Newcastle University

Our Philosophy

At Newcastle University, we are committed to training clinical psychologists who combine clinical excellence with a strong ethical foundation, professional integrity, and a commitment to evidence-based practice. Our Doctorate in Clinical Psychology Programme supports trainees to develop the knowledge,skills and values required to deliver effective, evidence-based assessment, formulation and psychological interventions, and to critically engage with and contribute to the research evidence base.

Our training is grounded in NHS values,anti-discriminatory practice, and the standards expected of the profession. We aim to develop compassionate, reflective, and skilled scientist-practitioners who can work effectively with individuals, families, teams, services and communities. Trainees are supported to become practitioners who can provide high-quality psychological care, contribute to service development, offer consultation and supervision, and demonstrate leadership within psychological services. The programme emphasises the importance of reducing psychological distress, promoting psychological wellbeing, and applying psychological knowledge in ways that are ethical, effective and responsive to the needs of individuals and communities. We place particular importance on the recognition that all people have equal human value and the right to be treated with dignity, respect and as unique individuals.

Our programme is committed to equality, equity, and inclusion across all aspects of training. We seek to identify and address structural, institutional and interpersonal discrimination and marginalising practices, and to recognise the role of power, privilege and social context in shaping mental health, distress and access to services. Consistent with this, trainees are expected to engage critically with issues of race, culture, power and privilege in clinical, academic and professional contexts. They are supported to develop culturally responsive, anti-racist and anti-discriminatory practice; to reflect on their own positionality and potential biases; to challenge racism, discrimination and inequity; and to contribute to inclusive, respectful and psychologically safe learning and working environments.

Our aim is to train a workforce that reflects the diversity of the client groups that require clinical psychology services. We welcome applications from candidates who share our values, demonstrate a commitment to ethical, reflective and evidence-based practice, and are motivated to promote equity, diversity and inclusion throughout their training and future professional work.

Support

A range of systems are built into the Programme with the aim of supporting Trainees prior to and during training

We have two mentor schemes for aspiring Clinical Psychologists:

HOPE Mentoring Scheme.

The HOPE Mentoring Scheme is part of Newcastle University’s Doctorate in Clinical Psychology (DClinPsy) programme’s commitment to addressing racial and structural inequalities and improving equity, diversity and inclusion within clinical psychology, in recognition of barriers to accessing the profession.

The scheme is open to aspiring clinical psychologists who identify as being from a racially minoritised background, meet the minimum shortlisting criteria for the Newcastle University DClinPsy, and intend to apply in the current application cycle.

Mentees are matched with a Trainee or Qualified Clinical Psychologist mentor and receive a minimum of four contacts over a 6-10 month period. Mentoring can take place via video call, telephone, or face-to-face, and is tailored to individual needs. The focus is on providing a supportive, reflective space to help mentees develop confidence and readiness for applying to the DClinPsy.

• Support provided via mentoring may include:
  Reflecting on identity, intersectionality, and experiences of navigating the field as an individual from a racially minoritised background
• Application and interview preparation (including mock interviews and feedback)
• Guidance on gaining relevant clinical, academic, and research experience
• Exploring routes into clinical psychology and NHS roles
• Linking theory to clinical practice and understanding psychological models
• Building confidence and supporting successful applications

The scheme runs from August to June and includes three workshops aligned with key stages of the application cycle: application preparation, interview preparation, and end-of-cycle reflection and self-care. Each workshop includes a keynote talk from a racially minoritised clinical psychologist, a themed presentation, and a facilitated peer reflective space.

For more information or to apply, contact: [email protected]

Disability or Long-term Health Condition Mentoring Scheme

We run a mentoring scheme for aspiring clinical psychologists with disabilities, long term physical or mental health conditions and neurodiversity who wish to apply to the Programme. The aim of the scheme is to provide mentees with the opportunity to develop relationships with trainee and qualified clinical psychologists in the Newcastle region who can provide encouragement and advice regarding obtaining relevant experience and navigating the application process. If you would like to find out more, please contact us at: [email protected]   

•  Before joining the programme, each incoming trainee is allocated into a “buddy group” with trainees from other cohorts. Contact is made at the start of the Programme and often continues for the remainder of training
• Trainees are allocated a course tutor with whom they can maintain regular contact throughout their training for practical, informational, and emotional support. The course tutor aims to help Trainees to develop their personal and professional awareness, and to reflect on their academic and clinical development throughout the programme.
• Each trainee is allocated a clinical tutor, who supports and monitors their clinical and professional skill development on placement and liaises closely with their placement supervisors
• Trainees who request to be are matched with qualified mentors from the beginning of their second year of training
• Trainees from Racially Minoritised Backgrounds and/or have a Disability/Long Term Health Condition or are Neurodivergent are given the opportunity to participate in reflective safe spaces, with follow-up individual support offered as required
• Trainees can participate in cross-cohort Reflective Professional Practice Groups.
• The Anti-Racism workstream has co-produced a Zero-Tolerance Anti-Racism policy which includes clear processes for reporting on and dealing with racism across all training experiences
• Trainees who declare a disability or long-term health condition can request reasonable adjustments. The process is overseen by the Disability Lead for the Programme and the Clinical Director, in conjunction with the trainees’ NHS manager, the Disability Advisor in the Student Support services at the University, and Occupational Health in CNTW
• Our trainee-led EDI workstreams provide additional networks for trainees to connect with peers and other professionals with shared identities and interests, as well as the opportunity to develop linked programme initiatives
• Trainees are able to access both the occupational health services within CNTW, as well as Student Health and Wellbeing Services provided by Newcastle University
   

Opportunities for Feedback

The Newcastle DClinPsy is a shared, collaborative enterprise and trainees are viewed as key stakeholders. We therefore encourage active trainee involvement in the planning, management, and direction of the Programme. 

Trainee representatives are nominated by each year group to undertake key roles in management committees that span each area of the Programme. This includes:

• Student-Staff Committee (SSC): A forum for representatives to directly share any trainee concerns, feedback, suggestions, or ask any questions which they consider relevant to their training experience. Likewise, staff have the option to share information with the trainee representatives, which can then be fed back to each cohort. SSC representatives may also attend the Programme Board, which is responsible for the long-term strategic planning and oversight of Programme.
• Research Sub-Committee: A forum for stakeholders in the Research Programme to review, plan and discuss issues relevant to the research element of the Programme.
• Clinical Sub-Committee: A forum for stakeholders to review, plan and discuss issues relevant to the clinical element of the Programme.
• Academic Sub-Committee: A forum for stakeholders in the teaching of the Programme meet to review, plan, and discuss issues relevant to the taught element of the Programme.
• Equity, Diversity, and Inclusion Sub-Committee (EDISC): The purpose of the EDISC is to foster an inclusive environment by challenging the culture where necessary, to contribute to solutions for change, and to articulate the programme’s vision for equity, diversity, and inclusion. It aims to identify objectives that will foster cohesion and eliminate discrimination and marginalisation, with a goal to ensure everyone feels valued and included. EDISC meetings provide a forum to feedback any EDI project work that is currently underway on the Programme and promote the adoption of an intersectional lens. 

Trainees are also required to complete feedback on professional training following all teaching sessions to support the review and monitoring of the content and delivery of the academic curriculum.

As well as having the opportunity to provide feedback at placement reviews, trainees complete feedback forms at the end of each placement. This helps the course to monitor and review placement experiences across a wide range of clinical services.