Overview of Portfolio

This thesis combines two distinct yet complementary studies that examine the relational dynamics of trust and emotional safety in therapeutic and educational settings. Each study examines how interpersonal connection is shaped by cultural context, power, and psychological vulnerability, focusing on the conditions that support or hinder person-centred engagement.

Part A: This study explored the experiences of African and Caribbean psychological therapy professionals (PTPs) as they establish therapeutic trust with clients from their cultural background. Thirteen PTPs were interviewed using semi-structured interviews, and reflexive thematic analysis was employed to explore their insights. The findings identified three key themes involved in trust-building, which were: (1) Shared Cultural Understanding is a Trust-Building Resource, (2) Recognising and holding the effects of stigma and (3) No Trust Without Transparency. PTPs described culturally grounded approaches that centre relational connection, community values, and client safety, emphasising that trust is not automatic but cultivated through ongoing reflexivity and respect for difference. This study contributes to the development of culturally competent and affirming therapeutic practice for racially minoritised clients.

Part B is a systematic literature review examining the use and impact of trigger warnings (TWs) in psychology education. Drawing on eight empirical studies, the review synthesises evidence on student perceptions of TWs, their psychological impact, and their influence on learning engagement. While TWs were generally viewed positively, particularly by students with lived experience of trauma, there was limited evidence that they reduce distress or avoidance in a measurable way. Some studies suggested they may increase anticipatory anxiety, though none reported long-term harm. The review raises questions about how to support emotional safety in training contexts while fostering resilience and preparedness for clinical practice, where similar content warnings may not be available.

While addressing different domains, both studies share a focus on how emotional safety, cultural awareness, and relational sensitivity shape engagement in psychological contexts. Together, they highlight the need for more reflexive, culturally attuned, and person-centred approaches across both therapy and education.