Finding Your Fit: Navigating the Journey to Clinical Psychology with Melanie

“Inside Clinical” Series, Episode 14

By Cameryn Hauck

With Melanie Mascarenhas, fifth-year student MA/PhD Clinical Psychology at University of Toronto Scarborough

Meet Melanie

Our latest guest on the Inside Clinical blog series is Melanie Mascarenhas, a 3rd year clinical psychology PhD student and instructor at the University of Toronto Scarborough. Based in Toronto, Melanie completed both her Bachelor of Science in Psychology and Cognitive Science and her master’s in clinical psychology at the University of Toronto, building a strong foundation in both research and clinical practice. Her current work lies at the intersection of neuropsychology and traumatic brain injury, reflecting a strong commitment to understanding the complex and unique relationship between the brain and behaviour. In our conversation, Melanie shares a compelling and insightful journey, one grounded in academic performance and research, while also emphasizing the importance of balance, community, and maintaining a fulfilling life outside of academics.

There is no Single “Right” Path 

The path to clinical psychology is often described as competitive, uncertain and demanding. While this is certainly all true, there is no single experience that guarantees success in clinical psychology. Many students often feel pressure to build the “perfect” curriculum vitae, however Melanie emphasized that this simply doesn’t exist. Melanie’s journey was not shaped by one defining moment, but by a series of experiences that shaped her curiosity in both research and people. It was a path that evolved over time, and one that looked different from her peers. 

Early exposure to research played a key role in shaping Melanie’s trajectory. Through positions at the Child Cognitive Development Lab and the Canine Cognition Lab, she developed foundational skills in research, data collection and collaboration. Although over time, she developed more of an interest in human cognition and clinical psychology, it allowed her the opportunity to ask meaningful questions and learn how to transform ideas into data. Her time as both a research assistant and lab manager at the Child Cognitive Development Lab not only strengthened these skills but also came full circle, becoming a significant factor in developing an interest in the research process. 

“I think what shaped my trajectory was early experiences and an interest in research and the scientific process, the curiosity for it, the problem solving, and then a simultaneous interest in people, perspectives and behavior.”

Melanie emphasized the importance of pursuing research opportunities early in your undergraduate degree, even if the research topic isn’t your top choice. She noted that it’s both common and expected for students at that stage to feel uncertain about their specific research interests. This should not serve as a deterring factor. Research assistant positions, regardless of their focus, offer valuable opportunities to develop essential skills, explore new areas, and grow both professionally and personally.

 

“So the research itself wasn't the area that I found true passion for in the end, but it gave me that early footing of the research process, scratching the itch I had for problem solving and methodological rigor, working collaboratively as a team and management. All those pieces showed me how to take a little idea and create data out of it.” 

Melanie’s most impactful experience came after graduation, when she worked as a psychometrist conducting neuropsychological assessments for individuals with traumatic brain injuries. This role not only strengthened her application to graduate school, but also gave her a clear sense of direction and purpose within the field. Her journey serves as an important reminder that you are not “behind” if your first meaningful clinical experience happens after undergrad. Sometimes, those post-graduate opportunities are what truly shape your path forward. Melanie recalls stumbling into her position working as a psychometrist, having no prior knowledge of the field in which she was joining. 

“I just found this job and I applied for it. It wasn't something I knew I wanted to work in or wasn't like I was searching for positions in that area. I really just stumbled into it. I didn't know what neuropsychology was at that point.”

The Power of Not Having to Choose 

A recurring theme throughout our conversation was the idea that psychology does not require you to choose between science and human connection. For Melanie, neuropsychology became the ideal space to integrate both. 

“The realization that psychology was scientific, but also a clinical discipline and I didn't have to choose between them was helpful in the kind of choices I made in undergrad.” 

Neuropsychology provided Melanie with the right outlet to express her passion and affinity for research and problem solving. She described it as a field where biological mechanisms and lived human experiences intersect. Where understanding the brain goes hand-in-hand with understanding behaviour, relationships and emotion. The individuality of neuropsychology and traumatic brain injury is what continues to draw Melanie to the field and why she remains so invested and intrigued by her research. 

“There’s a lot of discovery and problem solving in neuropsych, but there’s also opportunity to work with people, to sit down with someone and their complexities to genuinely improve outcomes and optimize functioning. I think neuropsychology is perfect because it doesn't ask you to choose between all the things I love doing.” 

Teaching at the University Level 

Melanie has been an instructor at the University of Toronto Scarborough for over a year, teaching an undergraduate course on introduction to clinical psychology. She is drawn to teaching because of how accessible and relatable clinical psychology is, as it is centered around human behaviour, emotions and lived experiences. Melanie finds it rewarding to see students connect with the material and grow curious about the same field she is so passionate about. Beyond its impact on students, teaching has also reinforced her own learning, pushing her to stay up to date on research and communicate ideas in a clear and understandable fashion. While balancing teaching alongside the demands of a PhD can be stressful and overwhelming at times, Melanie views it as complementary to her training and would not give it up! 

“I think it makes me a better clinician because I'm constantly finding new ways to teach something, to describe something, more accessible language to use, what landed well, what didn't land well.”

Honours Thesis Vs Supervised Study 

An honours thesis and a supervised study are both valuable research experiences, but they differ in structure, independence and expectations. A supervised study is typically completed earlier in your undergraduate degree and serves as an introduction to research. It often involves working on a pre-designed project with close guidance from a supervisor. It is more structured and focused on building skills such as data collection, analysis and understanding the research process. In contrast, an honours thesis is usually completed in students' final year of study and requires a higher level of independence. Students take the lead in developing their own research question, designing the study, and carrying it through from start to finish, with support from a supervisor. While both experiences offer valuable learning opportunities, an honours thesis generally involves greater responsibility and ownership over the research process. 

The Importance of Thoughtful Emails

 

Reaching out to professors is a key step in gaining research experience, but how you approach this next step in your undergraduate degree matters just as much as the act itself. Throughout our conversation Melanie provided tips and tricks on how to craft thoughtful and intentional emails to professors when reaching out for research assistant positions. Rather than sending generic emails simply asking for any opportunity, students should take the time to engage with a professor's work. Understanding the question their lab is trying to answer and thinking critically about how those ideas align with your own interests. Melanie highlighted that research fit is not only about having identical past experience, but about sharing intellectual curiosity. At the undergraduate level, casting a wider net can be beneficial for building foundational skills but each outreach should still feel personalized and purposeful. Ultimately demonstrating curiosity, preparedness and a willingness to learn will stand out far more than simply trying to check a box for experience. 

“So reaching out with the request to be an RA because you want research experience is probably not the ideal way to get that. But doing your research about a supervisor, doing your research about the research they conduct, thinking carefully about whether it's something you're actually interested in doing, and then reaching out a little bit more thoughtfully, more elaborately with specific goals and ideas and questions.” 

The Pressure of Needing to Know Everything 

A common fear among students is the pressure to be an “expert” in both the brain and behavior. Melanie reassured us that this feeling never fully goes away and that’s okay. The purpose of school is to grow, learn, and continually expand your understanding, not to arrive knowing everything. The expectation to master it all is not only unrealistic, but also unnecessary. Professors and supervisors recognize that developing expertise is a gradual, ongoing process. 

“I think I'll be retired in this field and I would never call myself an expert on the brain or the person.” 

Clinical psychology is a highly collaborative field. Even experienced professionals regularly turn to colleagues for guidance and consultation. Knowledge in this field is constantly evolving, and growth comes from ongoing learning rather than being perfect. 

“One of the most helpful realizations for me is understanding that experience in this field is cumulative, iterative, and very collaborative. There's no one person that holds the key and holds the knowledge. A lot of the work that we do is actually through supervision and collaboration and consultation.” 

It’s About Fit, Not Just Numbers 

Clinical psychology programs are notoriously competitive, but Melanie challenged the idea that admissions are purely a numbers game. While research experience and academic performance are important, what truly sets applicants apart is fit. 

“There's so many great candidates, but part of it is realizing, I think, that it's not just a numbers game. It's not just how many publications you have or how many hours you have. It’s about how good of a fit you are for a specific program and a specific researcher and how well you fit there personally and professionally.” 

Fit goes beyond shared research interests, it includes curiosity, alignment with a supervisors approach and compatibility within a training environment. As Melanie explained, when deciding where to apply or which offer to accept, it’s essential to prioritize your own research interests.

After all, you will be dedicating several years of your life into this work, therefore choosing a supervisor and program that aligns with your goals, values and needs is crucial for long term success. 

“As much as the program is deciding how well do you fit there, you need to ask yourself how well do I fit there, how well do my research interests interest those of the faculty, how much of a complement would I be to this program, and I think that is where you're deciding should end up and that's where I prioritized when I was choosing.” 

In addition, Melanie highlighted the importance of mentorship, emphasizing that supervisors play a significant role in shaping not only your research, but also your development as a clinician and thinker. 

“So research fit, yes, but also intellectual fit, mentorship fit, interpersonal fit. You're picking someone to support you, champion you, push you for six plus years of your life, maybe more. That shapes how you approach research, how you think about clinical stuff, how you conceptualize broader clinical science. So I thought carefully about that.” 

What Actually Matters For Getting In? 

Through both her experience and observations, Melanie has identified a few consistent factors among successful applicants: 

● Demonstrating sustained engagement and experience with research

● Contributing to research outputs such as posters and publications

● Showing clarity on the intellectual direction you wish to pursue 

● Having a noticeably genuine interest in your area of research 

Interestingly, Melanie noted that pathways into graduate school can vary widely. While some students enter directly from undergraduate studies, others take more non-traditional routes, gaining experience through different careers before pursuing clinical psychology. She also emphasized that expectations can differ across programs, depending on their specific training models, meaning there is no single “correct” path to follow 

“I think one of the most striking things about clinical psych training in my experience when I started grad school was how diverse people's training and like just lives were before they got into the program. I think it's a field that just attracts a wide variety of paths, life experiences, academic backgrounds. There's not really one formula for success.” 

Learning Beyond the Textbook 

One of the biggest transitions in clinical psychology is moving from theory to practice. While textbooks provide structure, Melanie emphasized that real-world work reveals complexities that can be captured on a page. In particular, she highlighted the importance of culture and context. Every individual's psychological experience is shaped by their background, relationships and environment. Expanding your understanding and knowledge of cultures beyond your own is essential for impactful clinical work. This doesn't mean you need to know everything about every culture, it’s about knowing when and how to ask the right questions; without assuming you have shared knowledge.

“I think the one thing that I think about a lot and I've been thinking about a lot more recently is when you move from theory to clinical work is how profoundly culture and context shapes someone's psychological experience and the way they then behave and present themselves to the world.” 

The Advice Students Need to Hear

Perhaps the most impactful part of our conversation came at the end, when Melanie reflected on her undergraduate years. 

“I don't think I would change anything about my first, second, third or fourth year of undergrad and I will tell you why.” 

Rather than overloading herself with research and career-building activities early on, she focused on doing well academically, exploring courses she genuinely enjoyed, and building meaningful relationships. A decade later, those friendships remain some of the most important parts of her life. 

Her message to students was clear: 

“University is not just for building a career, it is for building a life.” 

While ambition and hard work are important, so are connection, balance, and personal growth. In a field centered around understanding people, those experiences are just as valuable as any line on a CV. 

“I didn't really overwork myself and just absolutely lose my friendships and my identity and my wellbeing to get there, and I don't think anyone should. I think working hard is important and I think prioritizing your academic goals is important, but I also think that like your personal development and the kind of human you become, especially in a field like this, it comes from more than that. So absolutely enjoy your university experience too.”

“When you need someone, it will be the community you built that holds you up and keeps you going, not every single A you achieved on a transcript.”