Why We Need to Get Behind the Proposed Changes to Psychology Training
On 15 April, the Psychology Board of Australia released a major consultation proposing a complete redesign of education and training pathways for psychologists in Australia.
This is not a minor adjustment. It is a significant, once-in-a-generation shift - one that prioritises skills development, equity of access, and preparing psychologists for the realities of face-to-face clinical work.
These changes are overdue and reflect the economic and social realities we are currently facing. Long-term academic pathways are not accessible or affordable for many, and this is limiting the growth and diversity of our workforce. We need highly skilled psychologists to support our community and we need training pathways that make this possible.
This is a moment where the profession needs to come together and support reform that better serves both clinicians and the public.
1. We Need More Psychologists - And Better Access to Care
Australia is facing a clear workforce shortage in mental health. There are simply not enough psychologists to meet the needs of the public.
Suicide remains the leading cause of death for people age 15- 49, placing mental health firmly at the centre of our national health priorities.
Long waitlists, limited availability, gaps in services for complex presentations, and inequitable access to care are already part of the system many people are navigating.
Expanding and modernising training pathways means:
More psychologists entering the workforce
Earlier access to meaningful clinical experience
Increased capacity to meet community demand
Ultimately, this is about improving access to care. The current system is not keeping pace with need and maintaining the status quo comes at a cost to public mental health, quality of life, and, in some cases, lives themselves.
2. Increasing Access to Training -and Diversity in the Workforce
The current training pathway often requires six or more years of study with limited capacity to earn an income.
This creates a system that unintentionally favours those with:
Financial security
Family or partner support
The ability to delay income for extended periods
As a result, we limit who becomes a psychologist.
If we want a workforce that truly reflects the communities we serve, we need pathways that are accessible to:
First Nations practitioners
Disabled clinicians
Individuals from marginalised and underrepresented communities
Diversity in practitioners is not a “nice to have” -it directly impacts:
Client safety and trust
Cultural competence
The relevance and quality of care
These are central to the core competencies of our profession. Broadening access to training is essential if we are serious about improving outcomes across the population.
3. A Shift Toward Skills-Based Training
Psychology is a practice.
While theoretical knowledge and research literacy are essential, clinical skill is the foundation of effective therapy.
At present, much of psychology training is heavily weighted toward theory, with practical skill development concentrated toward the very end of training.
This often means:
Clinicians enter the workforce feeling underprepared
Core therapeutic skills are developed post-qualification
Learning occurs in high-pressure, real-world environments without sufficient scaffolding
A stronger emphasis on skills-based training throughout education allows for:
Earlier development of clinical competence
More supported learning environments
Greater confidence and effectiveness in clinical work
If we want high-quality care, we need to train psychologists in how to do the work—not just understand it.
4. Fairness in Training: Payment and Recognition of Clinical Work
One of the most challenging aspects of the current system is the expectation that students and early-career psychologists:
Complete extensive placements
Undertake internships
Deliver clinical work
…often with little or no financial compensation.
At the same time:
Clinics and supervisors absorb significant training costs
The responsibility for workforce development is not adequately funded or recognised
This model is not sustainable.
It places pressure on:
Students, who are already managing financial strain
Practices, who are supporting training without sufficient structural support
Reform creates an opportunity to move toward a system that is:
More equitable for trainees
More sustainable for services
More aligned with the value of the work being performed
Final thoughts
Change to professional pathways can evoke strong reactions—especially when it touches on the effort, identity, and standards that have shaped our field. These responses are understandable and reflect how deeply we care about the profession.
But the question is not whether change feels uncomfortable. It’s whether the current system is meeting the needs of the community, the future workforce, and the realities of clinical practice. At present, it is not.
These proposed reforms offer a practical and more equitable path forward—expanding the workforce, improving access to care, increasing diversity, and better preparing psychologists for real-world clinical work.
If we are committed to reducing suffering and improving mental health outcomes, we need to be willing to evolve.
This is not about lowering standards - it’s about strengthening them, so they are grounded in clinical competence, accessibility, and real-world impact.
I feel genuinely hopeful about the future of our discipline and the care that we can offer our community.
