Applying to DClinPsy: How Identity Plays a Role

Barriers to Entry Based on Social Identity

Entering the field of clinical psychology can be especially challenging for people from underrepresented or marginalized groups due to a variety of structural and social barriers.

The profession has historically been astonishingly homogeneous, predominantly composed of white, middle-class women (with men overrepresented in senior positions).

This lack of diversity means that aspiring clinicians who don’t fit this majority profile often face additional hurdles.

What challenges do people from underrepresented or marginalised groups face?

1. Systemic Biases (Racism, Classism, Ableism):

People of color, working-class individuals, and those with disabilities have been under-represented among clinical psychology trainees and staff, reflecting systemic exclusion.

For example, only about 9.6% of qualified clinical psychologists in England and Wales come from ethnic minority groups, versus 14% in the general population (acpuk.org.uk).

Likewise, those from lower socio-economic backgrounds often lack the social capital and opportunities (such as unpaid internships or insider guidance) that their middle-class peers enjoy.

Discrimination and inequity can accrue at every stage – from securing pre-training experience to getting onto doctorate programs – meaning that those outside the “privileged” profile may have to work twice as hard to prove themselves.

Biases (conscious or not) in recruitment and training can result in feelings of not belonging for minority candidates, who may sense that the system was not built with them in mind.

2. Financial and Practical Barriers:

Pursuing clinical psychology often demands significant time and resources (e.g. low-paid or volunteer roles before training).

Many aspiring psychologists from disadvantaged backgrounds find it difficult to take on unpaid honorary assistant jobs that are often seen as necessary for gaining experience.

In focus groups, participants widely agreed that these unpaid roles are unfair and only “further creating inequity in an already unequal system” (acpuk.org.uk).

Related to this, requirements like having a driving license or the funds to attend distant interviews can exclude those with fewer resources (these have been identified as “unnecessary barriers” in the application process).

Individuals with disabilities also report practical barriers.

For instance, some trainees noted that when they requested accommodations (such as adjustments for learning difficulties or sensory impairments), they were made to feel like an inconvenience (acpuk.org.uk), indicating a lack of adequate institutional support.

3. Lack of Representation and Mentorship:

Because the field has been dominated by a relatively narrow demographic, there is a scarcity of role models and mentors from minority backgrounds.

Trainees who are Black, Asian, from lower-income families, LGBTQ+, or otherwise in the minority often do not see their identities reflected in those training or supervising them.

This can perpetuate a sense of isolation or being an “outsider.” Indeed, many such trainees feel pressure to hide or downplay parts of their identity to fit in.

The dominance of heteronormative, white, able-bodied, middle-class culture in clinical psychology has led some entrants to assimilate – consciously or unconsciously changing aspects of themselves – in order to be accepted in the field (acpuk.org.uk).

This lack of representation also means fewer culturally informed support systems.

For example, a trainee might struggle to find a mentor who understands the nuances of racial microaggressions or the challenges of being the first in their family to attend graduate school.

Overall, discrimination, disempowerment and inequity of access persist throughout the profession, reinforcing the need to address these barriers at multiple levels.

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How Personal Experiences Shape Motivation and Practice

Many people are drawn to clinical psychology because of personal experiences – whether overcoming their own mental health challenges, navigating aspects of their identity, or caring for loved ones with psychological difficulties.

Such experiences can profoundly shape one’s motivation to enter the field and later inform one’s therapeutic practice.

How do personal experiences with mental health, identity, or caregiving influence the choice to pursue clinical psychology?

1. Lived Experience as Inspiration:

It’s increasingly recognized that having one’s own experience of mental health struggles or family caregiving can be a powerful motivator for pursuing clinical psychology.

Far from being a rarity, a recent survey found that 67% of trainee clinical psychologists reported having lived experience of a mental health problem (lib.zu.edu.pk).

In the past, there was a stigma – the misguided “them and us” myth – assuming that clinicians are the healthy helpers and patients are the ones with illnesses (lib.zu.edu.pk).

This myth suggested that a psychologist who has struggled with mental ill-health might be unfit to treat others.

Thankfully, this attitude is changing.

Personal experience is now often seen as a strength rather than a liability.

For many, overcoming mental health challenges fosters resilience, insight, and empathy – qualities that are invaluable in therapy.

One clinician noted that having “been there” allows them to offer authentic empathy and a deeper understanding when supporting clients in pain (lib.zu.edu.pk).

Such lived experience can also fuel a passion to improve systems of care.

For instance, an aspiring psychologist from a marginalized background shared that they have “an acute awareness of where I’ve come from and where I am at, and how I can use that as a platform to support and promote change” in the profession (acpuk.org.uk).

In other words, personal history can instill a mission-driven approach to make mental health services more compassionate and accessible.

2. Bias or Benefit?

Some wonder if having personal mental health history or strong identification with a particular group could cloud a clinician’s objectivity.

Training programs do encourage applicants and trainees to reflect on how their background might influence their perspectives – both the positives (like increased sensitivity to certain issues) and the potential pitfalls (like over-identification with clients).

Indeed, lived experience is a double-edged sword: while it often brings greater empathy and rapport, there is a possibility of over-identification with clients who have similar issues, which could blur boundaries or trigger the clinician’s own unresolved feelings (lib.zu.edu.pk).

For example, a therapist who has personally struggled with depression might need to be mindful not to project their experience onto a client’s unique situation.

Similarly, someone who has been a caregiver may need to guard against assuming “I know exactly how you feel.”

These risks are manageable with good supervision and self-reflection.

On the whole, the consensus is that personal experience – whether related to mental health, caregiving, or overcoming adversity – enriches one’s practice more than it hinders it.

Training institutions are increasingly welcoming of such backgrounds; many applications even invite discussion of how one’s life experiences have led to the desire to become a clinical psychologist.

Disclosure is a personal choice, but there are now prominent movements (like the In2gr8 Mental Health community) encouraging psychologists to be open about their own mental health when they feel comfortable.

This openness helps shatter stigma and demonstrates that clinicians are human too – having “lived it” can enhance rather than compromise one’s effectiveness as a therapist.

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Current Efforts to Improve Equity and Inclusion

The recognition of these challenges has spurred various initiatives to diversify clinical psychology and support underrepresented groups at entry, training, and professional levels.

In recent years, institutions and professional bodies (especially in the UK) have begun implementing changes to make the field more equitable.

What initiatives exist to diversify clinical psychology and support underrepresented groups?

1. Widening Access and Mentoring Programs:

Universities and training centers have launched schemes to attract and support applicants from marginalized backgrounds.

The Valued Voices Mentoring Scheme (VVMS)

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Purpose

VVMS is a UCL-led mentoring initiative aimed at increasing access to the clinical psychology profession for racially minoritised aspiring psychologists.

It’s part of the broader Widening Access to Clinical Psychology initiative and is funded by Health Education England.

Who It’s For

• Individuals from Black, Asian, or other minoritised ethnic groups
• At undergraduate level or above
• Must be based in London or surrounding areas

Aims of the Mentorship

Mentors support mentees to:

• Explore different routes into clinical psychology
• Reflect on clinical, academic, and identity-based experiences
• Prepare for applications and interviews
• Receive guidance on building research and clinical skills
• Get connected with relevant resources, networks, and documents
• Develop confidence and a stronger sense of belonging in the profession

How It Works

• 1:1 Mentoring: Mentees are matched with a trainee and/or qualified clinical psychologist mentor for a formal mentoring period of 12 months.
• Minimum Contact: At least 3–4 mentoring meetings (in-person, phone, video call or email).
• Group Workshop: All eligible participants attend a small-group online workshop in September, facilitated by current trainees.
• Reflective Webinars: Optional termly online events for both mentees and mentors to share experiences and build networks.

Timeline & Sign-Up

• Applications open: Spring (March–April)
• Workshops and mentor matching: September
• Mentoring period: September–August (1 year)

To register interest or ask questions:

Email: valuedvoicesmentoringscheme@ucl.ac.uk

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SnapBAM (Support Network for Aspiring Clinical Psychologists of Black, Asian and Mixed Heritage)

What it is:

A peer-led support network for aspiring clinical psychologists from ethnic minority backgrounds.

Features:

• Over 900 LinkedIn members
• Regular webinars, reflective groups, workshops
• Encourages networking and knowledge sharing

Eligibility:

• Must identify as from a Black, Asian, or Mixed Heritage background
• Must be interested in or pursuing clinical psychology in the UK

Join the network:

🔗 LinkedIn Group
📧 Email: snapbam2020@gmail.com
🐦 Twitter: @SNAPbam2020

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Aspire Mentoring Scheme (University of Essex)

What it is:

A mentorship scheme designed to improve equity, diversity, and inclusion in clinical psychology training.

Features:

• Founded by the University of Essex
• Monthly meetings since 2021
• Supports underrepresented applicants preparing for the DClinPsy

Eligibility:

• Aspiring psychologists from underrepresented backgrounds

Sign up & details:

🔗 Aspire Mentoring Scheme Website
📝 Applications via Qualtrics (available through the site)

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Disabilities Mentoring Scheme (Newcastle University)

What it is:

A mentorship initiative supporting aspiring clinical psychologists with disabilities.

Eligibility Criteria for Mentees:

• Identify as having a disability
• Planning to apply to Newcastle’s DClinPsy in 2024 or 2025
• Hold a 2:2+ psychology or postgrad qualification

Mentors:

• Trainee or qualified clinical psychologists based in the North East
• Willing to meet virtually 2–3 times between October and June

Contact & Sign-Up:
📝 Mentee Registration Form
📝 Mentor Registration Form
📧 Email: DLPCTmentoringinclusion@newcastle.ac.uk

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Older Clinical Psychology Community (OCPC)

What it is:

A community space for mature aspiring, trainee, and qualified clinical psychologists in the UK.

Features:

• Remote meetings every 6 weeks
• Offers peer support and networking
• Aims to improve inclusion for older candidates in psychology

Join the mailing list:

📧 Email: older.dclinpsy.community@outlook.com
🔗 OCPC BPS Article
🐦 Twitter: @OCPC

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Breaking Through (University of Plymouth)

What it is:

A mentoring scheme designed to support psychology students from racially minoritized backgrounds entering clinical psychology.

Sign up & contact:

📧 Email: breakingthrough@plymouth.ac.uk
🔗 [Scheme Flyer (PDF on page 41)](not available online – shown in VVMS guide)

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BRAVE (Broadening Racial Access – Vision of Equity) – UEA

What it is:

• A programme at the University of East Anglia (UEA) supporting BAME clinical psychology applicants.
• Developed as part of UEA’s Equality, Diversity and Inclusion efforts.

Aims:

• Foster mentorship, role modelling, and representation
• Address racial disparities in clinical psychology training and profession

More info:

🔗 BRAVE Programme Overview – UEA

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2. Policy Changes in Recruitment (DClinPsy Selection):

The doctoral training selection process in the UK has been under scrutiny for fairness.

In 2020, Health Education England (HEE) introduced an Equity and Inclusion plan that provided funding to every DClinPsy training course with specific requirements.

Now, every program must employ an Equality, Diversity and Inclusion Lead and run a mentoring scheme for ethnic minority applicants, and NHS trusts linked to the courses must offer paid clinical experience placements for financially disadvantaged candidates.

The intention is to remove the old expectation that only those who can afford unpaid work can get the requisite experience.

Additionally, many courses have started to anonymize applications in the initial screening to reduce bias, and some have revamped their interview and assessment processes.

For instance, the University of Leeds’ clinical psychology program has focused on increasing the diversity of staff on shortlisting and interview panels, and explicitly reserves the right to take positive action in admissions (as permitted by equality law) to improve diversity.

A number of programs are also experimenting with contextual admissions, which means they consider an applicant’s socio-economic and educational background alongside traditional criteria.

This helps identify candidates with great potential who may have had less opportunity – for example, excelling academically despite attending a low-resourced school or facing significant life challenges.

By contextualizing achievements, selectors aim to level the playing field for those from disadvantaged contexts.

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3. Retention and Support Initiatives:

It’s not enough to simply recruit more diverse trainees; they need support during training and beyond.

Recognizing this, some training courses have set up peer networks, alum mentorship, and additional tutoring for students who may be struggling (which can often be students from minority backgrounds, due to stereotype threat or fewer prior preparation resources).

Workshops and curriculum updates are being made to ensure cultural competence is taught not as a side note but integrated throughout training.

Professional organizations like the British Psychological Society (BPS) and the Association of Clinical Psychologists UK are holding conferences and publishing guidance on inclusion.

Trainees and qualified psychologists have also formed grassroots groups (e.g. the Black People in Psychiatry & Psychology Network, LGBTQ+ practitioner groups, and disability advocacy groups within psychology) to provide mutual support and lobby for change.

There’s ongoing discussion about how to make the culture of clinical psychology more welcoming – for instance, encouraging supervisors to undergo diversity training, and ensuring course content covers topics like racism, implicit bias, and working with interpreters.

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4. Accountability and Ongoing Change:

Importantly, efforts at equity and inclusion are being treated as evolving commitments.

Many institutions now collect and publish data on the demographics of their trainees and staff, and on selection outcomes, to identify where gaps remain.

The conversation has also broadened to “who gets to define what a good clinical psychologist is.”

Instead of forcing everyone into one mold, there’s an appreciation that diverse life experiences (including adversity) can make for strong, empathetic clinicians.

The changes to the DClinPsy selection in the UK – such as incorporating situational judgment tests, service user input in interviews, and values-based selection criteria – all reflect an attempt to break out of the old pattern that favored a narrow band of applicants.

While these initiatives are still relatively new, early feedback is positive: participants in mentoring schemes report increased confidence and insight into the profession.

There is hope that over time, these efforts will lead to a clinical workforce that more truly mirrors the communities it serves, and a training pipeline where “presence does not merely equal tokenistic representation, but genuine inclusion”.

The journey toward equity is ongoing, but there is clear momentum to continue dismantling barriers and opening doors for psychologists from all walks of life.

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Navigating Identity Within Clinical Training

Clinical psychology training – typically via a doctoral program like the DClinPsy (Doctorate in Clinical Psychology) in the UK – is an intense, formative period.

During these years, trainees must integrate their academic learning with practical placements, all while developing a professional identity.

For those from minority or marginalized backgrounds, this journey often comes with additional complexity.

How are trainees’ identities (e.g. race, class, gender, disability, sexuality) acknowledged, supported, or challenged during training?

1. Being “the Other” in Training:

Trainees who don’t fit the traditional mold can experience a sense of being an outsider.

The majority culture in many programs is white, female, straight, middle-class, and able-bodied (acpuk.org.uk).

Within such a context, students from different racial, cultural, or socio-economic backgrounds sometimes feel pressure – implicit or explicit – to conform.

They might hide accents, avoid mentioning aspects of their cultural or family life, or downplay disabilities/health conditions, in order not to be seen as “different.”

One study found that trainees felt they had to “hide, change or adapt” parts of their identity just to be accepted in the program (acpuk.org.uk).

This chameleon act can lead to a distressing sense of not belonging.

Many described feeling like an imposter, constantly second-guessing whether they deserve to be there.

As one participant poignantly put it, “That feeling of being an imposter has followed me…and I’ve never felt like I fitted in.”

Such feelings speak to the emotional toll of being underrepresented – carrying the weight of one’s identity, on top of the usual stresses of graduate training.

2. Support (or Lack Thereof) for Diverse Needs:

Ideally, training programs would recognize and celebrate the diverse identities of their trainees – in practice, support has been uneven.

Some trainees report positive experiences with supportive supervisors and inclusive course content, but many others recount challenges.

For instance, individuals with disabilities or learning needs often do not get adequate accommodations.

There have been cases where a trainee had an official learning support plan that was not fully implemented by the program (acpuk.org.uk).

Others noted that when they requested adaptations in classes or placement (for a sensory disability, or mental health difficulty), they were met with reluctance or made to feel like a burden (acpuk.org.uk). Such responses send the message that the institution is not truly prepared to embrace difference.

Similarly, trainees who disclosed personal struggles – say, mental health history or being a carer for a relative – often felt let down by the reactions of some trainers or supervisors (acpuk.org.uk).

Rather than being met with empathy and openness, they sensed discomfort or dismissiveness, to the point that some decided it was unsafe to disclose further (acpuk.org.uk).

This is particularly ironic because clinical psychology, in principle, values reflection and a non-judgmental stance; yet trainees didn’t always experience those values directed toward them.

The curriculum itself can also inadvertently sideline certain identities.

For example, discussions of case studies or “typical clients” might rarely include scenarios involving racism, disability, or LGBTQ+ issues, leaving those topics as special add-ons rather than integral parts of training.

3. Identity as a Source of Strength:

On a more positive note, there is a growing awareness within training programs of the need to support trainee diversity.

Many current trainees and new psychologists are using their voices to push for change from within.

Being open about one’s identity can also become a source of strength and solidarity – trainees have formed peer support networks and affinity groups (for example, groups for BAME trainees or LGBTQ+ trainees) to share experiences and coping strategies.

When supervisors and professors do actively acknowledge a trainee’s unique perspective (for instance, inviting them to share cultural insights relevant to a case), it can be very empowering.

Some trainees report that their cohort learned a great deal from each other’s diverse life experiences, which not only helped them feel valued but also made the whole group into better clinicians.

In essence, while navigating identity in training can be fraught, it also presents opportunities: the process of critical self-reflection about who you are and how that affects your work is itself a vital skill for a clinical psychologist.

Programs are slowly improving in fostering an environment where “bringing your whole self” is welcomed, but as of now, this greatly depends on the specific course and individuals involved.

The takeaway is that trainees from marginalized groups often have to become advocates for themselves (and by extension, for future clients), educating their institutions about what genuine inclusion entails.

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Further Reading

Adetimole, F., Afuape, T. & Vara, R. (2005). The impact of racism on the experience of training on a Clinical Psychology course: Reflections from three Black Trainees. Clinical Psychology Forum, 48, 11–15.

Ahsan, S. (2020). Holding up the mirror: Deconstructing Whiteness in Clinical Psychology. Journal of Critical Psychology, Counselling and Psychotherapy, 20(3), 45–55.

Galvin, J. & Smith, A.P. (2017). It’s like being in a little psychological pressure cooker sometimes! A qualitative study of stress and coping in pre-qualification Clinical Psychology. The Journal of Mental Health Training, Education and Practice, 12(3), 134–149.

Odusanya, S. O., Winter, D., Nolte, L., & Shah, S. (2018). The experience of being a qualified female BME clinical psychologist in a National Health Service: An interpretative phenomenological and repertory grid analysis. Journal of Constructivist Psychology, 31(3), 273-291.

Scior, K., Williams, J., & King, J. (2015, October). Is access to clinical psychology training in the UK fair? The impact of educational history on application success. In Clinical Psychology Forum (Vol. 274, pp. 12-18). British Psychological Society.

Shah, S. (2010). The experience of being a trainee clinical psychologist from a black and minority ethnic group: A qualitative study (Doctoral dissertation).

Thakker, D. P. (2009). ‘How I came to be a clinical psychologist’: An explorative study into the experiences of becoming a clinical psychologist when from a South Asian background (Doctoral dissertation, University of Leicester).

Tong, K., Peart, A., & Rennalls, S. J. (2019, November). Reframing our stories: Addressing barriers faced by Black people trying to access a career in clinical psychology. In Clinical Psychology Forum (Vol. 323, pp. 14-19).

Wood, N., & Patel, N. (2017). On addressing ‘Whiteness’ during clinical psychology training. South African Journal of Psychology, 47(3), 280-291.