Category Archives: APA

Become a mentor or a mentee this August. (Source: User John-Morgan on Flickr. Some rights reserved).

Addressing the Need for Mentoring Among LGBTQ Graduate Students

How are the mentoring needs of LGBTQ graduate students unique?

For LGBTQ graduate students, challenges such as program climate, coming out, establishing a support system, confronting microagressions and heterocentric attitudes in coursework, advocating for the inclusion of LGBTQ issues in ones program, and conducting LGBTQ-related research can uniquely influence the graduate school experience (“Proud and Prepared…”, 2015). Studies looking specifically at mentoring relationships and needs among LGBTQ graduate students highlight a plethora of societal, environmental, and contextual factors which influence LGBTQ graduate students’ academic and professional development, and emphasize the specific need for LGBTQ mentors (Matheney, 1998).

Become a mentor or a mentee this August. (Source: User John-Morgan on Flickr. Some rights reserved).

Become a mentor or a mentee this August. (Source: User John-Morgan on Flickr. Some rights reserved).

Social support, such as that found in a mentoring relationship, is one key factor shown to positively influence the career development of lesbian women and gay men (Morrow, Gore, & Campbell, 1996). Lin (2001) found that gay and lesbian protégés found more perceived support from gay or lesbian mentors than heterosexual mentors. Nearly all of the LGBTQ+ graduate student participants in a study by Lark and Croteau (1998) reported pursuing a LGB-affirming mentoring relationship but having difficulty finding one, which participants expressed as a serious disappointment. Participants cited wanting the expertise of mentors concerning LGB perspectives in clinic work, LGB research strategies, LGB professional advocacy, LGB career planning concerns such as identity management and disclosure on resumes or in interviews, providing models of successful out LGB professionals, and having someone with similar experiences with whom to disclose situations of discrimination (Lark & Croteau, 1998). Although these needs can, and certainly should, be addressed by faculty and practitioners of any sexual orientation or gender identity, the need for LGBTQ graduate students to have a mentor who also identifies as LGBTQ—and the tendency to seek mentors of similar sexual orientation or gender identity—shouldn’t be overlooked (Nauta, Saucier, & Woodard, 2001; Russell & Horne, 2009).

How does APAGS help address the needs of LGBTQ graduate students?

The APAGS LGBT Graduate Student Mentoring Program is designed to address the needs of LGBTQ graduate students in psychology by matching them with an LGBTQ-identified advanced graduate student or professor who shares similar interests, experiences, and goals. Mentors and mentees are provided monthly discussion prompts, a closed listserv to create a venue for dialogue, access to resources (such as webinars) relevant to LGBTQ graduate students, and opportunities to connect at APA Convention. As one mentor in the program reported:

“…I have felt very grateful to be part of the APAGS LGBT mentoring program. My PhD program has no open or out faculty members and I am one of two openly gay students. As a result, the sense of aloneness and isolation as an LGBTQ student and practitioner has periodically overshadowed my training and education process. Through this mentoring program, I was able to receive professional guidance and genuine relational support from a seasoned LGBTQ psychologist…who could also relate very personally to the social pressures and professional challenges of being a minority graduate student, as well as working as an openly gay psychologist.” –Brian

Interested in becoming a member of the 2015-2016 APAGS LGBT mentoring program—either as a mentee or mentor? Applications for the program are now available through the APAGS Committee on Sexual Orientation and Gender Diversity website, and should be submitted electronically by August 15, 2015. Pairs will be formed on or around September 1, 2015.

Editor’s Note: This post was written by Mary T. Guerrant, M.S., a doctoral student at North Carolina State University and member of the APAGS Committee on Sexual Orientation and Gender Diversity. It originally appeared in “Perspectives on Lesbian, Bisexual, and Transgender Concerns,” a newsletter publication of APA Division 35 (Psychology of Women) Section IV (LBT Concerns). It is reposted here with generous permission.

Hoffman Report: Two More Resources and a Request

Since our latest posts on APA’s Independent Review (better known as the Hoffman Report), here is where we’ve been focusing our energies:

1. APAGS created a dedicated page (gradpsychblog.org/ir) where we’ve attempted to compile requests from students who came forward with specific concerns and questions. The list will be frequently updated, and we hope you find it useful.

2. APAGS members have assembled a student-focused town hall at APA’s Convention this coming week in Toronto. On Friday 8/7 from 2 to 2:50pm, come to room 707 in the Convention Centre to share your concerns, discuss potential solutions, and hear from your peers. The dialogue will intentionally be structured in a safe and constructive way.

Click to access Student-Town-Hall-One-Pager.pdf

3. Finally, we are asking all students to fill out a feedback survey from APAGS Chair Emily Voelkel. The survey will be open for a week following Convention. YOUR feedback will help guide the ways that APAGS leaders advocate to APA’s Board of Directors and membership council, and it will inform how APAGS sets its own course as a committee and constituency. A summary of results will be posted on this blog. The following word cloud shows common reactions to the findings of the Hoffman Report, as reported by the first three hundred responders.

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Thank you for being a part of APAGS during this difficult time. Please keep bringing your opinions to the forefront.

Navigating Convention for Introverts

Networking2One of the best reasons to go to APA Convention is to meet new people and share ideas. Whether it is speaking to a psychology role model, sharing your own research, or starting a new collaboration, sometimes APA Convention can seem daunting, especially to those who consider themselves introverted. Convention seems to be geared towards the social, outgoing extrovert, but introverts have a lot to offer too. We have gathered advice from other fellow introverts to help your through Convention without feeling too overwhelmed.

  • Set small goals– Goals may include talking with three different people, approaching your research idol, or staying at a social event for 30 minutes. Whatever the task, set a goal and stick with it. Afterwards you can feel free to excuse yourself from that setting and feel accomplished in your task (of course, if you are enjoying yourself, you can stay too).
  •  Attend events with a friend or identify a “safe” person – With networking, it is nice to have a familiar face to make you feel more comfortable. If you go with an extroverted friend, they can introduce you or start conversations. If you go with an introverted friend, you can enter into a conversation together with others so it is not as intimidating. And if you go solo, you can identify someone you have already interacted with as a “safe” person to go chat with if you feel uneasy.
  • Avoid being a tag along– Related to the previous point; if you socialize/network with a friend or safe person, make sure that you are engaging and not just blending into the crowd. By setting a goal to talk to a certain number of people, this shouldn’t be a problem. Another way to avoid being a tag along is to observe the crowd and find others who are shy or not engaged; they may be introverted as well and may be looking for someone to talk with. Helping out a fellow introvert can make you feel more confident and comfortable (plus the shared experiences of being an introvert can be a great conversation starter).
  • Take advantage of organized sessions– APA convention has several speed-mentoring sessions that are more structured networking activities as compared to socials. By engaging in these activities, the purpose is clearer and networking may be easier for introverts. Also, these speed-mentoring activities are usually time limited, giving you a realistic goal for socializing.
  • Get creative with networking– There are a ton of different socials to attend during the APA convention, but if that’s not your style, find what is right for you. Knowing your own introversion-style is important in making decisions on how best to proceed. Poster sessions are a good place to talk to others one-on-one about research, but it can be overwhelming with the amount of people and information. If you are good at introductions you can introduce yourself after someone’s presentation and strike up a conversation. Conversely, if you are not as forward, consider pre-coordinating a meeting at convention through email.
  • Plan ahead– By preparing a bit before attending convention, you can make those social opportunities less anxiety-provoking. First, have your elevator pitch ready (including your research interests, clinical interests, and long-term goals). You can also think of two or three questions/topics to start conversations at posters or after presentations.  If there is someone you are really interested in meeting or talking to at convention, send him or her an email expressing your excitement (another great conversation starter when you see him or her at a social).
  • Have an exit strategy– Some introverts may feel over-stimulated during convention. If this is a possibility, you can safeguard yourself by strategically placing yourself near doors and restrooms. If you start to feel over-stimulated, just excuse yourself to the restroom or out in the hall. You can also mention in your conversations that you have a previous engagement and that you need to leave in a few minutes. This way, the person you are talking to already knows that you will be excusing yourself (even if you don’t really have a previous engagement).
  • Pace yourself, know your limits, and self-care– Make sure to secure your alone time and reboot. It can be tempting to load your schedule full of presentations and socials; however, this can be really draining, especially if you feel you are “on” all day. The time off needed is individual to each person, so know your limits. Also make sure to follow healthy habits – getting enough sleep and hydrating are important for everyone when at convention.
  • Don’t feel guilty about being an introvert– Embrace your introversion and strength to talk to people individually and be reflective in your thoughts. By knowing and accounting for challenges, you can really shine and stand out as an introvert!

Year-by-Year Self-Care for Graduate Students: Part 1 of 4

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Year-by-Year Self-Care Tips for Graduate School, Part 1 of 4

For First-Year Students, Make time: Your first year of grad school can be be a big adjustment but being prepared and keeping some self-care strategies in mind will help you transition smoothly. In your first year, make time to…

Disconnect electronically.

It may appear counter-intuitive, but planning time where you do not work is as important as planning time for when you do work. Making time for yourself can be facilitated by signing off of all chats and other mobile devices at set times each day so that you are not inundated by messages you feel obligated to respond to at odd hours of the day or night. Although it is true you will have ongoing work while in school, it is also true your productivity benefits from unplugging. During your first year make friends with the idea of having professional boundaries, and put them to work!

Read your program’s handbook.

Most programs or departments will have a handbook, manual, or guide that details anticipated goals broken down for your program of study. The handbook’s aim is to acquaint you with the expectations of your program for each year or term you are enrolled as a student.  Despite the aim of the handbook being welcome students to their graduate program, these guides are often long and can feel overwhelming at first –this results in students holding off on reading through important information. One way to evade the temptation to avoid when reading your handbook is to think of it as an indexed syllabus that you will never need all of at once. Trying breaking it down month-to-month, read what you need, and bookmark the rest. Don’t be afraid to find out what’s expected of you by doing your own research, and taking it one term at a time.

An added benefit of knowing the handbook well is that it can also help you to break ground with your advisor. By confirming with your advisor what is expected of you in accordance with the handbook, you are showing her/him your investment in the program, A discussion with your adivsor over the handbook can also help you begin to carve out a plan for managing time in your advisor’s research lab with other program requirements.

Get to know your cohort.

The reality of graduate school is that members of your cohort will not remain completely in sync or on the same schedule for every moment of your doctoral program. It is equally unlikely, however, that anyone else in your life will quite understand what that first week, month, or mid-term exam was like for you. Cohorts are like families in that everyone is an individual, but shared experiences can bring and keep you together. You will always have your first year to look back on, so do not be afraid to connect with your fellow students during your first year.

Take time during this first year on at least three different occasions to meet for a happy hour, a game night, or some other non-academic activity. It is true that much of what doctoral programs include involve long hours of work, but it is also true that students are not people without senses of humor, enjoyable quirks, and necessary inside jokes. Develop these traits and experiences in your new surroundings, find out more about yourself with your cohort by your side.

Keep in contact with close friends and family.

The people who likely saw you through your application process will likely be some of the same people who see you through graduate school. It’s a good thing to immerse yourself in what is happening with your program but remember you were interesting and important before beginning this graduate school experience.

Whether those bonds involve platonic, familial, or romantic partnerships, continue to be mindful of how friends and family show up in your life as you embark in your doctoral program. Go to these relationships for support, and remember to show up for your supporters when and how you can. They are likely an important part of who you are, and who you will become.

 

A Message from your APAGS Leadership in Response to the Hoffman Report

Fellow students,

The last few days have not been easy ones for our APA community. As many of you are aware, David Hoffman’s independent review report became public Friday (you can view the report and the Board of Director’s response here). If you are like us, you have likely experienced a variety of emotions while reading the report and conclusions. It is a sad and difficult time for us all.

In the coming weeks, APAGS is committed to providing you updated and additional information as it becomes available. The Executive Committee of APAGS (the current Chair, Chair-Elect, and Past-Chair) and staff are working diligently on the best ways to communicate with our membership and ensure the student voice is heard throughout this process.

In the interim, we wanted to highlight a few things:

  • There are many voices responding to and framing the findings, particularly the media. We encourage you to read the report in its entirety so you can be fully informed and respond with all the information.

  • Actions are being taken with the future of APA in mind, particularly to ensure a strong APA for students and Early Career Psychologists (refer to the initial action steps in the report from the Board)

  • The student voice has been, and continues to be present, heard, and valued throughout this process as members of the APAGS Executive Committee are at the table in our roles as Board member and Council Leadership Team (CLT) representative

  • For those of you attending Convention, we encourage you to attend the planned Town Hall meeting to voice your opinions. We will post information about the Town Hall as it becomes available.

  • On the APA website related to the Report of the Independent Reviewer, a public comment section was added where anyone can add comments and those comments can be viewed by members and the public.

We remain hopeful that through this process we can learn and grow together, creating a strong and vibrant future for psychology and our association.

Sincerely,

Emily Voelkel (APAGS Chair, Board of Directors) and Christine Jehu (APAGS Chair-Elect, CLT representative)