Mothers' Experiences of Doctoral Level Training in Clinical Psychology in the UK: A Thematic Analysis

Abstract

Aims: Existing research highlights the challenges experienced by mothers in doctoral education. Training in clinical psychology is known to be competitive and demanding and may present specific challenges for mothers. This research aimed to explore the experiences of mothers enrolled in doctoral level education in clinical psychology, with a focus on barriers and challenges, potential benefits to training as a mother and changes mothers would like to see. Method: Eighteen semi-structured interviews were conducted with mothers enrolled in doctoral level education in clinical psychology, within the UK. Interview data was analysed using Reflexive Thematic Analysis. Results: Four themes were identified, three of which had subthemes. The themes highlighted that mothers experienced the course as a relentless, rigid, machine-like entity. Mothers felt the course was not designed with their needs in mind and found it challenging to attend to both their caring responsibilities and student responsibilities whilst navigating a rigid and inflexible programme. Mothers experienced the focus on self-care within training to be at odds with the uncaring nature of clinical psychology training and experienced self-care as largely inaccessible to them due to their caring responsibilities. They felt they were held responsible for gaining the support they required and valued connection and community with other mothers, which they experienced as lacking. Mothers spoke of the benefits of having children in relation to resisting the oppressive and relentless nature of training. Discussion: Findings of the research are presented in relation to wider literature and the research questions. Clinical implications are considered with attention paid to each systemic level, ranging from the individual to wider macro level structures.