Reflections on My DClin Year 1: Managing Study, Stress, and Self-Care

Starting the first year of the Doctorate in Clinical Psychology has been a real adjustment. Reflecting on this journey so far has helped me manage not only the workload, but also my expectations, wellbeing, and sense of self. I want to share what I’ve learned so far, along with research insights that connect to these experiences.

Prioritising DClin and Using Time Intentionally

The first year has been manageable when I use my study days and allocated study time intentionally. One of the biggest sources of stress has been leaving tasks until the last minute. Many of us are not used to full 7-hour study days, especially if we’ve been away from structured education for a while. Added commitments like marriage, kids, family, and commuting make time management even harder.

I’ve found that a strict two-hour daily study window works best for me. Usually, once I start, I continue beyond that window, but having a fixed starting point makes tasks feel more achievable. Research shows that postgraduate trainees who structure their workload and set intentional study times experience lower stress and higher wellbeing (Casey, Trenoweth, Taylor, Knight & Harvey, 2024). In short, planning your time is not just about productivity, it’s about protecting your mental health.

Taking Care of Yourself

The DClin is demanding. Between commuting, clinical work, coursework, and exams, it can be easy to feel drained. I’ve learned that planning low-effort self-care activities is essential. For me, this includes meeting friends, doing sport, relaxing with a TV show, or spending time in my community.

Even small activities can be restorative if scheduled intentionally. Research shows that structured self-care and reflective practice help clinical psychologists maintain resilience and prevent burnout (Riccio, 2023). Allowing yourself time to recharge is not wasted, it is part of your growth during training.

Handling Comparison and Imposter Feelings

It’s easy to compare yourself to peers who seem to manage everything effortlessly. I’ve realised that comparison is unhelpful because everyone comes from a different context. Some have long commutes, family responsibilities, or demanding extracurricular activities.

Imposter syndrome is common among clinical trainees. Many feels self-doubt despite being chosen for highly competitive programs (Villwock et al., 2024). Understanding this helps shift perspective: feeling like an imposter is normal, but it does not reflect your actual competence. It can actually be used as motivation rather than a source of self-criticism.

Remembering Your Strengths

I try to remind myself that I was chosen for a reason. The skills and experiences that got me into this program are exactly the ones I need to continue succeeding. Hundreds applied for my place, but the selection panel saw something in me. Recognising your strengths can transform self-doubt into confidence and motivation for placements, assignments, and future opportunities.

Embracing the Journey

Looking ahead, the journey will continue to be tiring at times, but also deeply rewarding. Some days feel productive and energised; others are harder. I’ve learned to focus on what I can control, like study habits, placements, and self-care, rather than stressing about external factors.

The key takeaway is that this doctorate is about growth, reflection, and resilience, not perfection. Every challenge is an opportunity to learn. To anyone applying for, starting, or progressing through DClin, embrace the journey and take care of yourself intentionally.

References

Casey, C., Trenoweth, S., Taylor, J., Knight, F., & Harvey, O. (2024). Investigating the mental health, wellbeing, and resilience of postgraduate researchers. Psychology International, 6, 890–902. 

Hanna, F. J. (1991). Stress in clinical psychology trainees: Levels and sources of stress, and coping strategies. 

Riccio, S. (2023). Reflective practice and self‑care within clinical psychology. 

Villwock, J. A., et al. (2024). Impostor syndrome, associated factors and impact on well‑being across medical undergraduates and postgraduate medical professionals: A scoping review. Medical Education.