Yearly Archives: 2014

Go Team! College Athletes and LGBTQ Health

Editor’s note: This post coincides with LGBT Health Awareness Week, March 23-29, 2014. It was written by Julia Benjamin, a member of the APAGS Committee on LGBT Concerns. Stay tuned for the second post in this series later this week.

Are we as supportive of LGBT players in sports as we could be? (Source: "Luke Lewis, Penrith Panther and NSW Blues" by Acon Online on Flickr. Some rights reserved.)

Are we as supportive of LGBT players in sports as we could be? (Source: “Luke Lewis, Penrith Panther and NSW Blues” by Acon Online on Flickr. Some rights reserved.)

When members of the Westboro Baptist Church protested openly gay University of Missouri football player Michael Sam, over one thousand Mizzou students formed a human chain around campus to support Sam and block the protest. This show of solidarity stands in contrast to the traditional locker room culture of homophobia that was recently highlighted by the bullying of former Miami Dolphins player Jonathan Martin. In light of this tension between heteronormative locker room culture and shifting national levels of LGBTQ acceptance, what are the health implications of identifying as both a student athlete and as LGBTQ?

Meyer’s theory of minority stress posits that LGB individuals experience more mental illness due to constant environmental prejudice. A recent national study supports this theory; LGBTQ individuals who live in communities with negative attitudes toward them were found to have shorter lifespans. In particular, deaths associated with stress, like suicide and cardiovascular disease, were higher for LGBTQ individuals living in high-stigma areas.

Minority stress may be especially high for student athletes. According to Campus Pride’s 2012 LGBTQ National College Athlete Report, twice as many LGBTQ student-athletes reported experiencing harassment as their straight peers. They also reported experiencing a more-negative overall climate that was detrimental to their academic success.  Additionally, studies indicate that stress may be stronger for male-identified LGBTQ students because male student athletes have been found to hold more negative LGBTQ attitudes than females.

However, there is cause to be optimistic about the future of the mental and physical health of LGBTQ student athletes:

  • In the past few months, several college athletes have received support after publicly coming out, including All-American University of Missouri defensive lineman Michael Sam, Notre Dame tennis player Matt Dooley, and Drew University baseball captain Matt Kaplon.
  • Many college communities and athletic departments are becoming more accepting of LGBTQ individuals. New research has indicated that a majority of college coaches and athletic trainers hold positive attitudes toward lesbian and gay athletes.
  • National organizations like Go!Athletes, Outsports, and You Can Play work to support and empower gay student athletes.
  • Acceptance of gay athletes appears to be infusing professional sports as well. In a recent ESPN poll of NFL football players, 86% indicated that a player’s sexual orientation did not matter to them and 75% said that they would be comfortable showering around a gay teammate.
  • Studies show that knowing someone who identifies as LGBTQ leads to greater acceptance.

As more college athletes come out and as campus communities encourage awareness, support, and inclusive language and policies, it is inevitable that college locker rooms will become healthier and safer spaces for all athletes.

Microagressions that Harm LGBTQ People

thinking businessmanFollowing our recent post on racial microagressions, we found some fascinating articles by Dr. Kevin Nadal (Associate Professor of Psychology, John Jay College of Criminal Justice – City University of New York) on microagressions that affect LGBTQ people. Read about 6 types of microagressions that harm LGBTQ People on Psychology Benefits Society – A Blog from the APA Public Interest Directorate.

Want more information on LGBT microagressions? Check out 19 LGBT Microagressions Your Hear on A Daily Basis, Dr. Nadal’s article on BuzzFeed.

 

 

21 Microaggressions in Photos

An artist playing with racialized photography tools.

This collage was created by an artist playing with a racialized photography tool. Click the photo for more details on the artist’s work. (Source: “The oddity of pretending to be another race ” by Tricia Wang, on Flickr. Some rights reserved.)

 

Microagressions aren’t just a term you read and theorize about. They happen everyday to people just like you and me. Buzzfeed has assembled a powerful set of photos about students at one university responding to microagressions they have experienced.

According to Buzzfeed:

The term “microaggression” was used by Columbia professor Derald Sue to refer to “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color.” Sue borrowed the term from psychiatrist Dr. Chester Pierce who coined the term in the ’70s.

What is your reaction to this list? How would you respond to someone creating an uncomfortable environment on your campus? Leave a comment (or better yet, email me a response photo to eameen[at]apa[dot]org so we can create a new list).

 

 

The Bonus Year: Thriving When I Didn’t Match

William Barlow ElderWhen I woke up and read the email that I didn’t match, I was filled with anxiety, self-doubt, and hopelessness. Where had I gone wrong? What more could I have done?  I prepared for Phase II and submitted more applications. But with so many students vying for so few placements I was not surprised when I didn’t match again.

What seemed to start out as a failure, turned out to be—honestly—what I came to see as a “bonus year.” I sat down in March and organized a year’s worth of activities. I wanted to further my professional and academic development, carefully rewrite my internship application, and have more fun. Once I accepted that I had an extra year, I found myself enjoying a higher quality of life than I had during any other year as a student. Here are some of the ways I decided to make this year work to my advantage:

  • Professional/academic development: I arranged practica at sites that provided depth and diversity to my clinical experiences, and also found opportunities to do research related to work I wanted to do on internship. However, the single most important opportunity the bonus year afforded me was completing my dissertation. I focused on doing quality work and enjoying my topic. Having a completed dissertation strengthened my internship application, but now as an intern, I have been able to focus solely on training.
  • Revamping my Match strategies: I had an entire year to completely rework my application and my site selection strategy. I revised several essays, completely rewrote others, and incorporated the feedback of as many professionals as were willing to read my materials. This yielded some very important lessons about how to represent myself, and also caused me to reevaluate my professional goals and parts of my identity. I chose a wider range of prospective sites and was less narrow in my interests than I had been the first year.
  • Fun: I decided to spend significant time in my personal life during bonus year, being with family and friends as often as possible. I gave myself room to slow down from the forced rush I had felt leading up to internship application, and really, the rush I had felt toward every developmental step of my schooling. I made time to read for fun, organize my apartment, go to the gym, see movies, sleep more, and connect meaningfully with others.

At the end of an additional year of preparation, I felt confident reapplying for internship. I knew what to expect from the process, I had many additional insights, I knew I could handle whatever happened, and I had a better sense of humor. I opened up my email the next year to find I had matched to an incredible program I was very excited about. Although I wouldn’t have anticipated I would enjoy the extra year in graduate school, my bonus year turned out to be a great one.

[Editor’s Note: If you did not match, please read our website article for more tips and strategies to cope and move forward. APAGS encourages individuals to share their own stories in the comments below or on our Facebook page. Together we can build a more supportive, braver community until the internship crisis is resolved.]

Match Day: The Best of Times, The Worst of Times

For doctoral students in clinical, counseling, and school psychology who are applying for internship for the 2014/2015 training year, today is the day that many have stressed over and dreaded since they began the application process last summer.

For many, the overwhelming sensation will be one of relief. However, for others the reality of their match results will be more complicated. Perhaps they matched to a site that will require a move away from their families. Even worse, a critical mass of students will not match at all. They will feel heartbroken, shocked, and angry.

The internship crisis remains one of the biggest challenges for psychology graduate students. While trainees must secure a doctoral internship to meet the requirements for graduation and licensure, there are simply not enough positions to go around. The crisis is even more severe when the number of accredited positions is considered.

2014 Data

Today’s preliminary match statistics show the following:

  • 4,335 students entered the match, with 3,974 completing the process and submitting a rank-order list
  • 3,501 positions were available through the match, with 2,588 of those positions accredited
  • 3,173 students matched to any internship site, with only 2,474 matching to an accredited internship site

This makes the 2014 match rate for doctoral students to an APA- or CPA- accredited internship 62%. This is unacceptable.

2014 Internship Match Day Blog - screensot w refsThe Crisis Lives On

While this year’s numbers are an improvement from last year, the number of trainees who did not match to an accredited internship position should be of grave concern to the training community. Students from accredited doctoral programs in good standing, who have been deemed ready and qualified to obtain an internship position, should be able to do so.

There is also much more to the internship crisis than the match rate. Qualitative data from APPIC’s 2011 survey on the internship imbalance found that, for students with both positive and negative outcomes, the internship process was experienced as being “extremely stressful,” “overwhelming,” “inhuman,” “demoralizing,” and “traumatizing.” When asked how they felt on match day, responses ranged from “defeated,” “angry,” and “betrayed” to “heartbroken” and “devastated.” The system, with significantly fewer positions than the number of students seeking an internship, takes a substantial emotional toll on applicants.

Things need to change. Now.

APAGS’s Response

APAGS cares deeply about the internship crisis, and it has remained a top priority for the committee over the past several years. Along with key stakeholders in the training community, APAGS continues to tirelessly advocate for solutions to ameliorate the imbalance. Here are some highlights on what is being done:

  • In 2012, APA passed the Internship Stimulus Package, which provided $3 million in grant funding to increase the number of accredited internship positions.
  • APAGS regularly advocates for increased funding for doctoral training through the Graduate Psychology Education (GPE) program and the Health Research Services Administration (HRSA).
  • Working with state psychological associations, APAGS is advocating for interns’ services to become eligible for Medicaid and insurance reimbursement (which could potentially create a sustainable source of funding for creating new positions).
  • Most importantly, APAGS is leading an effort with doctoral training councils to develop a thoughtful and comprehensive plan to solve the internship crisis.

Moving Forward

Unfortunately, change has been slow. The internship crisis is a systemic and multifaceted problem that will require complex solutions to eradicate. However, there are several things that you, as a trainee, can do to help solve the problem.

  • Encourage your doctoral program to create an affiliated internship or develop internship positions in the community. Programs, in this way, would contribute positions and not just applicants to the pool, and would be able to create placements for a number of their own students.
  • Participate in advocacy efforts at both the federal and state level, on issues that affect funding for training and reimbursement options.
  • Finally, APAGS welcomes the input and collaboration of passionate individuals on this important issue. Consider writing a blog post that features your thoughts and ideas.

If you were one of the students who was able to match to an internship today, congratulations. We hope you can celebrate and enjoy your accomplishment. If you were unable to match this time around, please know that you have support. APAGS has resources for students who did not match. As fellow students, it is important to support our colleagues during this time. The internship crisis is a stressful and grueling process for all involved. Many well-qualified and exceptional students do not match through no fault of their own. The system is broken. If we all continue to work together as students and advocates, change is possible. But we must fight for it, fight together, and fight now.