clinical psychology phd oxford

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Doctor of Clinical Psychology (DClinPsych)

University of oxford, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

DClinPsych - Doctor of Clinical Psychology

Subject areas

Clinical Psychology

Course type

• Harris Manchester College
• Green Templeton College
• St Cross College
• Worcester College

The course aims to provide a thorough and integrated academic, clinical and research training in clinical psychology.

About our courses

Oxford offers more than 350 graduate courses across the disciplines, with courses opening in new areas every year. This includes taught courses and research courses available for full-time and part-time study, and at every level from diplomas to doctorates.

Each graduate course has a dedicated course page on our website, which will provide you with detailed information about the course and how to apply for it. You can browse our graduate courses A to Z or the list of courses organised by department.

As a graduate student you'll belong to a department or faculty – a thriving academic community working to advance knowledge in a particular field. Your department or faculty will provide your teaching and supervision, as well as extensive, specialist resources to support your studies. Our departments often collaborate on joint courses and interdisciplinary research projects.

Every graduate student at Oxford is given an academic supervisor. Throughout your course, you'll receive personalised support and guidance from an expert in your field, helping to guide your programme of study or research.

Students on matriculated courses also belong to a college (find out more about matriculation). You can find out more about Oxford's colleges in our Colleges section.

UK fees Course fees for UK students

Please refer University Website for fee the details

International fees Course fees for EU and international students

You must hold either: A 1st class or 2:1 in an undergraduate psychology degree, or An undergraduate degree in another subject, with a Masters level conversion course (merit or distinction).

Clinical Psychology and Mental Health, MSc

Swansea university, health psychology, mphil, msc health psychology, manchester metropolitan university, health psychology, phd, clinical health psychology and wellbeing msc, middlesex university.

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University of oxford: clinical psychology, full-time, 3 years starts oct 2024.

**The information provided on this page was correct at the time of publication (November 2023). For complete and up-to-date information about this course, please visit the relevant University of Oxford course page via www.graduate.ox.ac.uk/ucas.**

This three-year, full-time course leads to the qualification of Doctor of Clinical Psychology (DClinPsych) from the University of Oxford. The course aims to provide a thorough and integrated academic, clinical and research training in clinical psychology.

On successful completion, you will be eligible to apply for registration with the Health & Care Professions Council and for Chartered status with the British Psychological Society. The course is unique in being fully funded and run from within the NHS. All trainees are currently employed by the Oxfordshire Mental Healthcare NHS Trust and are members of one of the following colleges: Harris Manchester College, Green Templeton College, St Cross College, or Worcester College.

For further information, visit the Oxford Institute of Clinical Psychology Training website or contact the admissions team directly by email.

Full-Time, 3 years started Oct 2023

**The information provided on this page was correct at the time of publication (October/November 2022). For complete and up-to-date information about this course, please visit the relevant University of Oxford course page via www.graduate.ox.ac.uk/ucas**

This three-year, full-time course leads to the qualification of Doctor of Clinical Psychology (DClinPsych) from the University of Oxford. On successful completion, you will be eligible to apply for registration with the Health & Care Professions Council and for Chartered status with the British Psychological Society. The course is unique in being fully funded and run from within the NHS. All trainees are currently employed by the Oxfordshire Mental Healthcare NHS Trust and are members of one of the following colleges: Harris Manchester College, Green Templeton College, St Cross College, or Worcester College.

The course aims to provide a thorough and integrated academic, clinical and research training in clinical psychology. For further information, visit the Oxford Institute of Clinical Psychology Training website or contact the admissions team directly by email.

Full-Time, 3 years started Oct 2022

**The information provided on this page was correct at the time of publication (October/November 2021). For complete and up-to-date information about this course, please visit the relevant University of Oxford course page via www.graduate.ox.ac.uk/ucas**

The course supports trainees in the process of becoming highly competent and flexible scientist-practitioners, who are confident in their ability to meet a range of needs in health and social care contexts.

This is achieved through a research-led academic and skills training programme, high quality placements in a broad range of specialty areas and excellent research support and supervision. The philosophy of the course stems from the reflective scientist-practitioner model, and the course is committed to drawing on a range of empirically supported and grounded theoretical orientations including Cognitive Behavioural Therapies and Systemic (Family) Therapy. Trainees benefit from having access to some of the best clinical and academic resources in the country via the University of Oxford, Oxford Health NHS Foundation Trust and other agencies and Trusts providing health and social care.

Graduates from the course will be equipped to practice at a high level of research and clinical competence, and within an empirically grounded reflective and ethical framework which will provide a foundation for further learning and development. The course also prepares trainees to take leadership roles and enables them to develop the skills, competencies and meta- competencies needed to contribute to and influence services in which they work. This broad range of skills is attractive to future employers and past graduates from the Oxford course have gone on to occupy senior positions in clinical, academic and research settings.

Course team members are all clinically and/or research active and are able to use this experience to enhance the provision of clinical psychology training at Oxford. Course staff are engaged in research in a number of areas including but not confined to anxiety disorders, clinical health psychology, CBT, Systemic/Family therapy, eating disorders, transdiagnostic psychological processes, learning disabilities, working with children, older adults, psychosis, neuropsychology/neuroscience, stigma and clinical supervision.

The course is part of the Oxford Centre for Psychological Health, which also includes and integrates the Oxford Cognitive Therapy Centre (OCTC) and the Oxford Health Specialist Psychological Intervention Clinic. The course also has close links with specialist mindfulness, neuropsychology and spinal cord injuries units.

Trainees are given the opportunity to develop competencies in most areas of clinical psychology practice. Training takes a life-span developmental perspective.

Clinical placements (generally three days a week throughout the three years of the course) are located throughout the counties of Berkshire, Buckinghamshire and Oxfordshire, and are allocated primarily on the basis of training needs, therefore trainees must be prepared to travel within this area and are expected to reside within the Thames Valley footprint. The academic programme is designed to align with clinical placements in order to enhance and enrich the learning process.

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Introducing our courses

Oxford offers a wide range of graduate courses from postgraduate certificates to doctorates. Our courses are challenging and intensive and our approach to graduate study emphasises your ability to work independently, while supported by a world-class academic community.

Taught courses

As a taught graduate, you'll study your chosen subject area at an advanced level usually leading to one of the master’s or master’s-level qualifications listed below. Your course will consist of a range of core and optional courses and you will be assigned an academic supervisor who will be on hand to offer advice and support, and to help guide your programme of study.

View taught courses

Expand each section below to find out more about the different types of taught courses on offer.     

Master of Philosophy (MPhil)

This course is of a higher standing than the Master of Studies (MSt) and full-time study normally lasts for two years (six terms). In the first year, some of the course elements may be common with the MSt and at its end candidates may be required to pass a qualifying test before continuing. Some MPhils are organised so that the first year is taught and the second is predominantly research based. In the second year students are expected to complete a substantial dissertation (usually up to 30,000 words) and to sit written examinations.

Master of Studies (MSt)

Students studying full-time are normally required to undertake one year (three terms) of study followed by an examination. The exact composition will vary according to the course, but will usually involve a range of core and optional course elements often including research methods and the submission of a dissertation (usually of around 10,000–15,000 words). Study is supported by seminars and lectures. Assessment may be by coursework as well as by written examination papers and dissertation. Some course elements may be common with Master of Philosophy (MPhil) course and it is possible in some cases to form the foundation of an application to either the related MPhil or DPhil.

Master of Science (MSc) by coursework

These degrees are generally offered in Science or Social Science subjects and typically require students to undertake one year of full-time study. The exact composition of the degree will vary according to the course, but will often comprise a range of core and optional modules, supported by teaching in the form of lectures and seminars. Assessment is by a combination of course assignments (in many cases including a dissertation of around 10,000–15,000 words) and written examinations.

Other master’s-level degrees (BCL, BPhil, EMBA, MBA, MFA, MJur, MPP, and MTh)

The University offers a range of other master’s-level degrees:

• Bachelor of Civil Law (BCL)
• Bachelor of Philosophy (BPhil)
• Executive Master of Business Administration (EMBA)
• Master of Business Administration (MBA)
• Master of Fine Art (MFA)
• Magister Juris (MJur)
• Master of Public Policy (MPP)
• Master of Theology (MTh)

Please see the relevant course page for further details about each course.

Postgraduate Diploma (PGDip) and Postgraduate Certificate (PGCert and PGCE)

A number of one-year (three-term) diplomas and certificates are available to graduate students. These include the Postgraduate Certificate in Education, which is a teacher training course for graduates that is more commonly referred to as the  PGCE .

Research courses

Our research degrees offer the opportunity for sustained research in the area of your choice.

Alongside expert supervision and a supportive academic community in which to work, you'll receive specialist training in research skills and have access to a fantastic range of resources and opportunities to help you make the most of your time at Oxford and boost your employability.

View research courses

Expand each section below to find out more about the different types of research courses on offer.     

Doctor of Philosophy (DPhil)

Oxford’s main doctoral research degree is called a DPhil, which is our name for a PhD. DPhil comes from the English phrase Doctor of Philosophy and PhD comes from the Latin phrase philosophiae doctor .

A DPhil usually takes between three and four years to complete, but you should check the relevant  course page  for the expected length. Working closely with an academic supervisor who will oversee your studies, you will focus on a specific research project to produce a thesis that represents a significant and substantial piece of work. You will be assessed on the basis of this thesis and an oral examination called a  viva voce . After completing their DPhil, research students frequently pursue academic careers or careers requiring advanced research skills.

During the course of the DPhil degree at Oxford you will need successfully to meet two different milestones:

Transfer of Status : Most DPhil students are initially admitted to the status of  Probationer Research Student (PRS) . Within a maximum of six terms as a PRS student (and normally by the fourth term) you will be expected to apply for transfer of status from Probationer Research Student to DPhil status. In some subjects, you might be required to successfully complete one or more master’s papers during your first year before you can apply to transfer to DPhil status.

Confirmation of Status:  Students who are successful at transfer will also be expected to apply for and gain confirmation of DPhil status, normally within nine terms of admission, to show that your work continues to be on track. Both milestones normally involve an interview with two assessors (other than your supervisor) and therefore provide important experience for the final oral examination.

If you're studying on a full-time basis, you will be expected to submit your thesis after three or, at most, four years from the date of admission.

Doctoral training programmes (CDTs and DTPs)

Doctoral training programmes are four-year courses providing structured training and research experience in the first year, and a research project leading to a DPhil in subsequent years. These programmes are referred to as Centres for Doctoral Training (CDTs) and Doctoral Training Partnerships (DTPs). They are usually supported through links with industry and/or other partners, including other universities.

Master of Science (MSc) by Research

This degree is awarded on the basis of a submitted thesis  and is available in some subject areas that also offer a DPhil. Please see the individual course pages in this section for specific information. The examiners must be satisfied that the thesis shows competence in investigating the chosen topic and that the results have been presented in a lucid and scholarly manner. A satisfactory oral examination is also required.

Students will normally initially hold the status of  Probationer Research Student  and will be expected to apply to transfer to MSc status during the first year of their research.

Combined Master of Science (MSc) and Doctor of Philosophy (DPhil)

Combined Master of Science (MSc) and Doctor of Philosophy (DPhil) programmes are four year courses that comprise a one-year taught MSc by coursework followed by a three-year research project leading to a DPhil . These course arrangements are often referred to as 1+3 programmes. By applying for a 1+3 programme, your application will automatically be considered for both the one-year taught MSc and the DPhil. Progression to the DPhil requires successful completion of the MSc. These programmes are special course arrangements and the constituent MSc and DPhil elements may not be offered separately as stand-alone courses.

• Ways to study at Oxford
• Part-time and online study
• Dates of term
• Residence requirements

Non-standard application processes

The instructions in our Application Guide are relevant to applications for all graduate courses at Oxford, except for :

• Biochemistry (Skaggs-Oxford Prog.) , DPhil
• Biomedical Sciences (NIH OxCam) , DPhil
• Clinical Psychology , DClinPsych
• Medicine (Graduate Entry)  eg BMBCh
• Saïd Business School courses

Important notice

Please note that websites external to the University of Oxford may hold information on our courses.  Those websites may contain incomplete and inaccurate information. Please refer to this website which provides the definitive and up-to-date source of information on any graduate courses offered by the University.

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• Our research

University of Oxford Mindfulness Research Centre

• [email protected]

One billion people in the world will experience depression at some point in their lifetimes

MBCT was first recommended by the UK National Institute for Health and Care Excellence in 2004

Since then the translational research has come of age, and has been published in peer review publications such as the BMJ, Lancet, JAMA Psychiatry and Clinical Psychological Science.

The next challenge is to apply all we've learned to contemporary challenges in the world.

Our work focuses on preventing depression, promoting mental health and resourcing people to meet the challenges of the next 50 years.

Depression is a common disorder that has enormous medical, social, economic and personal costs. It often starts early in life and runs a recurrent course. Treatment can be effective and includes anti-depressants and ‘talking therapies’ such as Cognitive Behavioural Therapy (CBT). But these treatments do not work for everyone. Crucially, antidepressants only work for as long as someone continues to take them. Research at Oxford University and partner institutions over the last decade has developed, tested and rolled-out new approaches to treating and preventing depression – giving those at risk, access to proven tools to help manage their condition long-term.

Mindfulness-Based Cognitive Therapy (MBCT) for Depression was first developed by Mark Williams, John Teasdale (Cambridge) and Zindel Segal (Toronto) to help people at risk for depression learn lifelong skills to stay well.  The approach teaches people a range of skills to prevent depression, including learning to view negative thoughts as passing mental events, rather than facts. “Cognitive behavioural therapy teaches people to challenge their negative thoughts but for people with recurrent depression this can be really hard,” explains Professor Willem Kuyken. “MCBT takes a slightly different approach. It encourages people to accept their thoughts, stand back from them, and realise they will pass.”

Numerous randomised controlled trials have shown that MCBT is effective, and more recent work conducted at Oxford has shown that the ability to decentre from negative thoughts and learn to be kind and self-compassionate, is critical to the success of the approach. Importantly, several trials have now shown that MBCT is an effective alternative to long-term use of antidepressants. 

Over the last ten years, the Oxford team have worked to embed MBCT for depression into policy and practice and ensure access to the therapy for millions of people around the world.  MCBT is now one of the recommended interventions in many international clinical guidelines including the USA and Canada. In England, patients have access to MCBT through the NHS Improving Access to Psychological Therapies (IAPT) programme, with evidence from these services suggesting that it helps people enhance their mental health and sustain their recovery from depression. 

Most recently our focus was the primary prevention of depression and the promotion of mental health in adolescence. That is to say, can we extend our work with adults to young people at a key stage of life to learn skills that develop their resilience, and reduce the chance of depression developing in the first place. This research was published and widely reported in 2022, and suggests that schools-based mindfulness training in 11-14 year olds does not improve the mental health of young people but does enhance teachers' mental health and school climate. More details about the project, including all the publications, can be found by visiting the following website  www.myriadproject.org

Mental health research is a relatively new but evolving field. An analogy with heart disease is instructive. Basic and applied science in the last fifty years has led to stepwise improvements not only in the prevention, treatment and rehabilitation of heart disease but also the promotion of heart health in the whole population. The same stepwise improvements are needed with mental health in the next fifty years.  Our vision is:

• A world without the devastating effects of depression
• Where people enjoy mental health and well-being and,
• Are resourced to meet the challenges of the next 50 years.

We're working to realise this vision through research, training, teaching, and public engagement, see  here . 

OUR CURRENT RESEARCH 

Our group has  developed MBCT for a range of other clinical groups, people who are suicidal, who experience health anxiety and who have cardiovascular disease. We have also contributed to the development of mindfulness-based programs across the lifespan, for adults, for children and adolescents, and at different stages of life, such as the transition to becoming parents . We have also started to explore MBCT's acceptability and effectiveness in different settings, such as teachers working in schools and prisoners in the criminal justice system.

Our next challenge is to use a global health approach to enhancing mental health in the whole population. People learn foundational skills for life in MBCT that they can use not only to cope with the everyday strains and pressures that can lead to poor mental health, but also to enjoy greater well-being and  to flourish. More than this, they can learn foundational skills that are needed to face the major challenges in our contemporary world. To do this we need to develop and research how MBCT can be accessible, effective and cost-effective to a wider population and across the lifespan.

Throughout all our work we are interested in the following:

• Theory: How does mindfulness alleviate distress, build resilience and enable flourishing?
• Efficacy, effectiveness and cost-effectiveness: Is MBCT effective and cost-effective both in controlled trial and real-world conditions?
• Implementation: How can it best be implemented / scaled up?
• Lifespan: Can we consider how MBCT can play a role in primary prevention, inter-generational transmission,  secondary prevention and long-term recovery.

 How is our research funded?

Our work has been  supported by research grants from the National Institute for Health Research, Wellcome Trust, Medical Research Council, Mind and Life, Oxford Mindfulness Foundation, the University of Oxford and the Sir John Ritblat Family Foundation.  

Our work has also benefited from generous donations. If you could like to support our research you can make donations via this link . 

Our Masters of Studies in Mindfulness-based Cognitive Therapy

This two-year part-time Masters course offers experienced professionals from a range of backgrounds a unique opportunity to develop in-depth specialist knowledge and skills in mindfulness-based cognitive therapy (MBCT) curricula. Ou hope is that it will identify and resource the next generation of MBCT teachers, trainers and researchers.

The Oxford Mindfulness Centre

The Oxford Mindfulness Centre has been at the forefront of MBCT research, innovation, teaching and training since it was founded by Professor Mark Williams in 2008. Since 2014 it has been directed by Professor Willem Kuyken, the Sir John Ritblat Family Foundation Professor of Mindfulness and Psychological Science. It is a collaboration between the University of Oxford Psychiatry Department and the Oxford Mindfulness Foundation (OMF), a UK-registered charity. The  Oxford Mindfulness Foundation 's work includes using MBCT training curricula we have developed collaboratively to offer MBCT training and courses around the world. To date many hundreds of MBCT Teachers have been trained in Asia, Europe and South America, and thousands of people have participated in MBCT courses. Increasingly the Foundation is building international partnerships to further its important work.

Resources Page

• Where do I find the best mindfulness and mindfulness-based cognitive therapy (MBCT) book/website/app?
• What is some of the most important research?
• I'd like to learn more about mindfulness/MBCT, but I don't know where to start.

This listing of MBCT and mindfulness key resources is intended to signpost to books, research articles, websites, podcasts and other mindfulness resources. It is regularly updated, but please note it focuses on evidence-based mindfulness programs, in particular MBCT, and is not intended to be comprehensive. It is updated every few months as new resources become available.

The resources can be downloaded here .

Oxford Mindfulness Research Group

Willem Kuyken

Sir John Ritblat Family Foundation Professor of Mindfulness and Psychological Science

Jesus Montero Marin

Senior Researcher

Karen Mansfield

Senior Postdoctoral Researcher

Nabeela Kajee

Kearnan Myall

Shannon Maloney

POSTDOCTORAL RESEARCHER

Selected publications

Journal article

Maloney S. et al, (2024), Behaviour Research and Therapy

Kajee N. et al, (2024), Med Educ

Knight R. et al, (2023)

Böttcher L. et al, (2023), BMC Psychiatry, 23

Maloney S. et al, (2023), Psychother Res, 1 - 12

Hinze V. et al, (2023), J Am Acad Child Adolesc Psychiatry

García-Campayo J. et al, (2023), Assessment

Bogaert L. et al, (2023), Behav Res Ther, 169

Montero-Marin J. et al, (2023), JAMA Netw Open, 6

Dunn BD. et al, (2023), EClinicalMedicine, 61

Sanders A. et al, (2023), Mindfulness, 14, 1718 - 1734

Bignardi G. et al, (2023)

Kuyken W. et al, (2023), J Ment Health, 32, 537 - 540

Montero-Marin J. et al, (2023), J Am Acad Child Adolesc Psychiatry

Mansfield KL. et al, (2023), JCPP Advances

Böttcher L. et al, (2023)

Astle DE. et al, (2023), Lancet Psychiatry, 10, 242 - 244

van der Velden AM. et al, (2023), Biol Psychiatry, 93, 233 - 242

Floyd E. et al, (2023), Global Advances in Integrative Medicine and Health, 12, 275361302211499 - 275361302211499

Leung JT. et al, (2023), Infant Child Dev, 32

Dunn BD. et al, (2023), Mindfulness, 14, 113 - 127

Conference paper

Cohen ZD. et al, (2023), Clin Psychol Sci, 11, 59 - 76

Myall K. et al, (2023), Br J Sports Med, 57, 99 - 108

Dunn BD. et al, (2023), Mindfulness

Garcia-Toro M. et al, (2023), Front Psychol, 14

Siwik CJ. et al, (2023), Global Advances in Integrative Medicine and Health, 12, 275361302211442 - 275361302211442

Maloney S. et al, (2023), Mindfulness (N Y), 14, 2155 - 2171

Berta-Otero T. et al, (2022), Int J Environ Res Public Health, 20

Geulayov G. et al, (2022), Curr Psychol, 1 - 12

Alsayednasser B. et al, (2022), Behaviour Research and Therapy, 104185 - 104185

Sheffield JG. et al, (2022), Cortex, 154, 77 - 88

Tudor K. et al, (2022), Prev Sci, 23, 934 - 953

Kuyken W. et al, (2022), Evid Based Ment Health

Montero-Marin J. et al, (2022), Evid Based Ment Health, 25, 117 - 124

Montero-Marin J. et al, (2022)

Dunning D. et al, (2022), Evid Based Ment Health

Williams JMG. et al, (2022), Mindfulness (N Y), 1 - 14

GEULAYOV G. et al, (2022), Frontiers in Psychiatry

Kirschner H. et al, (2022), Mindfulness, 13, 928 - 941

Hitchcock C. et al, (2022), Behav Res Ther, 151

Bennett MP. et al, (2022), BMJ Open, 12

Sheffield J. et al, (2022)

Soneson E. et al, (2022), Eur Child Adolesc Psychiatry

Ford T. et al, (2022), The Lancet. Digital Health

Knight R. et al, (2022)

Geulayov G. et al, (2022), Front Psychiatry, 13

Illingworth G. et al, (2022), Sleep Adv, 3

Loucks EB. et al, (2022), Global Advances in Health and Medicine, 11, 216495612110688 - 216495612110688

Mansfield KL. et al, (2021), BMJ Open, 11

Ford T. et al, (2021), J Am Acad Child Adolesc Psychiatry, 60, 1467 - 1478

Myall K. et al, (2021), Int J Environ Res Public Health, 18

Fazel M. et al, (2021), EClinicalMedicine

Schuling R. et al, (2021), Mindfulness, 12, 2196 - 2206

Breedvelt JJF. et al, (2021), JAMA Psychiatry, 78, 868 - 875

Kirschner H. et al, (2021)

Medlicott E. et al, (2021), Int J Environ Res Public Health, 18

Ford T. et al, (2021), Lancet Digit Health, 3, e333 - e336

Mansfield KL. et al, (2021), The Lancet. Digital Health

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