This document outlines Dr. Kathryn Greenwood's route to becoming a clinical psychologist. It describes her experiences as a bank nurse, obtaining a PhD in memory and attention in schizophrenia, and voluntary clinical work. These experiences provided insights into illness models, assessment, and applying cognitive behavioral therapy. The document also emphasizes maintaining a work-life balance, such as having children while pursuing a DClinPsy. Ultimately, Dr. Greenwood's career has focused on early intervention in psychosis and recovery-oriented research involving functional outcomes, genetics, and service user involvement.

1. The Route to Clinical
Psychology?
Dr Kathryn Greenwood
(EIPS Sussex, Sussex University and Institute
of Psychiatry)

2. A Cognitive Behavioural
Approach?
• My route into clinical
psychology
• Some tips on the way

3. Triggers

4. Help!!
What now?
What shall I
do?
Triggers

5. Help!!
What
now?
What
shall I
do?
Triggers
Panic

6. Panic
Help!!
What now?
What shall I
do?
Triggers
Research Clinical

7. Behaviour
Mood
Thoughts
Triggers

8. Action
• Clinical Experience as a bank nurse
• Exam focus
• Application for and place obtained for a
PhD in a clinically relevant area
(Memory and Attention in Schizophrenia)

9. StrongStrong
academicacademic
research profileresearch profile
RationaleRationale
Relevant experienceRelevant experience
(clinical and research)(clinical and research)
For selfFor self
Access to and supportAccess to and support
from clinical psychologistsfrom clinical psychologists

10. Help!!
What now?
What shall I
do?
Triggers

11. Action
Voluntary Experience
• under clinical psychologist on ward
medication education programme
• Observation of specialist assessments of
children
• Observation of therapy for child depression
• Evaluation of trauma following children’s
admission to intensive care

12. Meaning
• Insight into illness models and relation to
intervention and outcome in psychosis
• Value of in depth multi-disciplinary assessment
• Application of adapted CBT for a younger
developmental stage, flexibility in models and
approaches (imagery)
• Understanding of role of stress and appraisals in
evolution of problems

13. What about the rest of life?
Baby daughter one year into PhD
Learning and Meaning
• Time management, multi-tasking
• Managing role transitions
• Value of mental health and well-being in
context of whole life

15. Important elements
Strong academic
profile
Meaning and
learning taken from
experiences
Able to communicate &
apply what learntStand out for
right reasons
Presentation
ReferencesMaintain a life

16. And the outcome
• University of Sussex 1992-1995
• PhD and DClinPsy – Institute of Psychiatry 1995-
2002
• Daughter 1996, Son 2001
• National Psychosis Unit 2002-2008
• Early intervention in psychosis 2008-
• Holistic recovery/remission focus in research
Functional outcome, genetic factors, CBT models
and outcome, service user involvement and
challenging stigma
• Clinical Research Fellow 2010-

17. Keep learning, keep enthusiasm
• Children use stigmatising language early
• Changing schema and core beliefs is hard
• Try to create positive attitudes from the
start
• Working with primary
schools

18. Thank you