Amanda was a Visiting PhD Student at St Edmund’s College as part of her doctoral research at Witten/Herdecke University in Germany. She is a clinical psychologist, and her PhD focuses on accessible psychotherapy and reducing barriers in mental health care for individuals with learning disabilities. During her stay, she joined the Cambridge Intellectual and Developmental Disabilities Research Group (CIDDRG). She reflected on her time at St Edmund’s College as a Visiting Student from Germany.
Choosing Cambridge
Why did you decide to apply as a visiting student to Cambridge?
During my doctoral research on barriers in mental health care for individuals with intellectual disabilities, I became increasingly interested with the diagnostic process of mental disorders, particularly in the context of dementia. While working clinically on a neuropsychiatric ward for people with learning disabilities, I became gradually aware of how complex and often delayed dementia diagnoses can be in this population. In searching for international research addressing this issue, I encountered the Cambridge Intellectual and Developmental Disabilities Research Group (CIDDRG) and the ABC-DS study, which is internationally leading in investigating biomarkers for dementia in adults with Down syndrome. The translational depth and scale of this project resonated strongly with my own work. Reaching out to the group felt ambitious, and I reflected carefully on whether I would find my place in such an internationally renowned environment. The openness with which my enquiry was met, ultimately encouraged me to take the step, aware that it would challenge me academically and personally.
What did you imagine Cambridge would be like before arriving, and what surprised you most?
Before arriving, my image of Cambridge was shaped by its history and global reputation. I imagined an intellectually demanding and perhaps rather hierarchical environment, where one had to constantly prove oneself in order, to belong. Coming from a family background where neither of my parents had the opportunity to attend university, I quietly questioned whether I would truly fit into such a setting. Therefore, I initially anticipated formality and distance. What surprised me most, was how different the lived experience felt to me. I encountered fellow students of various ages, subject backgrounds who were undoubtedly highly accomplished, open, curious and very much approachable. Most of my conversations I had, were often thoughtful, rarely rigid, yet often accompanied by humour. Even though the atmosphere was grounded in tradition, it was not constrained by it and instead of feeling evaluated, I felt pretty much engaged.
Can you share a memorable experience from your time at St Edmund’s College?
Arriving in a new country, navigating a different academic system and dealing with unfamiliar procedures was initially overwhelming. There were practical questions, paperwork, cultural differences and the quiet uncertainty of not yet knowing how things worked. I remember walking through the College grounds on my first evening with a mixture of excitement and disorientation, unsure how quickly I was expected to adapt. One of my earliest experiences at St Edmund’s was a personal tour of the College, offered by a Porter who took generous time to explain not only directions and formalities, but also everyday life at the College. I remember how much I appreciated that someone would simply take that time and patiently answered my thousand questions. It immediately created a sense of ease and made the College feel less overwhelming and more welcoming. Another memory that stayed with me, is a formal dinner at the very end of my stay. I sat down next to three students I had never met before, and within minutes the conversation moved effortlessly from global politics to a physics thesis experiment one of them was researching, that none of us fully understood, to photos a student next to me shared from her travel-journey across South Asia. We laughed a lot. Despite the formal setting, the conversation felt light and genuine. In a way, those two moments framed my entire stay. From the first day to the last, I consistently felt at ease at St Edmund’s.
How would you describe the teaching style at Cambridge, especially the supervision system?
What struck me most about the supervision system was its dialogical nature. The one-to-one format did not feel like an examination or an evaluation of competence, but rather like a structured conversation in which ideas could freely develop. Over time, I felt much more encouraged to share my own knowledge and my clinical experience. I felt that critical questions were often framed as invitations to think further, not as challenges to defend myself. For me, these discussions opened a new perspective on current debates or methodological questions in my field and ultimately motivated me to draft an additional paper during my stay, which I have since submitted to a German journal. Personally, for me, the supervision system created a space where academic growth felt both demanding and but also quite supportive.
Did you feel part of the student community as a visiting student?
Yes, very much so. From the beginning, I never had the impression of being treated differently because I was a visiting student. Whether in everyday encounters or at college events, I felt included rather than accommodated. Conversations emerged naturally, and I experienced an atmosphere in which everyone’s perspective was respected and was taken seriously.
How has this experience changed you, academically or personally?
Academically, this experience changed the way I position myself within scholarly spaces. As earlier explained from my background, academic environments sometimes felt distant, I initially approached discussions with caution, questioning whether my perspective would be considered relevant. In Cambridge, I experienced that contributions grounded in clinical practice and professional experience were not only welcomed, but genuinely valued. This allowed me to speak more openly, to formulate ideas without pre-emptively minimising them, and to trust that my viewpoint could enrich the conversation.
What are your plans beyond graduation and how do you see them contributing to a better future for individuals, societies and the world globally?
After completing my doctorate this year, I also aim to finish my clinical training and obtain licensure as a psychological psychotherapist in Germany. Continuing to work at the intersection of research and clinical practice remains central to me. In the longer term, I am increasingly interested in contributing to transformation processes within health systems, particularly in shaping decision-making structures that influence how care for individuals with diverse needs is organised and delivered in Germany. Reducing structural barriers in mental health services for people with learning disabilities is a concrete priority I would like to advance. Therefore, I am very motivated to pursue a postdoctoral position to further strengthen the scientific foundation of my work. Deepening my research, expanding international collaborations and translating findings into system-level improvements are key next steps for me. As I see sustainable change emerging when clinical experience, empirical evidence and health policy decisions are more closely connected.
What one piece of advice would you give to future visiting students considering St Edmund’s?
If you are considering St Edmund’s, I would encourage you to see it as a place where diversity is genuinely lived. As a mature College, you are surrounded not only by students from different disciplines and countries, but also by peers at various stages of life who often bring a grounded and thoughtful perspective to conversations. To feel connected, it helps to participate actively, for example by attending Formal Halls, exploring events organised by the Wellbeing Team, or simply starting a conversation during lunch. Many of the most meaningful exchanges begin within these informal moments.
Learn more about become a Visiting Student at St Edmund’s
