Category Archives: Advice

Supporting Transgender and Gender Nonconforming Colleagues and Clients: Why It’s Essential and How to Start

By Liz Deibel, APAGS Committee on Sexual Orientation and Gender Diversity Member

(Curious to learn more about this topic? Check out the APAGS upcoming webinar: Impact with Pride: Leveraging Political Resources to Thwart Anti-LGBT Laws. Register here.

The United States can be a really scary place for individuals of sexual orientation and gender diversity, particularly in the current political climate and rise of anti-trans legislation sweeping the country. It can be difficult for Transgender and Gender Nonconforming (TGNC) students to continue going about their daily responsibilities, as well as the clients we are working with. During this stressful time, it is important that both those of us in the LGBTQ+ community and our allies come together to support each other and advocate for equal rights. With each day, more states are attempting to strip the rights of LGBTQ+ people, particularly transgender and nonbinary individuals. If you know of a colleague or classmate who is being affected by the changing legislation, it may be helpful to reach out to them and ask if there is anything you can do to support them. 

How to Support TGNC Colleagues?

Graduate school is tough enough as it is without political strife piled on top of everything else. It is important that allies or privileged members of the LGBTQ+ community participate in advocacy to help protect their peers’ rights and safety. Emailing your representatives, signing petitions, and sharing resources can be a quick way to contribute to building protections for transgender and nonbinary community members. Additionally, encouraging professors or program directors to incorporate education on LGBTQ+ psychology can increase the number of gender-affirming psychologists going into the field, leading to more support and strength in numbers in the years to come.

Outside of the professional sphere, it can be really encouraging to simply check in with individuals in your life who identify as LGBTQ+ and ask how they are doing and if they need a supportive friend to talk to. Many queer folks feel frustrated with how little these discussions are occurring outside of LGBTQ+-majority spaces, and showing awareness of what is going on and how much it is affecting people’s mental health can provide validation to their experiences.

How to Support TGNC Clients?

The American Psychological Association has released a list of guidelines for working with LGBTQ+ clients, divided into sexual orientation diversity and gender diversity. Many of these guidelines touch on understanding the differences between biological sex, gender identity, and gender expression. They also acknowledge intersectionality, the way that gender and sexual orientation intersect with other facets of identity such as race, ethnicity, religion, and socioeconomic status. It is essential that psychologists understand the ways in which their implicit biases and the power dynamics in society influence the way of life for TGNC people. 

Psychology as a field needs to continue adapting to the changing times to ensure that we can provide affirming and compassionate care. In addition, individuals within our field should continue to address their own unconscious biases and prejudices about gender and sexual orientation to avoid bringing them into the room with a client. At practicum sites, students can initiate conversations about gender-affirming care and ways to ensure the site is adhering to professional guidelines and standards of care for TGNC clients.

In the same way that showing awareness of the situation with colleagues can be validating, it can have the same effect with clients. If the clinician can take the onus to approach the topic, even though it can be uncomfortable to bring up, it removes that additional responsibility from the client’s plate and acknowledges that you see them as a piece of a larger system. Clients do not exist in a vacuum, and being able to address macro-level issues or concerns can instill a feeling of being seen that the client may really need at this time.

References:

Liz Deibel (she/her/hers)
Clinical Psychology Doctoral Student, Roosevelt University

Photo by Sharon McCutcheon on Unsplash

What Will Internship Sites Say About My Medical Marijuana?

Recently, we received this question in our APAGS inbox:

“As a psychology doctoral student, I am about to apply for internships. I take prescribed medical marijuana for a health condition.  How do I approach the issue of drug testing as part of pre-internship employment screening?” 

What a good question. I reached out to Dr. Jeff Baker, the head of the Association of Psychological Postdoctoral and Internship Centers, for his opinion on the matter. Dr. Baker kindly replied, giving his own personal thoughts on the matter (not those of APPIC’s) as formed by his years as a training director.  He said this issue has come up a few times before, and it’s not as simple as drawing a line around states where it is legal. He writes, “There are many sites in Colorado and California, where THC is legal, that will not allow a positive drug screen for it.  I’m not positive the rationale is universal, but a few programs have stated, ‘Alcohol is legal, but we do not allow trainees to have it in their system.'”

Dr. Baker’s advice continues —

“1. If a site does not allow medical marijuana, hopefully it says that in public materials (especially in states where that is allowed).  The site should have some statement saying it requires THC (drug) screenings so the applicant can decide what sites might be eligible or ineligible.

2. If this information isn’t public, I would check with the site’s Human Resources department, hopefully anonymously and discreetly, prior to submitting an application.  Some will have a policy, and some will not. This is not to be sneaky, but it is to remove any possibility that they would track your application.  PS: Don’t call from your cellphone with caller ID.  I don’t think most sites would go to this trouble to find out who called, but it doesn’t hurt to be cautious.

3. When checking with anyone at the program, I would advise applicants to be very clear about having a medical condition (do not give the name and disclose only what is necessary); that they have been prescribed THC; and that THC has been helpful for them to manage their medical condition which has been approved by a licensed health care provider.

4. I would advise them to apply to those sites that say it is not a problem but carefully read their public materials about drug screens.

5. I would advise them to be cautious about those that do not know their policy or clearly state that medical THC would be counted as a positive drug screen and is not allowed at this site. If they do NOT review the public/HR policy about prescribed THC and match to a site, then they find out that medical marijuana is not allowed, they have wasted a lot of time.

6. I do NOT advise applicants to consult with the program or training director directly about the issue.  I fear that will likely increase the chances that site will decline to interview that person. They will be taking a chance by disclosing it. This is NOT true for the vast majority of training directors but there is no need to disclose identifying information prior to submitting an application.”

With any luck, prospective sites will see you, dear reader, as an asset all around. Thank you for being so responsible and proactive with treatment and contacting APAGS with your question.

Navigating Faculty Dynamics in Graduate School

This blog post is a part of the series, “CARED Perspectives,” developed by the APAGS Committee for the Advancement of Racial and Ethnic Diversity (CARED). This series will discuss current events and issues in psychology and how these relate to graduate students. If you are interested in contributing to the CARED Perspectives series, please contact Aleesha Young, Chair of APAGS-CARED.

By Lydia HaRim Ahn, MS, Ed

It was my sophomore year of college, and I was eating Korean seaweed soup in my room as quickly as possible before my roommate came home from class. I did not want her to see me eating it and asking about it. This was what it was like for the first few years at a predominately White campus – I felt ashamed of my identity and wanted to fit in to be “like everyone else.”

Things changed drastically when I joined my first research lab with people who had similar experiences, and I was working with a faculty of color. He gave me various types of work responsibilities but also would personally check in with me. I remember before my GRE, we sat down at a coffee shop and he taught me basic math skills that I had not used inImage result for mentorship over ten years. We talked about our experiences of racism and discrimination on campus. For the first time in a while, I felt like I could truly be myself. I did not need to be “on” all the time. This led me to apply to graduate school, where I have been extremely lucky to also have a supportive advisor who has made an enormous impact in both my professional and personal life. I have been fortunate to have advisors and mentors who believe in me and my capabilities. This led me to my decision of wanting to continue in academia and mentoring students.

Research has shown that for Counseling Psychology graduate students, advisor support reduces burnout and predicts career choice satisfaction (Clark, Murdock, & Koetting, 2009). However, not all graduate students are fortunate to have such supportive advisors.  Advisees who are unsatisfied with their advisors mention infrequent meetings with their advisors, lack of research guidance, limited encouragement to attend conferences, and often do not feel comfortable discussing professional issues (Schlosser et al., 2003). Working with faculty can be especially difficult when faculty take advantage of the power differential,  leaving students vulnerable to feelings of powerlessness and hopelessness. Without support and advocacy from faculty advisors, students are often left feeling isolated and alone. Students of color may be even more at risk when faculty recreate power structures that are happening outside of the classroom.

So how do we as students navigate faculty dynamics in graduate school? Faculty have mentioned that communication problems (Knox, Schlosser, Pruitt, & Hill, 2006) create difficulties in the advisor-advisee relationship. As communication is the key to any relationship, routinely communicating with faculty members about our needs may be beneficial. However, it may be that some professors do not take into account your concerns and stressors in graduate school. Irrespective of the reasons, I suggest finding your support system, your “tribe.” Navigating graduate school and faculty dynamics can be challenging  and thus it is important to find people we trust to share our experiences. If it is difficult to find this relationship on campus, try and connect with a mentor elsewhere. For example, Division 45 offers a mentoring program here and APAGS lists other resources for mentorship. Search, email, and reach out to faculty members you are interested in working with. Lastly, if possible, find a trusted therapist who you can open up to and share your experiences. The most important  piece of advice I received upon entering graduate school was to find a therapist, and I feel fortunate to have had the opportunity for personal growth and development during this challenging stage of life. 

Graduate school can be a difficult experience, and the relationship with faculty members is a unique one, given the close working relationship and the inevitable power dynamics at play. APAGS supports and believes that every future psychologist deserves a quality, transformative mentoring relationship but recognize that this is not always the case. My hope is that everyone can find a mentor who helps them be proud of their work, proud of who they are, and never feels ashamed to be eating seaweed soup. But if this isn’t the case, remember that you are not alone.

References

Kovach Clark, H., Murdock, N. L., & Koetting, K. (2009). Predicting burnout and career choice satisfaction in counseling psychology graduate students. The Counseling Psychologist, 37(4), 580-606.

Knox, S., Schlosser, L. Z., Pruitt, N. T., & Hill, C. E. (2006). A qualitative examination of graduate advising relationships: The advisor perspective. The Counseling Psychologist, 34(4), 489-518.

Kovach Clark, H., Murdock, N. L., & Koetting, K. (2009). Predicting burnout and career choice satisfaction in counseling psychology graduate students. The Counseling Psychologist, 37(4), 580-606.

Additional Resources

https://www.apa.org/apags/governance/subcommittees/student-resources

Degrees of Separation: Managing Isolation for Doctoral Students of Color

This blog post is a part of the series, “CARED Perspectives,” developed by the APAGS Committee for the Advancement of Racial and Ethnic Diversity (CARED). This series will discuss current events and issues in psychology and how these relate to graduate students. If you are interested in contributing to the CARED Perspectives series, please contact Aleesha Young, Chair of APAGS-CARED.

By Mary O. Odafe, M.A.

CARED PICAs we matriculate through higher education, the journey for racial and ethnic minority doctoral students is often marked by feelings of isolation in both personal and professional networks.

Recent studies show that members of certain racial and ethnic minority groups are less likely to obtain degrees from competitive four-year institutions than their White counterparts. The “race gap” in higher education begins at the undergraduate level and only becomes more pronounced at the graduate level. Simply put, the more advanced the degree program, the less likely people of color are numerically represented.

The journey to a doctorate degree in psychology is equal parts complex and challenging. While friends, family, and significant others are an invaluable source of support along the journey, there are times they may not truly grasp the amount of mental energy, stress, discipline, and hard work that goes into achieving each required milestone. They may underestimate the weight of passing qualifying exams, waiting for internship Match Day results, dissertation data collection, developing and teaching a course, or applying for jobs in academia. They may not understand the unique working relationship with advisors and supervisors, or track what we are doing each year in the ever-complex lifestyle of being a student, teacher, researcher, and clinician – simultaneously!

Likewise, if you are one of the only students of color in your department, you may experience an additional sense of isolation while navigating unique challenges of feeling marginalized, overlooked, stereotyped, or microaggressed in professional arenas. Although our colleagues can serve as critical allies and advocates for diversity and inclusion, there is unspoken value in sharing such challenging experiences with someone who also knows, first-hand, what it feels like to be marginalized on the basis of one’s skin color. At times, our colleagues may confuse our desire to seek out relationships with others who look like us as being unfriendly, segregated, or unwilling to be “part of the group.” When we do engage with our majority-culture colleagues, many students of color naturally default to “code-switching” as a safer alternative to revealing our true identity in professional settings – but for the record, being two people in one is exhausting. Adding an extra layer of stress and isolation to the training experience, students of color are more likely to be first-generation college students than our White counterparts, and are disproportionately affected by the financial burden associated with pursuing higher education (due to persistent disparities in income and wealth distribution in the United States).

Researchers cite active forms of coping, including social support seeking, as more effective in dealing with distress in comparison to passive or avoidant forms of coping. The problem arises when these social support groups are fragmented, insufficient, or even non-existent. Through conversation with wise and trusted mentors, I have learned the importance of diversifying one’s social support network. While we may not obtain all the support we need from any one group individually, we can maximize support benefits by seeking different types of support from different groups. Perhaps your family and friends cannot always offer direct support or advice in navigating specific challenges within your program, but they can attest to the person you are outside of your identity as a graduate student. In times of need, those who truly know your character can remind you of your tenacity to take on any challenge (like that time you tried out for the talent show in 6th grade – and made it!). Likewise, many of your colleagues may not relate to being the first person in the family to obtain a bachelor’s and/or graduate degree, but they will certainly be there with you to take on plenty of “firsts” throughout your training – if you let them.

Part of maximizing sources of support means being vulnerable, transparent, and effectively communicating our needs. Letting people into our struggles and triumphs helps them understand how best to support us. So let’s keep our family and friends updated on our program milestones and challenges, even if they think we’ve just been “studying” these past 4-7 years. Let’s allow our colleagues to become supportive allies and genuine friends, especially when they’ve demonstrated a sincere willingness to listen. Finally, let’s lean into each other and share our own experiences, in hopes of validating and encouraging other doctoral students of color. As we begin to open up and maximize support, we may find that journey is not so lonely after all.

Additional Resources

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Where Science Meets Policy Part 3: Writing About Your Science for Non-scientific Audiences

Melanie Arenson & Mary Fernandes

It is critical that researchers translate their scientific findings to non-scientist consumers (seriously, we’ve written 2 blog posts about it – find out about engaging with stakeholders here and how to write academic papers for a broader range of stakeholders here). However, many researchers (including us graduate students!) feel uncertain about exactly how or where to write about our science. While graduate students typically get exposure to creating posters, giving talks, and writing scientific articles, very few of us are ever taught how to write for other mediums. Below are a few tips and tricks.

Writing for a non-scientific audience.

  • Adjust your lexicon. Sometimes this is easier said than done. Many of us have been talking about our work in scientific circles for so long that jargon is second-nature for us. Break the habit.  Write about your findings in your typical scientific manner and then go back and ask yourself, “but what does this mean?” — then replace whatever you wrote with that answer. Wherever possible, write in lay terms or connect back to phenomena that people know and understand.
  • Write a story. This sounds abstract, but it is really important. People are good at processing stories — they’re not as good at conceptualizing facts and figures and understanding why they matter. The story will change depending upon the science that you are talking about, but it should flow from beginning to middle to end.
  • Write short. Ideally, people should be able to get the gist your scientific findings and the story you are going to tell them within the first 3 sentences. Get to the point as quickly as possible. For longer pieces (e.g. a blogpost), you can definitely expand, but the first few sentences should be a punch that conveys the big takeaways.
  • Wherever possible, include accessible infographics. What these look like can change from discipline to discipline, but you want the graphic to be accessible, easy to understand without explanation, and to summarize the most important take-home point and/or summarize large amounts of information.

Now, share it!

  • Social Media: If you’ve written something just a few sentences long, tweet it, share it on Facebook, or find a great photograph to represent it on Instagram. Then, interact with anyone who comments on or likes it. Encourage people to share your work, and make sure you’ve provided links back to the original scientific article.
  • Link to longer pieces: If what you’ve written is longer than just a few sentences (e.g. you wrote a blogpost, or have talked about your research in a news article), provide the link to the longer story, but make sure you’ve got a 1-3 sentence summary of your results and why they matter. As a tip, if you’ve followed the tricks listed above, you’ve probably already written those 1-3 sentences.
  • Blog posts: There are a number of science-relevant blogs (in fact, you’re reading one of them!). These blogs can vary from area to area, but they are a fantastic way to disseminate your research.
  • Email and listservs: We know this can feel strange, but you should be sharing your work with your colleagues. This means blasting it out on listservs and sending it to your department. First, people in your field are probably already interested in your work. Second, they also have connections, and may want to forward your work to other people who might also be interested. Whenever possible, include links to both the scientific article and the more accessible format.

Help! The media has asked about my work.
First of all, congratulations! You’ve been contacted by the media, because they want to know more about the really cool science that you are doing.
Many scientists feel nervous about talking to the media. They worry their work will get misrepresented, or feel uncomfortable describing themselves as the expert. Below are a few tricks (some of them may feel familiar).

  • Adjust your lexicon. Before providing information to the news source, do some background research on them to see what their writing style is usually like, and who you think their target audience is. Then, adjust your language accordingly.
  • Tell a story. It’ll be a short story, but it should still be a story. Whenever possible, connect back to why your results matter. Contextualize it within the broader picture.
  • Talk short. Your answers shouldn’t be lengthy. Make sure you already know how you want to talk about your work and what the key takeaways are (think back to those 1-3 sentences you’ve been using for social media and the beginning of blog posts).
  • Plan your responses. Think about what questions you might be asked and plan out how you would respond. Pay special attention to anything you think might be taken out of context; aim not only to be understood, but also to avoid being misunderstood. Be as precise in your language as you can be, without sliding into scientific jargon.
  • Build a relationship. Whenever possible, build rapport with the media author that contacted you. You want to be in a place where you would feel comfortable contacting them if you think they’ve accidentally misrepresented your work.
  • Remember, you are the expert. This one can be really difficult, but you are the expert in your work. Take pride in that, feel confident in that.

Further resources.
Don’t just take our word for it! Tons of people have written about communicating scientific findings to non-scientists. Below are a few of our favorites:

Keep following the series for more ways to translate your science! Up next, we’ll discuss how to write a policy brief.