Introduction

Clinical Psychology has been a primarily cognitive enterprise since its inception, hesitant to engage in dialogue outside that construct. This has begun to change, influenced in part by the articulation of SEWB, describing longstanding Aboriginal understandings of the self as embedded in kin, place, spirituality, culture, community and body. Its integration into psychology provides a radical point of difference, challenging reductionist frameworks and expanding understandings of wellbeing. It is imperative that psychology training also undergoes reform, to provide cultural safety for Indigenous students and staff and to raise the consciousness and skills of those who are non-Indigenous.

Method

This report serves as a case study built on a yarning process held between five members of the Aboriginal Strategy Committee in The School of Psychology at The University of Sydney. Yarning is a practice that involves a culturally safe, relationship-based dialogue for sharing knowledge, moving away from extractive colonial paradigms. Results: In this report we outline practical steps being taken in our Clinical Psychology program and wider School over five years. The development of allies, champions and the central role of Aboriginal academic and student representation, a focus on structural change, cultural humility and reform and resourcing at Head of School level and beyond has allowed for a series of successful initiatives. These include the development of equity-based admission, scholarships and employment systems, improvements in the representation of Aboriginal and Torres Strait Islander knowledges through every degree in the School and an activist research agenda built on decolonial method.

Conclusion

We call on the field of psychology to embrace structural change in clinical psychology education.