Curiosity Meets Care: How Maya Found Her Passion for Child Clinical Psychology

“Inside Clinical” Series, Episode 10

Meet Maya

Our 10th guest on our Inside Clinical series is Maya Mammon, a graduate student in the Child Clinical Psychology PhD program at the University of Toronto (OISE). With an undergraduate background rooted in a research-intensive lab and hands-on experience working with children and adolescents, Maya offers a thoughtful perspective on the path to graduate studies in clinical psychology. Her journey reflects curiosity, resilience, and self-discovery. She now shares how she reached this point and what she hopes prospective students can learn from her experience.

Psychology first came into focus for Maya in high school, where she discovered a genuine excitement for understanding human behaviour. That interest carried into her early years at McMaster University, where she entered the Psychology, Neuroscience, and Behaviour (PNB) program. Outside of academia, she also found herself naturally drawn to work with children through roles such as a camp counselor and youth group advisor. These early experiences planted the seeds that would later guide her toward child clinical work.

When she is not immersed in her lab or academic responsibilities, Maya enjoys baking, creating mood-specific Spotify playlists, and spending time with her family. Maintaining these close ties to loved ones helps her keep perspective in the midst of the many demands of graduate school and reminds her of what matters most.

Discovering Psychology at McMaster

Maya’s undergraduate journey began in an unusual time: her first year took place during COVID-19, a year marked by online classes and limited social connection. Entering university with enthusiasm but lacking in-person engagement, she felt the impact of isolation many students still remember vividly.

Everything shifted in her second year, when classes resumed on campus and she encountered Dr. MacKenzie, a professor who would fundamentally shape her trajectory. Through a warm, communicative teaching style, Dr. MacKenzie created an environment where students felt encouraged to participate and connect. For Maya, this was a turning point, as she learned to put herself out there in the classroom and in research.

“She [Dr. MacKenzie] really said like, no, you can do it. I don't know why you think this is something that people can't reach. Like you can do it.”

Dr. MacKenzie encouraged her to consider joining her research lab, one focused on infant and child development. Maya entered with an open mind. She found an unexpected love for the research process. From learning coding to interacting with families, she embraced the full research experience with enthusiasm.

By her third year, Maya had secured a summer research award and stepped into the role of lab manager at McMaster’s Babylab, a position that strengthened her leadership, communication, and research coordination skills. This experience also helped her realize that statistics, often intimidating to students, did not have to be a barrier. She learned that she could engage meaningfully with research without needing to focus entirely on statistical expertise.

This role did not just build her CV, they helped clarify the type of researcher and clinician she wanted to become.

Building Depth Through Research

As Maya’s interest in child development grew, she sought out new experiences to broaden her understanding. This led her to the IDEA Lab, a research environment dedicated to exploring how early childhood experiences shape developmental and psychological outcomes. The lab’s

focus aligned perfectly with her growing passion for child mental health, or as Maya describes it, her academic “bread and butter.”

Working across labs gave her a comprehensive view of research. She gained experience in the less-discussed realities of academic work, including administrative tasks, managing peers, providing feedback, organizing schedules, and even learning about grant applications. These

responsibilities equipped her with skills that seamlessly translated into her graduate program.

Her experiences also exposed her to the day-to-day world of graduate students. She observed firsthand what the role entailed, such as the workload, expectations, independence, and developed a more grounded understanding of what graduate school would require. More importantly, these experiences reaffirmed her desire to pursue clinical psychology, specifically the branch that combined research with applied work.

“I think that for me, I had such positive experiences in research that that was what really was like, okay, I am ready to do like seven years of grad school. I think I wasn't ready to like say, yeah, this is what I want until I had that experience.”

These positions also opened unexpected doors, including opportunities she did not even apply for. Maya highlights this as a reminder that working hard and showing initiative can place students on the radar of supervisors who may later advocate for them.

“I think for making those connections, showing that you're committed is important. I think something that served me well in the labs I was a part of is that I would take initiative. I think that when there were any opportunities like, we need someone else to help with XYZ, I would say, yeah, I'm happy to help.”

Developing a Competitive Yet Meaningful Application

During her final year at McMaster, Maya began reflecting seriously on graduate school. She quickly learned that clinical psychology applications differ significantly from many other graduate programs. There is no universally “correct” path that guarantees admission. While this ambiguity

can be daunting, Maya sees value in it because it allows for individuality.

“Every person I know who has gotten in has had a different route... the admission process[es] looks different and what they value in an applicant is different...It's frustrating because there's this lack of definitive knowledge...I think all experiences are valuable to different supervisors in different ways.”

Rather than pursuing an overwhelming number of commitments, she emphasizes the importance of choosing roles that align with authentic interests. Meaningful involvements that allow for growth, contribution, and depth often carries more weight than packing in too many activities to pad your CV and resume.

“I think depth over breadth is an important thing.”

To Maya, meaningful involvement means following through, being present, and going beyond the bare minimum. It means emailing a professor even when it feels intimidating, asking thoughtful questions, and showing initiative. These small acts of effort often can lead to deeper professional connections and more opportunities.

“I remember my first time going to office hours with Dr. MacKenzie. my God, beforehand I was sweating. I was so scared. But knowing that the person on the other end...was once you and they're not judging you. They don't have time to judge you. I think that's an important thing to know.”

She acknowledges that reaching out to supervisors can feel nerve-wracking. Many students worry they’ll be judged or expected to have expertise before joining a lab. Maya now understands how inaccurate those fears are. Professors, she explains, are looking for curiosity

and commitment, not perfection. They want students who care, who ask questions, and who are willing to learn.

“They're just people who are passionate about the same topic that you want to get to know more about.”

Understanding Her Passion for Child Clinical Psychology

Maya’s passion for working with children extends far beyond her academic life. Growing up, she often watched her mother teach children with special needs, an environment that left a lasting impression. Her understanding deepened during her work as a camp counselor in 2021. That summer, she witnessed firsthand how the COVID-19 pandemic affected children’s social

functioning, regulation, and mental health. These experiences sparked a deeper curiosity about the psychological effects of the pandemic and about how life experiences shape children’s development.

“I think being able to ask the right questions and knowing how to be a clinician, that's something that can be trained. But I think the passion is something that you develop through your lifetime.”

She realized her academic passions were not random, but were rooted in her lived experience. This led her to pursue a career as a clinical child psychologist where she could do both research and therapy.

Navigating the Application & Making the Final Decision

In her final year, Maya applied to three graduate programs, each aligning with her research interests and offering child clinical training. Applying to only three schools may seem bold to some, but for Maya it was a strategic decision. Each application demanded significant time, personalization, and reflection.

Originally, she expected to remain at McMaster, working in the Babylab where she felt deeply connected and strongly supported. However, something in her knew she needed a program that aligned with her long-term goal of becoming a clinical child psychologist, not solely a researcher. Saying no to a place she loved was a difficult decision, but an important one.

Late in the cycle, she received an interview invitation from OISE at the University of Toronto. During her interview with the supervisor who is now her mentor, she felt an immediate sense of fit both academically and interpersonally. When the offer arrived, she was shocked and elated. It took time to feel real.

“I remember having to like recheck that email and then like rechecking my offer of admission like a million times to make sure I didn't like make it up...I also want to like emphasize that I like, I was the same applicant with the same qualities at all of the schools and throughout that entire admissions process. And so there's so much randomness, like honestly, which is both something that I think people can take comfort in and also a source of stress.”

Maya emphasizes how important it is not to let rejection define your worth. Clinical psychology programs are exceptionally competitive, and selection often depends on factors beyond any applicant’s control. She encourages prospective applicants to remember that one program’s decision does not reflect your potential, passion, or capability. Sometimes the pieces align,

sometimes they do not, but one decision does not determine a future.

“I would still be the same person with the same passion, even if I didn't get that like really late offer to the program...if this is what you want to do, like don't let that initial round of rejections deter you from trying again.”

When it came time to make her final decision, Maya considered not only academic fit, but personal well-being. Remaining close to family and maintaining strong support systems mattered deeply to her. She reminds students that these factors are not minor, as they can shape the experience of graduate school and influence long-term well-being.

“There's a lot that you have to factor in. And I think there's no one right answer then as to like, how many schools do I apply to? Where do I apply to? Like, these are all things that you need to do. You need to reflect, like, and think about beforehand...”

Maya’s Advice to Future Applicants

Maya hopes future applicants understand that they do not need to be “superhuman” to succeed in this field. Passion, curiosity, and a willingness to learn can carry tremendous weight. Her advice centers on three main takeaways:

- Depth over breadth: focus on meaningful commitments that genuinely inspire you.

- Confidence grows through experience and taking action: reach out to professors, try for opportunities, and don’t let fear of rejection limit your potential.

- Your lived experiences are part of your strength: they shape your interests, empathy, and perspective, and they can enrich your application.

“Having a passion for what you're doing is like, that's gonna be the game

changer...Yeah, don't discredit those early experiences and don't discredit your genuine curiosity and willingness to learn.”

Final Encouragement

Maya’s journey to graduate school is a testament to intentionality, perseverance, and authenticity. Her story illustrates that there is no single “correct” path to clinical psychology, only the path shaped by one’s passions, experiences, and values. She hopes prospective students will grant themselves grace, trust their long-term goals, and pursue opportunities that feel meaningful