Category Archives: Graduate School

International Students in Psychology: An Overlooked Group?

The number of international students enrolled in U.S. universities declined since the 2016/2017 academic year (Institute of International Education; IIE, 2019). While data for the years 2019/2020 are yet to be released, there is no doubt that trend will continue to decline given the abrasive conditions that foreign students continue to experience in the U.S. With the addition of a pandemic, systemic racism and police brutality, and specific policies differentially targeting immigrants and immigration, international students’ concerns are currently exacerbated by substantial threats to the continuation of their academic journeys and ambitions.

International students in psychology have been uniquely impacted by the institutional changes in response to the syndemic. Some of the direct effects to this population span across the areas of their immigration status, academic responsibilities, career opportunities, financial stability, safety, and mental health and wellbeing. Often these concerns are overlooked or not prioritized.

International Status: The stringent immigration and visa regulations applicable to international students in psychology have compelled them to limit their experiences and access to opportunities. The current syndemic in the U.S. only exacerbates this system. Students are unable to renew their existing visas and/or obtain authorizations for further training, disrupting the sensitive timelines for foreign students and professionals to commence and/or complete training; it also interferes with their ability to remain within status thereby creating extreme worry about lawful presence and work in the U.S.

Academic Responsibilities: Given the unsettling current presentation of COVID- 19 in the U.S., home governments have requested that certain populations return home. While programs have offered online instruction to these students, the significant time differences between the U.S. and students’ home countries have made learning an arduous task and minimally satisfying. Additionally, the inability to be physically present interferes with international students accruing practicum hours to secure externships and internships. As such, international students may be severely hindered in their practical experiences and hour accumulation, ultimately being disfavored when applying for internships and externships.

Career Opportunities: Students in various stages of their program encounter unique situations posed by the syndemic. Those nearing the conclusion of their program (often in the phase of dissertation and/or internship completion) are having to make critical yet unfavorable choices about the future of their career. After having invested 5-6 years of their life in the U.S., often away from family and friends, these students are absolutely hopeless about securing further training positions in the U.S. The current hiring freeze has resulted in international students in psychology returning to their home countries in seek of job opportunities. Further, given the status of psychology in their countries and the students’ subspeciality, these positions may or may not be related to their educational background.

Financial Stability: The budgetary cuts to university grants resulting from the syndemic have directly impacted international students. As a population who by default experiences an array of severe restrictions to the type of work, hours of work, and types of funding they can receive before the syndemic, the budget cuts have threated their financial stability the most. Students are having to rely on family and personal funding to fuel the continuation of their graduate education and livelihoods. These personal funds have to amount to tens and thousands of dollars to meet the unjust semester course requirement and outrageous out-of-state tuition expenses.

Mental health and wellbeing: There is, by default, a natural burden to the one’s mental health and wellbeing that comes with being a foreign student. Having to leave family and friends and start an educational journey while also attempting to maintain academic tasks, obtain financial stability, adjust to the cultural differences, navigate the international paperwork and immigration updates, and find social support are just a few. Unfortunately, the syndemic only worsened the circumstances for this population, where students are unable to travel to visit their families or fear the return to the U.S. upon leaving. Additional stressors are related to the lack of support and direction international students are receiving from their programs, departments, and international offices on campus, often leaving students to advocate for themselves. Furthermore, the same time zone and physical presence restrictions that impact practicum work restrict the ability of international students to access campus resources, even when they are available. These times can be truly isolating.

International students are truly resilient, persistent, and fearless individuals (Lee, 2013) and under the toughest circumstances, they are also helpful to one another. However, this population is needing and deserving of more systemic and institutional regard to navigate these new regulations, now more than ever. By providing limited to no support or advocacy, governing bodies, programs, departments, and intuitions are neglecting and overlooking a population that significantly contributes to a portion of the cultural and ethnic diversity in the field of psychology.

References:
Institute of International Education. (2019). Open Doors 2019 infographics. Retrieved from http://opendoorsiie.wpengine.com/wp-content/uploads/2020/06/Open-Doors-Graphics-2019.pdf

Lee, K. C. (2013) Training and educating international students on professional psychology: What graduate programs should know. Training and Education in Professional Psychology, 7(1), 61-69. https://doi.org/10.1037/a0031186

CARED Perspectives: COVID-19 Pandemic Unearthing Challenges and Exposing Disparities

This 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 discusses current events and how these events relate to graduate students in psychology. If you are interested in contributing to the CARED Perspectives series, please contact Aleesha Young, Chair of APAGS-CARED.

By Sarah Gubara, MS

Globally, the COVID-19 pandemic has made our worlds a little smaller. With the majority of individuals confined to their homes, the chaos of the first couple of weeks has created white noise that has become increasingly overbearing. Most importantly, this pandemic has highlighted the significant disparities prevalent across our communities. While many are hunkering down in the safety of their homes with loved ones, there are  other vulnerable families in our communities that are contending with economic and health disparities, food and financial insecurity, and isolation from resources and social support. 

Interestingly, the economic disparities related to this pandemic are shared among some graduate students and their clients alike. During these uncertain times both practicum students and clients may be contending with lost wages, uncertainty about the future, and experiencing increased anxiety. This emotive weight on the therapeutic relationship compounds with existing challenges for marginalized clients and therapists. While many student trainees are receiving excellent supervision to process these changes, there are some that are navigating this process alone. It is at this point that a clinician’s ability, or lack thereof, in multicultural responsiveness is highlighted as the fallout of this pandemic requires higher levels of cultural insight and sensitivity, self-efficacy, and awareness of social injustices and disparities. In addition to the therapeutic adjustments we need to make, the call to mobilize services quickly to telehealth further exposes the depth of the economic divide. 

While telehealth and remote education are both blessings during this time, they are also a privilege. Within weeks, graduate practicum students and their clients were privy to the sharp economic inequalities that exist. For instance, in my work with survivors of torture I was blessed to work with a responsive team that provided thorough and consistent supervision, and strategies to accommodate our clients. However, in speaking with clients I began to understand the dearth of resources that exist for them and the obstacles that remain ahead. Session after session with clients led to similar concerns that included loss of work, reduced transportation, limited community support, and so on. While my agency ensured that we were prepared to deliver services, I  realized that my entire caseload may not have the resources to readily receive those services. Some of my clients share rooms with two to three other people and privacy is an issue. Other clients may not have smartphones or wi-fi to download Zoom or any other virtual meeting application. Yet others are parents who are now contending with sharing devices, teaching, and managing their child(ren) without the support of the school day structure.  

Furthermore, the existing protective factors that clients often turn to, such as churches, are now no longer an option. Many of my clients are refugees and asylum seekers, some of whom are new to the community. Without the access of community gatherings like churches or local centers, clients feel isolated and untethered, particularly when language acquisition is a challenge. Given the timing of this pandemic, many practicum students are now terminating with clients as it is the end of the semester for most of us. The loss of identity, resources, and support continues to be compounded at a high cost for our most vulnerable clients. 

Together, graduate practicum students and their clients are having to adjust to the challenging landscape and process its shared trauma, while simultaneously developing new coping strategies. While in some circumstances, there is no certainty at the present, let us not forget the glaring disparities that we now see and let’s do what we can to help while also taking care of ourselves.  For now, we must applaud, encourage, and support the resilience, perseverance, and creativity of our clients and fellow graduate students.

Sarah Gubara, MS is a graduate of Johns Hopkins University (BA’11, MS ’17) and a practicum student at TASSC International working with survivors of state-sponsored torture in Washington, DC. She is in the final year of her combined PhD in Counseling Psychology and School Psychology at Florida State University and will be starting her APA-accredited internship with the Treehouse Child Advocacy Center in July 2020.

APA’s Third Pandemic Care Package for Students

Is Zoom Fatigue a thing? Are we in a “new normal” yet? That may depend on when, how, and to whom you ask the question.  Wherever this message may find you, the staff in APA’s Early Career & Graduate Student Affairs hope that you are safe and that all of your loved ones are well. This is our third pandemic “care package.” We’ve hand-picked a few of the top resources provided by APA and related organizations to assist you during this time. Please feel free to share this with your networks and reach out if you have any questions or specific concerns we can field.  

New resources:

Continuing resources: 

What else would you like to see?  Send us an email – your concerns are our priority.

Abortion Legislation for Rape Survivors during COVID-19

Authors: Kaitlin Carson, M.A. & Valentina Nikulina, Ph.D.

In the context of the current COVID-19 pandemic, several states have attempted to ban abortions under the premise that it is a nonessential medical procedure. Lawsuits to suspend abortions during this public health emergency have been filed in Texas, Ohio, Iowa, Alabama, Oklahoma, Arkansas, Mississippi and Tennessee. In some states, including Texas, failure to comply with these current restrictions could result in fines or jail time.

A statement released by the American College of Obstetricians and Gynecologists petitions that abortion should not be categorized as a nonessential procedure given it is an essential component of comprehensive health care. This statement further indicates that abortion “is also a time-sensitive service for which a delay of several weeks, or in some cases days, may increase the risks or potentially make it completely inaccessible. The consequences of being unable to obtain an abortion can impact a person’s life, health, and well-being.” Our recent research (Carson et al., 2019; Carson et al., under review) highlights the potential negative consequences this legislation may have, particularly in relation to the psychological well-being of pregnant rape survivors.

Abortion is a “time-sensitive service for which a delay of several weeks, or in some cases days, may increase the risks or potentially make it completely inaccessible. The consequences of being unable to obtain an abortion can impact a person’s life…”


American College of Obstetricians and Gynecologists

It is time the American public begin to recognize the impact that these public policies can have on the mental health of rape survivors. The recent legislation to ban abortions filed across several American states effectively takes away the pregnant incest or rape survivor’s right to choose, not only whether to go ahead with a pregnancy, but also whether to disclose an assault experience. Dr. Kathleen Basile and colleagues estimated that 2.9 million U.S. women experience a rape-related pregnancy during their lifetime. Furthermore, psychologists report concerns that the stress and isolation associated with the COVID-19 pandemic may subsequently result in elevated rates of intimate partner violence. Our 2019 research shows that about 75% of female survivors choose to talk about their assault, while 25% choose to keep this experience to themselves. However, without access to obtaining an abortion, the survivor will be left in the position to either lie about the circumstances of her impregnation or be compelled to disclose her assault as her pregnancy progresses and becomes obvious.

Social science studies have consistently determined that sexual trauma is associated with the highest rates of posttraumatic stress disorder (PTSD) and other health consequences. Prior research has demonstrated that the choice to disclose a sexual assault experience is one that survivors take seriously and can have important consequences for their wellbeing. Furthermore, our research indicates that women who are coerced into disclosing sexual victimization experiences have particularly high symptoms of PTSD. They are also more likely to face negative reactions from others, which further contribute to PTSD symptoms. Taking control of the experience of a rape survivor is one such negative reaction and the anti-abortion laws do so by taking away the woman’s right to cope with her experience in the way that she determines and finds helpful. Indeed, the experience of sexual trauma itself is rooted in another person taking control of the survivor’s body.

This anti-abortion legislation empowers the government to impose its will on the body and life choices of a survivor. It can be perceived as re-traumatizing and further influence the survivor’s beliefs regarding her own safety, increasing her risk for developing PTSD. In addition to considering the recommendations of the American College of Obstetricians and Gynecologists, we urge legislators to consider the findings and recommendations of recent mental health research conducted with sexual victimization survivors. During this national crisis, which is already associated with increased stress, we strongly advise that legislators rethink their position categorizing abortions as elective procedures, particularly for survivors of rape and incest.

Editor’s note: Visit the APA page on Abortion and Mental Health for information and resources. If you are interested in advocating for women’s rights within your state, you can reach your state elected officials or state psychological association.

Defending Virtually: A “New Normal” for Doctoral Candidates

Allie Smith @creativegangsters

Like many graduate students, the last two years of my graduate career have largely consisted of preparing for my dissertation proposal and final defense. In all of that time spent analyzing and re-analyzing data, reading literature, writing, and editing non-stop, I had never envisioned that part of that process would involve figuring out how to propose virtually.

My committee members and I narrowed in on a date one day prior to my institution closing for the remainder of the semester. I was set to propose in-person the following week. To ensure that the proposal went smoothly and as scheduled in an online format:

  • I dedicated part of my time to practicing my presentation via Zoom with my family who served to help me troubleshoot issues ahead of time;
  • I made sure to have a strong internet connection;
  • I religiously monitored my email for any incoming messages from my committee members indicative of issues accessing the platform;
  • And I took deep breaths.

Luckily, no major technical issues arose and after two hours I was asked to exit the meeting so that the committee could privately come to a decision. Fifteen minutes later, I received a text from my advisor to re-enter the call at which point I was told that I had successfully passed my oral proposal. I remember letting out an excited “woohoo!” as my committee members congratulated me. (And I wasn’t even on mute!)

As the calls and texts poured in from family and friends, I felt a mix of emotions: Accomplished for being one step closer to graduating; grateful for the flexibility and commitment of my committee members to see me through this step – and for the distant support of my loved ones in the midst of preparing for what the pandemic was to bring; and also a small amount of grief for the celebratory hugs and high fives I knew I would not receive in person.

Nevertheless, as I now gear up to schedule my defense and look ahead to my possible future as a social psychologist, I decided to interview an APAGS leader on his process of defending a dissertation from home.*

Q: Could you please briefly introduce yourself?

My name is Alvin P. Akibar, I’m a sixth-year doctoral candidate in Experimental Psychology at the University of North Texas. My minor is in Research, Measurement, and Statistics. I’m originally from Queens, NY by way of Houston, TX.  And I successfully defended my dissertation at the beginning of April.

Q: Was your defense open or closed to other people?

My department tends to have open defenses as a standard and sends announcements out to students and faculty. I shared the meeting information with some friends and colleagues on social media, but there was definitely some attention to keeping to the meeting manageable given recent issues with Zoom “bombing.” To help negotiate that balance, while the meeting information was relatively public, I set up the meeting to have a waiting room so that a member of my committee or I would need to let in each person.

Q: What made your experience defending from home different from those of your colleagues or others who have proposed in-person?

As much practice as I might do in my living room, it was strange to then continue the entire defense there. I felt a little disconnected, especially given my experience with my thesis defense in the department. The community in my department is one where faculty and students alike give encouragement throughout the day, especially while the committee is in deliberation. I had not realized just how impactful it was for one’s department community be the first to acknowledge the milestone post-defense until current circumstances made it no longer a possibility.

Q: Were there any pros to defending virtually?

While in some ways it was a bit isolating with respect to my department, it was honestly amazing to have friends and colleagues, many of whom I met over the course of my graduate studies, be able to watch and send encouragement from across the country.

Q: Did you run into any complications as you were setting up your virtual defense or defending?

Having webcam issues on a regular day might be a minor inconvenience, easily remedied with a quick trip to the store or to a repair shop. Having webcam issues prior to a dissertation defense during a time that those places are closed or sold out of supplies becomes much more of a task.  I do now have the knowledge and tools to take apart and repair my laptop’s webcam but having some sort of backup camera would have saved a lot of time and stress.

Beyond that, as my committee was now working from home, we had a few additional hurdles to the historically simple process of getting the paperwork signed by everyone. Even more than before, I definitely relied on the help of my department’s graduate coordinator who came to my rescue and helped navigate basic tech support with my committee.

Q: What tips would you share with others who are about to defend their dissertations from home?

While it is important to take care in planning details of the milestone, not everything may go according to plan. It is okay and even natural to feel strange about having to suddenly change course and adjust expectations. Everyone is trying their best, and there is no need to stress yourself out over minor hiccups.

Q: Lastly, how did you celebrate your successful defense?

Well, celebration plans definitely had to be adjusted a bit. While a dinner is still happening at some point, pending travel and social distancing restrictions, later in the day I defended, I caught up with loved ones on the phone, and watched a few of my favorite shows over pizza.

* Alvin is going to be a panelist in our APA Webinar on April 30. Register or watch previous recordings in our Staying On Track series.

Zeljka Macura is a doctoral candidate in Applied Social Psychology at The George Washington University and a current intern in Early Career and Graduate Student Affairs at the American Psychological Association (APA). Her research interests are heavily focused on social psychological determinants of obesity, with an emphasis on health behavior promotion and intervention, as well as the application of social psychological theories in the context of social media to promote physical activity and healthy dietary behavior.