An exploration of the experiences of training in clinical psychology from the perspectives of trainees from underrepresented groups

Metrustry, Charles and Hodge, Suzanne (2025) An exploration of the experiences of training in clinical psychology from the perspectives of trainees from underrepresented groups. PhD thesis, Lancaster University.

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Abstract

This thesis explores how clinical psychology training is experienced by individuals whose identities or professional backgrounds differ from typical norms of trainees in the United Kingdom. It consists of four chapters. The Systematic Literature Review (SLR) employs meta-ethnography to synthesise findings of 10 studies exploring the experiences of trainees from racialised backgrounds. Five overarching themes were identified: Navigation of “White Spaces”, Tensions of Holding Multiple Identities, Negotiating Responsibility, The Experience of Support, and Complexities of Systemic Change. The findings highlight how structural inequality, unconscious bias and misunderstanding impact the training experience within a predominately white profession. The Empirical Paper investigates the experiences of individuals entering clinical psychology training as a second career, after working in professions unrelated to healthcare. Using Reflexive Thematic Analysis to analyse data gathered from semi-structured interviews with 11 trainees, four themes emerged: Seeking a New Direction, Finding My Place, Training Through Different Lenses, Reconstructing Professional Identity. These themes highlight how trainees must navigate shifts in identity and reinterpret previous expertise in the context of established professional norms. Across both studies, trainees’ narratives reveal how difference is often perceived as a deficit, requiring resilience and emotional effort from those who do not fit the traditional trainee profile. Findings stress a need for training programmes to provide more inclusive recruitment practices and person-centred support that recognises diverse identities and career pathways. The Critical Appraisal reflects on both studies, evaluating methodological choices, research positionality, and implications of findings. Strengths, limitations and recommendations for future research are discussed. The final chapter presents the Ethics Application for the Empirical Paper, along with supporting documents for the study. Collectively, this thesis aims to inform more equitable and responsive practices within clinical psychology training.