone their own skills and share their knowledge. This boosted their confidence and gave them a sense of giving back to the profession.

The chance to offer direct, practical help of the kind that I know made a huge difference to me in my journey to training. (Amber, trainee)

It’s giving me good experience developing sort of supervision skills […] my mentee was at a point where she wanted to apply for assistant psycholog[ist] role, so I was able to read her application and support with that. (Phoebe, trainee)

Intertwined with this professional development was the opportunity for personal growth, akin to 2.2. By being paired with mentees from different backgrounds, mentors were given the space to reflect on their own biases and assumptions, which may previously have been unchecked.

This is a good opportunity for us to learn those skills, to learn about the difficulties, because otherwise we risk just being really kind of Eurocentric […] we only can experience our own journeys unless we talk to other people about theirs. (Emily, trainee)

I’ve valued discussions with both of them […] it’s given me an opportunity to reflect with them about how […] I might be inadvertently racist, unconsciously biased. (George, qualified)

Theme 4: moving the scheme forward: what next?

Finally, mentors considered the ways in which the mentoring scheme could be further developed for future intakes. These ideas are explored through three subthemes: (4.1) Developing comprehensive guidelines; (4.2) Expanding what is offered; and (4.3) Building a mentoring community.

Developing comprehensive guidelines: “A handbook is a must”

In line with discussions highlighted in the first theme, mentors advocated for the development of a comprehensive set of guidelines to ease navigating the scheme, such as ‘a code of conduct’ (George, qualified). It was felt that this would ensure both parties begin the process on the same page, which may address some difficulties outlined in previous themes.

I would have liked more clarity on contracting and for the mentees to be given clearer information […] so they know what to expect from the scheme and what the scheme cannot offer them. (Natalie, qualified)

Providing guidance for mentors once within the scheme was also suggested, such as session content ideas:

It would be great to have […] a little like bullet-point list of things that you could consider if [mentee] wants to that aren’t obligatory. (Zara, qualified)

Perhaps some regular emails with suggested topics to cover or prompt questions to consider together? (Gemma, qualified)

Mentors also wanted more support regarding conversations about race, ethnicity and culture, as highlighted in the second theme. This included assurances as to the level of cultural competency needed, as well as resources and training opportunities to enhance their learning.

Maybe some people would feel better about mentoring someone if they knew that they weren’t expected to be like an expert in cross-cultural practice or anti-racism. (Zara, qualified)

Some more resources […] for the mentors and mentees about how to discuss race and culture and ethnicity and intersectionality and […] to do some more training for the whole group as well. (Amelia, trainee)

Expanding what is offered: “the earlier we can offer these kinds of things the better”

Another suggested improvement was broadening the scheme, both in terms of opportunities provided and who these opportunities were for. For example, mentors advocated for aspiring clinical psychologists to get access to mentoring prior to university. It was argued that without this, students undertaking their GCSEs and A-Levels ‘might otherwise not even think of it [Clinical Psychology] as a career’ (Holly, qualified).

The earlier we can offer these kinds of things the better because that’s when, unfortunately, people are being asked to make pivotal career choices early on, that are going to influence what they decide to study for their undergrad. (Sofia, qualified)

Mentors also highlighted the need to provide mentees with clinical work experience, which was seen as eye-opening and essential for doctoral applications.

You’d also have something which gives people the kind of skills and knowledge and information from experience that’s gonna make the difference on their application forms […] for clinical psychology training, you need to be supervised by a clinical psychologist, you need work experience in the NHS. (George, qualified)

However, mentors were aware of the challenges of arranging such opportunities:

If they could just shadow you for a week but you know they have to go through DBS checks, you have to go through consent processes, it probably would have to have an honorary contract. There’s so many barriers that do get in the way. (Hardeep, qualified)

Building a mentoring community: “as a team we can all learn from each other”

Finally, mentors reflected on the ways in which the scheme could transform to become more of a community. As mentors entered the scheme with similar goals, many wanted more opportunities to socialise and network with the wider group. This was viewed as something that could facilitate a sense of comradery and create a space for continued reflection and growth.

It would be useful to have some kind of structured meetings maybe dotted throughout the year […] just so that you feel part of like a community, like a bigger thing. (Zoe, trainee)

You can feel a bit isolated in your experiences, you know, as a mentor, and maybe you know we could check with other people if we have got the right idea or use it as like a networking thing. (Emily, trainee)

Opportunities for peer reflection […] so that people could share experiences. (Chidera, qualified)

Such spaces could also be used for additional training, as highlighted in 4.1:

Training where people come from BAME backgrounds […] to talk about […] their experience [.] of being in the profession or working towards being in the profession […] what are the specific barriers that people might come up against? (Sarah, qualified)

Increased communication and overlap between qualified and trainee mentors was also perceived as a way to enhance this sense of community, for the benefit of both mentees and mentors:

It would be nice to have that kind of support ‘cause as a team we can all learn from each other […] it would have been really good for us to work together […] to come together and like, share that experience. (Amelia, trainee)

I wonder if it would have been helpful to have had that link up and to the mentees benefit just so that we weren’t kind of having the same conversations, or if we were, that we’re acknowledging that and to just best support the individual. (Julian, trainee)

Discussion

The purpose of this study was to gain an in-depth insight into the experiences of mentors who participated in a mentor scheme for aspiring clinical psychologists from BAME backgrounds. Four themes were generated; (1) mentoring as a learning curve; (2) mentoring in the context of BAME individuals; (3) why we mentor: the impact; (4) and moving the scheme forward: what next?. Overall, mentors found the mentoring process rewarding, and given the right support, could help strengthen the mentoring experience and aims of the scheme for the future.

The first theme focused on mentors’ experiences of participating in the scheme. The mentoring experience was a learning curve for mentors, during which they had to manage their expectations of the scheme and mentoring process. Mentors learnt to navigate through the mentoring dynamics with their mentees by doing the role, however, this resulted in some mentors facing challenges during the mentoring journey. For example, although most mentors expressed that their desire to diversify the clinical psychology profession was a motivating factor for signing up for the scheme, they felt unsure about the expectations of the scheme and how to achieve this goal. Mentors struggled to manage mentee expectations and their mentee-mentor relationship, thus wanted more clarity and structure. Some mentors felt that a collaborative approach of setting boundaries, building rapport, and finding common ground with their mentees helped develop and maintain their mentee-mentor relationship (Clutterbuck, 2005). In line with the TIMSI framework, compliance was seen to occur with mentees accepting their mentors as a source of influence (Kelman, 1958, 2006). However, qualified mentors felt that their ‘qualified professional label’ added additional expectations by mentees to provide the right answers. This resulted in a power imbalance between the mentee and mentor. This is not surprising, as mentees often view their mentors as experts with hierarchical authority, thus placing greater expectations for the quality of support and knowledge exchange (Beech & Brockbank, 1999; Wilson et al., 2010). Despite, facing these challenges, most mentors found that taking on a flexible and individualised approach enabled them to meet the specific needs of their mentees, which in turn enabled them to achieve the aims and expectations of the scheme.

The second theme focused on how mentors reflected on their self-identity and the challenges they experienced in discussing race, ethnicity, and culture within their mentoring sessions. All mentors recognised that there are inequalities in the representation of ethnic minority workforce in clinical psychology, therefore, were motivated to help widen participation of BAME candidates, regardless of their personal ethnic identity (Office of National Statistics, 2018; Palmer et al., 2021). Here, it could be seen that the internalisation process was being adopted, and there were intrinsic benefits to both mentors and mentees own value systems (Kelman, 1958, 2006). However, even though all mentors shared the same aim of building an inclusive and representative workforce, White mentors discussed the challenges they faced in discussing sensitive topics relating to race, culture, and ethnicity with their BAME mentees. White mentors expressed concern about saying the wrong thing and reported being conscious of getting it right. Previous research echoes these concerns and reports that White individuals tend to feel uncomfortable in talking about such topics, often due to the lack of cultural competency training offered in clinical training programmes (Churchard, 2022; Trawalter & Richeson, 2008). To overcome these challenges, some White mentors reported reflecting of their own identity, experiences, and positions of power and privilege as a way of reducing the discomfort of navigating culturally sensitive conversations with mentees. Research suggests that self-awareness of one’s own identity and position can assist in an individual’s ability to actively develop their cultural competency skills, confidence, and understanding of others from diverse backgrounds (Bawa & Harwood, 2021; Thomas et al., 2007; Turpin & Fensom, 2004).

The third theme considered the impact of the mentoring experience for the mentors personally, and more widely. Mentors felt a sense of achievement in helping to diversify clinical psychology through mentoring. By sharing their professional and personal experiences, resources, and knowledge, mentors felt that they were having a valuable and positive impact on their mentee’s journey to apply for the clinical doctorate training (Transforming Institutions by Gendering Contents and Gaining Equality in Research TRIGGER, 2014). By helping to facilitate their mentees professional development, mentors felt a sense of fulfilment in their mentoring roles (Johnson & Huwe, 2003). Mentors felt that participation in the scheme was worthwhile in accomplishing their aim to widen access and employment of BAME candidates within clinical psychology training. This process of identification enabled mentees to immerse themselves into the social system by maintaining a self-defining relationship with their mentors (Kelman, 1958, 2006). The majority of mentors found the mentoring experience rewarding by reflecting on the mutual benefits of participation in the scheme (Coates, 2012). The sense of achievement of their mentoring goals was an encouraging and motivating factor to continue to participate in such mentoring programmes (Eby et al., 2006).

The final theme focused on improvements that could be made to the scheme going forward. Some mentors found it challenging to manage their own expectations, adopt a proactive approach to mentoring, and take on a more collaborative relationship with their mentees. Therefore, they felt that development of comprehensive guidelines, additional support, and building a mentoring community would be advantageous to the scheme. Other formal mentoring programmes have suggested that clearer communication of programme objectives, better mentee-mentor matching, and better programme monitoring can improve the mentoring experience (Eby & Lockwood, 2005). However, some mentors preferred the flexibility and freedom to take an individualised approach to mentoring, therefore did not favour having specific templates or guidance to mentoring. Whilst the suggested improvements made by mentors are useful to help review and improve the current mentor scheme, other mentoring programmes may also benefit from these recommendations when developing and designing their own mentoring schemes. Furthermore, given some of the challenges in managing the mentoring dynamics, expectations and conversations around culturally sensitive topics, future schemes should consider providing cultural competency training, resources, toolkits, and support for both trainee and qualified mentors participating in such schemes.

Strengths and limitations

A particular strength of this study was the use of qualitative in-depth interviews and reflexive thematic analysis. This enabled the researchers to embed reflection throughout the project by fully immersing themselves in the data analysis process and write-up of the findings. Conducting individual interviews was deemed more suitable than focus groups as it allowed mentors to comfortably and privately share their experiences, thus reducing group pressures and increasing depth and detail of the responses (Stokes & Bergin, 2006). In addition, by offering participating mentors the flexibility to complete a survey response or individual interviews allowed for multiple streams of data collection. Given that the evaluation of mentoring programmes have been largely carried out in the U.S.A. (de Dios et al., 2013; Mangione et al., 2018), this study adds to the gap in literature by evaluating a UK mentoring scheme that aims to diversify and enhance inclusion of the BAME workforce in clinical psychology.

Directions for future research

Whilst this study offered a comprehensive account of mentors on the scheme, it is recognised that qualified and trainee clinical psychologist’s experiences of mentoring may have differed. For example, mentee expectations of qualified mentors may have been more profound than trainee mentors, therefore, discussions around culturally sensitive topics, taking on a leadership role, and navigating the mentee-mentor dynamics may have varied between the mentor groups. Thus, future research should consider dissecting the experiences of both groups to better understand the mentors’ motivations for joining the scheme and their needs during the mentoring journey.

Conclusion

Findings from the present study highlighted that mentor found their mentoring experience rewarding. Mentors recognised the positive impact that their support had on their mentees, and the wider need to diversify and increase representation within clinical psychology. The mentoring experience was an insightful journey, in which mentors had to navigate through their mentee-mentor relationship, learn how to manage their expectations, and take on a proactive role in the mentoring process. By reflecting on their own self-identity, mentors were able to consider conversations around culturally sensitive topics with their mentees. Given the suggested recommendations by mentors, the development of guidelines, resources, and building a mentoring community could help enhance the mentoring experience and success of such schemes in the future.

Acknowledgements

The authors would like to acknowledge Catherine Butler for initiating and setting up the mentor scheme at the University of Bath.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Additional information

Funding

This research was supported by Health Education England (HEE).

Notes on contributors

Afsana Faheem

Dr. Afsana Faheem is a lecturer at University of Bath and co-leads the university’s mentor scheme for aspiring clinical psychologists from Black, Asian, and Minority Ethnic backgrounds.

Nina Higson-Sweeney

Nina Higson-Sweeney is a PhD student within the Department of Psychology at the University of Bath, investigating fatigue within adolescent depression.

Öykü Eyüboğlu

Öykü Eyüboğlu is a research assistant at the University of Bath where she completed her master’s dissertation on the brain morphometry of attention-deficit/hyperactivity disorder.

Susanne Wilczoch

Susanne Wilczoch is a specialist Psychology Sixth Form teacher and worked at the University of Bath within the widening participation team.

Khyati Patel

Khyati Patel is a Psychological Wellbeing Practitioner in an Improving Access to Psychological Therapies service.

Mehak Gandhi

Mehak Gandhi is a Data Advisor at United Response, a non-profit organisation which supports individuals with disabilities.

Josie. F. A. Millar

Dr Josie. F. A. Millar is a Clinical Psychologist and Lecturer at University of Bath. Josie co-leads the university’s mentor scheme for aspiring clinical psychologists from Black, Asian, and Minority Ethnic backgrounds.