By Dr Melody Smith, Clinical Psychologist
The University of Exeter’s Doctorate in Clinical Psychology (DClinPsy) is one of the longest-established training programmes in the UK, with over 40 years’ experience in preparing psychologists for clinical practice. Known for its pluralistic, problem-based learning ethos, Exeter combines three major therapeutic modalities (Cognitive Behavioural Therapy (CBT), Cognitive Analytic Therapy (CAT), and Systemic Family Therapy) alongside strong research foundations and a clear emphasis on lifelong reflective learning.
For aspiring psychologists considering training in the South West, Exeter offers both rich opportunities and, as reflected in the BPS Alternative Handbook (2026), challenges that continue to evolve as the programme works to improve communication, inclusion and trainee support.
Course Structure and Ethos
The Exeter DClinPsy is a three-year, full-time programme based at the Streatham Campus. It provides a balance between academic teaching, clinical placements and research. Teaching blocks are delivered alongside ongoing clinical placements and independent study, and the course embeds reflective practice and interdisciplinary learning throughout.
The teaching team emphasises adult learning, encouraging trainees to take ownership of their development while providing structured supervision across the academic, research, and clinical components. The course is designed to integrate theory and practice, and trainees are encouraged to develop a professional identity grounded in self-awareness, evidence-based reasoning, and social responsibility.
Placements and Clinical Experience
Placements are organised across Devon, Dorset, and Somerset, providing trainees with diverse opportunities to work with adults, children, older people, and individuals with learning disabilities. Many trainees reported that placement supervisors were supportive and invested in their growth, often going “above and beyond” to help them meet competencies.
However, the large geographical spread can make commuting difficult, with many trainees reporting long travel times (up to two hours each way). Despite this, placements were frequently described as the most rewarding part of training. A chance to consolidate skills, develop confidence, and learn directly from clients and experienced supervisors.
Therapeutic Models and Learning Opportunities
One of Exeter’s greatest strengths, according to both the course website and trainee feedback, is its range of therapeutic accreditation pathways. Trainees can work towards CBT Level 1 accreditation, Systemic Practice, or a CAT Foundation qualification, which is rare among UK DClinPsy programmes.
Many trainees valued this plurality of perspectives, noting that the course “encouraged integration rather than allegiance to one model.” Teaching is enriched by visiting lecturers, including internationally recognised speakers on leadership, colonialism, and community psychology, as well as experiential sessions on nature-based and relational approaches.
Diversity and Inclusion
The course positions Equality, Diversity and Inclusion (EDI) as a core value, with dedicated anti-racism and addressing disability working groups, as well as mentoring schemes such as Breaking Through (for aspiring psychologists) and Amplify (for current trainees). Experts by Experience play a central role in shaping curriculum design, selection processes, and teaching.
However, trainee perspectives from the (BPS, 2026) suggest that EDI remains a work in progress. While some felt Exeter “genuinely tried to listen and make changes,” others described the course’s EDI approach as “performative rather than embedded”, citing inconsistent support for trainees from racially minoritised and disabled backgrounds.
There was recognition, though, that staff turnover and restructuring may have contributed to this inconsistency, and several trainees commented positively on recent efforts to rebuild trust, improve transparency, and strengthen communication between staff and students.
Teaching and Research
Teaching at Exeter covers both quantitative and qualitative methods, with research forming a substantial strand of training. Trainees typically design and submit their research proposals by January of the first year, allowing earlier progression to recruitment and data collection. While this front-loaded approach can make the first year particularly intense, it is intended to give trainees more time for analysis and write-up later in training.
Trainees in the Alternative Handbook described the research strand as “the most coherent and organised part of the course,” and highlighted the value of supportive supervisors who were “brilliant, engaged, and genuinely invested.” However, others noted variation in supervisory availability, particularly given that many staff members work part-time.
Strengths and Challenges Reported by Trainees
Strengths:
- Supportive placement supervisors and diverse clinical opportunities
- Access to multiple therapy accreditations (CBT, CAT, and Systemic)
- Engaging teaching sessions with visiting experts and open discussions on values
- Strong research supervision and opportunity for early thesis planning
- A cohesive and kind trainee cohort that often provides the strongest sense of support
Challenges:
- Ongoing concerns around organisation, leadership turnover, and communication
- Inconsistent delivery of EDI commitments and accessibility support
- Heavy workload, particularly during first-year deadlines
- Long commutes and logistical pressures of placements across wide areas
- Limited consistency in personal tutoring and staff availability
While some trainees expressed significant frustration about communication and inclusivity, others described their experience as “challenging but valuable,” emphasising that the course had become more responsive to feedback in recent years.
The 2025 Application and Interview Process
For the 2025 intake, applications were submitted through the Clearing House for Postgraduate Courses in Clinical Psychology. Candidates meeting the minimum academic and experience requirements were invited to complete a series of assessment questionnaires, focusing on reflection, compassion and teamwork, rather than a selection test in the typical sense.
The highest-ranked applicants were shortlisted for review, with around 90 candidates interviewed for 30 places. Exeter also ran a Positive Action route for applicants from racially minoritised backgrounds, offering additional interviews to address systemic barriers to access.
Interviews were held remotely via Microsoft Teams and comprised two separate panels. One assessing clinical readiness and personal reflection, and another evaluating research knowledge and application. Interview panels included course staff, practising clinicians, and Experts by Experience.
Trainees described the interview experience as structured, supportive, and values-focused, though some noted that timed questions and technical difficulties could increase pressure. Those who requested adaptations (e.g., extra time for learning needs) generally reported that these were handled sensitively.
To Summarise…
The Exeter DClinPsy offers a broad, theoretically rich and clinically grounded training experience, with a strong research culture and rare opportunities for multi-modal therapy accreditation. It attracts applicants seeking a pluralistic and reflective approach to psychology, as well as those drawn to the South West region’s collaborative NHS networks.
However, the course continues to navigate challenges around organisation, inclusion, and transparency. Many trainees recognised the course’s willingness to listen, reflect and adapt, describing it as “a course trying to learn from its mistakes.”
For aspiring psychologists, Exeter could be a demanding but rewarding environment: one that will stretch your clinical, academic and personal capacities, while also encouraging critical reflection about what kind of psychologist you wish to become.
References
- The British Psychological Society (2026). Alternative Handbook: Trainee Perspectives on Clinical Psychology Courses (2025/26). Leicester: BPS.
- The Clearing House for Postgraduate Courses in Clinical Psychology (2025). Application Process and Key Dates. Retrieved from www.clearing-house.org.uk
- University of Exeter (2025). Doctor of Clinical Psychology (DClinPsy). Retrieved from www.exeter.ac.uk
Disclaimer
Details were correct at the time of writing (October 2025) and may change in future years. Applicants should always check the latest information on the University of Exeter and Clearing House websites before applying.
