Author Archives: Heather Dade

About Heather Dade

Heather Dade is the Associate Director for Meetings and Communications in APA's Center for Education in Psychology. She is the Managing Editor of gradPSYCH Blog.

Dr. Anatasia S. Kim is the 2015 recipient of the APAGS Guardian of Psychology Award.

Developing Professional Identities in Legislative Advocacy and Leadership

 

Dr. Anatasia S. Kim is the 2015 recipient of the APAGS Guardian of Psychology Award.

Dr. Anatasia S. Kim, PhD is the 2015 recipient of the APAGS Guardian of Psychology Award.

By Anatasia S. Kim, PhD

What is the role of legislative advocacy and policy in my capacity as a clinical psychologist? The answer is found in my years of community-based work with children, adolescents, and families. As a graduate student at UCLA some 15 years ago, I never imagined one day lobbying in the Capitol on behalf of the profession and my clients. But this is exactly what brings tremendous excitement, passion, and hope for me today.

I started my clinical career working with at-risk youth in East Los Angeles using brief intervention models to treat behavioral, emotional, and academic problems. Back then I naively believed that therapy alone would be enough. I continued my work with this population and expanded to working with incarcerated youth and immigrant communities. While involved in research efforts in these areas, it became undeniably apparent that a significant, if not majority, of the psychological problems that challenged my clients were in fact a result not of some intrapsychic forces, but rather, a system  failure.

As a graduate student at UCLA some 15 years ago, I never imagined one day lobbying in the Capitol on behalf of the profession and my clients. But this is exactly what brings tremendous excitement, passion, and hope for me today.

The disparities in mental health, access to and quality of care, and other resources ultimately reflect a broken system of socially unjust policies that impair the wellbeing of the communities we serve. Just as one cannot separate the mind from the body, we cannot separate people from their environment, which includes the social system in which they are inextricably embedded. The solution then rests in large part to our capacity and willingness to be personally and professionally accountable to the world around us.  Ultimately, this means that we have to take responsibility for and develop solutions to social problems that plague our communities, particularly those that have and continue to be the most marginalized and oppressed.

As socially conscious and morally responsible professionals, we cannot simply spew out diagnoses and “fix” broken psyches. We can and must do much more. Indeed, we must fully acknowledge that social injustice, cultural apathy, and moral irresponsibility lead to and cause mental illness. We must acknowledge that mental illness is birthed from community violence, broken educational system, intergenerational poverty, and proliferating prisons. Mental illness is also perpetuated in our silence, when we don’t speak up or use our privilege to challenge the status quo.

My responsibilities as a legislative advocate are not only to the profession of psychology, but more importantly, to the clients I serve. The few letters that follow my name give me access and authority to places that my clients don’t have, including a seat at the table where discussions and ultimately decisions about policies can be influenced. In fact then, legislative advocacy is our ethical responsibility and a moral imperative not only as psychologists, but also as citizens who vote and can demand just polices that promote instead of inhibit mental health.

Psychologists have something critical to offer in the social and public policy discourse. Beyond the therapy and classrooms, our commitment to social justice must be earnest and unwavering. As such, we must get involved in our local, state, and national professional organizations and their growing efforts in governmental affairs including the California Psychological Association’s Leadership and Advocacy Conference.

What then is the role of legislative advocacy and leadership for psychologists? For me, it is ultimately about the courage to use my power and privilege to give voice to those without.


 

Editor’s note: Anatasia S. Kim, Ph.D., Associate Professor at The Wright Institute in Berkeley, CA, is the 2015 winner of the “Guardian of Psychology” award from the APAGS Advocacy Coordinating Team.  She was nominated by Eric Samuels, a doctoral student from Wright currently interning at Indiana University, and the 2016 APAGS liaison to APA’s Committee on Disability Issues in Psychology.  An earlier version of this article appeared in the newsletter of the Alameda County Psychological Association.

Author bio: Dr. Kim received her B.A. in Psychology from UC Berkeley and her Ph.D. in Clinical Psychology from UCLA. She is a National Ronald McNair Scholar, recipient of American Psychological Association Minority Fellowship as well as the Okura Mental Health Fellowship. In addition to teaching, she has a private practice in Berkeley specializing in treating adolescents/young adults with anxiety disorders, depression, and neurocognitive deficits using Cognitive Behavioral Therapy. In recent years, she served as President of the Alameda County Psychological Association (ACPA), member of California Psychological Association’s (CPA) Governmental Affairs Steering Committee, Chair of CPA’s Immigration Task Force, and CPA’s state Diversity Delegate. In addition, she has served on various local boards including Ethnic Health Institute and Berkeley Alliance aimed at addressing educational and health disparities in Alameda County. Finally, recent her research and clinical projects include: program evaluation for school-based interventions; recruitment and retention of ethnic minority students in graduate training; pipeline for advanced degrees in psychology for historically underrepresented students; and cross-disciplinary approaches to working with systems-involved youth and families.

 

Did you get my text? Processing biases over iMessage

The following dialogue occurred subsequent to last fall’s gradPSYCH blog post, “The Gift of They where an emerging psychologist embraced referring to his client using the plural pronoun of “they.”  

Leighna Harrison is the current Member-at-Large, Diversity Focus. James Garcia is the Chair for the APAGS Committee for the Advancement of Racial and Ethnic Diversity (CARED).  Here is Leighna’s iMessage screenshot:

jamesleighna

Following this conversation, Leighna and James asked APAGS to post their conversation and these reflections:

From Leighna:  James and I text pretty regularly, day and night, across time zones, about anything and everything – school, work, APAGS, current events, reality TV, family, friends, romance, the list goes on. Our relationship is honest, respectful and very open. He is a colleague and a friend. When I first read The Gift of They, I knew that I was missing the point, but I didn’t know what it was. As a woman of color, who thinks a lot about questions of power and privilege, I thought whatever I was missing probably had to do with blind spots I have owing to my privilege as a cisgender individual. I decided to message James for a ‘reality check’ so to speak, in order to figure out what I was missing…

From James: My relationship with Leighna is one where we both feel respected as people with intersecting identities. We are regularly “there” for each other whenever we want to process experiences and situations where we have questions or witness inequities related to different social identities (e.g., race/ethnicity, sexual orientation, economic status, gender diversity among others). Our relationship has evolved into a mutual and solid base, where we feel comfortable to explore issues we may not be familiar with.

Now, back to you, dear reader:

  • What are your thoughts on having honest reflections like these?
  • Do you have a peer or trusted supervisor or mentor with whom you can reflect with?
  • Have you attempted to have these conversations with peers in your graduate program? If so, what was the outcome?

If you find you don’t have peers to have these discussions with, there are student groups you can join. One organization, Grad Students Talk, organizes periodic conference calls to discuss difficult topics in a safe space. If you know of other such student groups, please leave their info in the comments section.

It’s Time to Tell Congress We Need Fairer Graduate Student Loans

Once the thrill of being accepted into a graduate program wears off, the reality of how to finance graduate school sets in. Right now we have an opportunity to make our voices heard and cut unnecessary costs quite a bit.

postgrad-image

What’s the issue? For nearly 50 years, both undergraduate and graduate students were eligible for the Federal Direct Subsidized Loan Program with the goal of making all levels of post-secondary education accessible to students with financial need. In 2012, however, changes in the Budget Control Act eliminated eligibility for graduate students. In other words, graduate student borrowers could no longer get subsidized loans, like Stafford loans. As a student taking out these loans, your interest is now accruing from day 1.

This change has increased the cost of borrowing significantly and may be putting graduate study out of reach for many students with financial need, especially underrepresented groups. We’ve reported elsewhere on our latest data about psychology graduate student debt. As a result of increased costs, 75% of graduates delay saving for the future, 67% delay saving for retirement, and 57% delay purchasing a home (Stamm et al, 2015). Similarly, graduates may delay starting small businesses like independent practices as a result of their debt burdens. (Additional background is here.)

At the same time, the United States faces numerous health shortages and research voids, and so our choice is often to meet these national needs is to attend graduate school, despite the costs.

What’s our opportunity to act?  In December 2015, Representative Judy Chu, Democrat from the 27th District of California, introduced legislation that would restore the eligibility of graduate students for the Federal Direct Subsidized Loan Program.

Representative Chu’s legislation would amend the Higher Education Act to restore the eligibility of graduate students to the Subsidized Loan Program, and lessen the significant debt burden that many students incur while pursuing advanced degrees.

APA is calling upon graduate students, educators, psychologists, and supporters to take immediate action.

What can I do? 

  1. Click here to tell Congress to support graduate students by asking your representative to cosponsor H.R. 4223.
  2. Fill out your contact information and our system will generate an email to your Representative today, asking them to cosponsor H.R. 4223, “the Protecting Our Students by Terminating Graduate Rates that Add to Debt Act,” (POST GRAD Act).
  3. Add a personal note or story to the letter. If you need to overcome writer’s block, read this veteran’s story about his advocacy for bringing back the subsidy.
  4. When you’re done, post about your advocacy efforts on social media and share the link to this blog post with at least five people.

This legislation is an important step toward ensuring students have access to graduate level study, so take action now! Send a message to your Representative and ask them to cosponsor H.R. 4223.  

Editor’s note: APAGS is extremely grateful to the Education Advocacy Team at APA for their efforts in getting this bill on Congress’s radar, drafting our support language, and mobilizing people in person and electronically.  Now it’s your turn!

The IDP: A Career Plan That Doesn’t End with Your First Job

Sometimes graduate school and postdoctoral training can feel like being in a long, dark tunnel. At the end is the escape. All you have to do is square your shoulders, pump your arms, and keep making progress towards the light at the end.  Once you burst through, you will find yourself basking in the happy, warm glow of…. Your. First. Job.

But a job isn’t a career.

You want a career – a progressive increase in responsibilities and daily activities that are rewarding, have impact, and make use of your current skills and the new ones you’ll gain along the way. You want a path, not a tunnel.

How much time have you really spent career planning?

One often neglected aspect of graduate school and postdoctoral training is career planning. A goal of your training should be about developing that career path – or more accurately, developing both a path and yourself.  You need to thoughtfully research the type of career options that interest you and that are available. Next you develop the skills, knowledge, abilities, and competencies to land those jobs along your career path.  Luckily you’re not alone and this career plan has a proven process. It’s called an Individual Development Plan, or IDP.

What’s an IDP?

An IDP is a career resource – designed by you – that helps map out your career path. I could spend more time explaining what they are, or how creating formalized plans in postdoctoral training improves outcomes, or how both NSF and NIH require career development plans for trainees.  But consider this, from 2009-2014 there was a 20% increase in psychology doctoral degrees.  Over that same time tenure track faculty positions did not keep up with PhD production. But, wait. The good news is, NSF says that the number of jobs that require science & engineering skills is outpacing the new job creation in the total workforce. This means that there are probably more job options and career paths than you thought.

It all starts with knowledge of IDPs and then yourself. But before you start, here are some helpful tips to help you along your IDP Journey:

  1. Get the big picture first, then attack each step:  Resist the urge to just jump in and spend next weekend doing nothing but career exploration. Make a schedule to watch our five videos and go back and re-watch.  Next spend maybe a week (or two) assessing your skills, and searching for a mentor.  Re-watch the videos as many times as needed to feel ready to move to the next step.
  2. Make a schedule:  Make a regular time to do IDP work – every Wednesday right after a lab meeting, or every Friday after your last patient or client.  Or the first Sunday of each month, when all is still and quite and peaceful.  Whatever works for you, but make it a priority.
  3. IDPs are both curricular and extracurricular: We stress that IDPs shouldn’t pull you away from your current training and work obligations.  Quite the contrary – they help you integrate career opportunities day-to-day, and plan for those you need to find outside the lab, clinic, or office.  A plan will balance your demands and help you progress.

So, what are you waiting for? Get started!

Editor’s Note: This post was written by Garth Fowler, PhD, Associate Executive Director of Graduate & Postgraduate Education and Training in the Education Directorate at the American Psychological Association.

 

Psych The Vote! Final Chance to Meet Blaire and Justin before Voting Begins

psychthevoteWe’re once again Psyching the Vote for APAGS Chair-Elect! During the month of April, APAGS members can submit an elections ballot for elections for APAGS Chair-Elect and four members at large (link contains position descriptions and official bios). Members will get an email with voting instructions tomorrow, April 1. This post is the final in our series in which candidates voluntarily answer our questions in 200 words or less, to give voters some insight into what they will bring to their prospective positions. We’ve heard already from Blaire and Justin last week when they spoke about the relevance of leadership and advocacy competencies.

Here we go with our final question for APAGS Chair-Elect: 

What is it about psychology or about fellow graduate students that will keep you shuffling back and forth to DC dozens of times during your 3+ years in office for APAGS? What is it about YOU that makes you believe you can sustain your energy and focus for that long?

Justin Karr responds: 

Justin_Karr_headshot_2015

I was initially attracted to the discipline of psychology due to its focus on improving people’s lives through both translatable research and direct clinical work. In this same light, I came to APAGS with the interest of serving students. My advocacy to date has focused on providing a voice to students, and reducing the burdens that we face during our training and early careers. I personally know the disappointment of not matching to an internship, and I have felt the burden of debt and the constant stress of financial insecurity. These issues are not individual to me, and they require passionate advocacy. My own experiences, and the stories of my peers, motivate me to advocate to the highest powers for improved educational standards, greater training opportunities, and increased graduate funding. These goals do not only serve to help students, but they also serve to help the public. The world needs well-trained psychologists, free of undue burdens that interfere with their training and meaningful work. I will work every day of my tenure as the APAGS Chair-elect to reduce barriers, support educational quality, and ensure that every psychology student has access to the highest quality of graduate education.

Blaire Schembari responds:

schembari

At my first APAGS leadership meeting, I felt a rush of excitement. Over three days of back-to-back meetings, I participated in discussions, brainstorming sessions, and working groups focused on addressing critical graduate student issues. After the final meeting, I expected to be worn out; however, I was inspired and ready to lead. My energy was maintained because I deeply connect with the leadership and advocacy I am a part of with APAGS.

Advocating for my fellow psychology graduate students’ interests and making a difference in their lives and future careers will motivate me to travel during my time in office.

Additionally, I will sustain my energy and focus during my travel, as I have already had practice. My now partner and I were in a long-distance relationship for my first three years of graduate school. I traveled from D.C. to California every month, maintaining my graduate studies and other responsibilities. At times, traveling was difficult; however, I had something, in this case someone, I was passionate about, which fueled my motivation. Giving a voice to my peers is what I am passionate about. I am confident my fervor for leadership and advocacy will keep me energized and focused to travel.

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That’s a wrap! Tomorrow, you as an APAGS member will receive your ballot! Check the inbox and spam folder of the email account you have on file with APA. If you don’t receive a ballot, try entering your last name and membership number here or request a new ballot from Garnett Coad in our Elections Office. — APAGS Staff.