This roundtable offers a nuanced exploration of anti-oppressive psychotherapy training practices, specifically tailored for psychotherapy trainers. Focused on addressing prevalent issues of racism and oppression within the UK counselling and psychotherapy professions, our discussion centres on the design, implementation, and outcomes of training initiatives aimed at fostering inclusive and equitable practices.

Drawing on the diverse expertise of participants, who are experienced psychotherapy trainers intimately involved in crafting and delivering such trainings, we delve into the multifaceted dimensions of our collective work. The roundtable provides a platform for candid dialogue and knowledge exchange, facilitating a deeper understanding of the aims, challenges, and transformative potential inherent in anti-oppressive training endeavors.

Central to our discussion is the approach taken by three participants in developing a comprehensive training course that critically examines issues of white privilege and supremacy within psychotherapy contexts. This initiative, designed to enhance the competencies of training staff in navigating racialized identities and fostering safe learning environments, has garnered significant interest and demand within a predominantly white training institute. Moreover, the roundtable incorporates the perspective of a participant who has extensive experience in delivering anti-oppressive training and engaged with the course as a learner, bringing forth rich insights from her experience. Through reflective dialogue, we illuminate the intricacies of delivering anti-oppressive training, exploring the emotional terrain, challenges, and moments of growth encountered along the journey.

By fostering a reflexive space for introspection and shared learning, this roundtable aims to fill a notable gap in the existing literature by offering firsthand accounts and experiential insights into the process of delivering anti-oppressive psychotherapy training. Our discussion underscores the importance of ongoing dialogue, self-awareness, and collective action in advancing the principles of social justice and equity within therapeutic practice and education.