Navigating Mental Health Difficulties as a Parent-Trainee on the Clinical Psychology Doctorate Programme

Background It is not uncommon for individuals with Lived Experiences of Mental Health Difficulties (LEMHDs) to follow career paths which align with the psychology and mental health profession (APA, 2010; BPS, 2020; Hinshaw, 2008). Existing research indicates that parents in higher education simultaneously juggle the responsibilities of parenting and academic demands, which has detrimental effects on their mental health (Evans, 2024). This empirical research explored the experiences of parent-trainees with LEMHDs who were enrolled on Clinical Psychology Doctoral programmes (DClinPsy) in the UK. The research aimed to understand how parent-trainees navigate mental health and how they interpret impact and challenges. It aimed to explore how personal and professional demands are balanced and prioritised, and how parent-trainees manage self-care and their mental health. Method Semi-structured interviews were conducted with eight Trainee Clinical Psychologists (TCPs) parents enrolled on DClinPsy programmes. Eligibility criteria consisted of participants having legal responsibility for a child or children less than 18 years old, with past or current mental health difficulties. Recruitment was through purposive and snowballing methods. Interviews were analysed using Interpretative Phenomenological Analysis (IPA). Results Four main themes were identified along with their respective subthemes. Findings highlighted significant challenges for parent-trainees with being able to navigate mental health whilst engaged with the programme. Both personal and systemic barriers perpetuated distress, resulting in parent-trainees questioning their competencies and ability to balance the demands and responsibilities within their respective roles. Implications and Conclusion Findings are presented with the wider literature and research question in mind. There are implications at a systemic and individual level for how parent-trainees with LEMHDs are supported to engage with training. Recommendations for improvements include flexible working, therapeutic support and peer communities, to support current parent-trainees presenting with LEMHDs.