Category Archives: Graduate School

APA’s Pandemic Care Package for Students

We, the staff in APA’s Early Career & Graduate Student Affairs, continue to offer our best wishes for your safety and well-being. This is our second “pandemic care package” and 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.

New resources:

Continuing resources: 

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

What Works for Me While Working From Home

Living in uncertainty and working from home is the new normal for most of us. We find ourselves working from home in the role of an employee, manager, home-school teacher, or student, dealing with anxiety about the new unsettled and unknown days ahead. If you feel stressed, you are not alone. We all are doing our best to navigate this uncharted time.

In the past few years, working from home has been the norm for me. I have had the opportunity to work from home to complete my current PhD program as well as serve as an online adjunct instructor. So, you might say, I am a bit of an expert on how to get work done while at home.

I would like to share four tips that have helped me work home with ease:

1.  Create a schedule prioritizing the top 3-5 daily tasks from the most important to the least. Make sure your tasks are realistic and can be accomplished within that day. By doing so, you can minimize crises and endless tasks, focusing focus your attention on what is urgent and immediate. Grouping similar tasks can maximize your efforts. For example, if you need to make several calls, make them at a specific time to reduce interruptions. Or set aside a block of time to pay bills, complete your work, and run errands. Also, try to answer all your emails at a designated time, rather than sporadically as they each come through.

2. Do difficult tasks during your high-energy time. Complete tasks that are important first, when your energy level is at its peak and your concentration is highest. I would suggest assessing your energy level during the day to determine when your energy is at the highest so that you will know when to work on top-priority goals. You will discover, as you work at your highest level of energy, you are more alert and focused and you will typically feel more energized.

3. Multi-task when possible. If you are in a position that requires caring for others while working at home, you may find that certain tasks can be done simultaneously. For example, it may be ideal to use flashcards or listen to audio recordings as you cook dinner or while supervising children’s homework/playtime. You can preview reports, skim summaries, review definitions, brainstorm ideas, outline a paper, quiz yourself or explain a chapter and its concepts/terms out loud. Any work that requires deeper concentration should be saved for your time alone. Completing more than one task at a time can free up additional hours for self-care or relaxation later.

4. Finally, reward yourself. After you have accomplished enough tasks to motivate yourself and keep going, rewarding yourself can be beneficial. For example, if you finish tasks in advance, make sure to reward yourself by taking that spare time and use it for your leisure. Perhaps treat yourself to an extra healthy snack, read a few book chapters, or enjoy a privilege you normally would not indulge in.

Remember, during this unique time, the most important thing is your health and well-being. While these work-from-home approaches work for me, find ones that work best for you. Try different strategies until you find the right fit that can be used even after the COVID-19 pandemic has subsided.

Author: Valamere Mikler MA, LSSYB, APA Leadership Development Fellow

For more tips on working from home from APA, see Psychologists’ advice for newly remote workers.

No One Prepared Us for Graduate School during a Pandemic: Quick Tips for Graduate Students

By Jill Jacobson, Ph.D., Licensed Psychologist

Photo by Dollar Gill on Unsplash

In this time of uncertainty, one thing is clear: This semester is not going as planned! I recently participated in an American Psychological Association (APA) webinar for psychology training directors, called “Nobody prepared me for training during a pandemic,” and I realized that many graduate students might also find that this webinar’s title resonates with them. Faculty and students have been gearing up for distance learning over the past few weeks, and thanks to colleagues from near and far, many helpful technology guides and self-care resources have been shared with students. As a faculty member and training director, I’m often struck by the passion, pro-activity, and perseverance of our graduate students. This semester I am once again in awe of the ways our students are navigating the current circumstances with resilience and creativity. Graduate students who are able to continue their training this semester may find the following tips helpful as they make the most of their training during this time. [For those that have been personally affected by illness or loss, please know that our hearts are with you.]

  • Pay attention to your emotions: It is normal to feel a wide range of both positive and negative emotions right now. Take time to reflect on your feelings and identify ways to cope. Everyone has been affected by the pandemic in some way, and we are all adjusting to these circumstances. Part of that process is modifying our expectations about what this semester will look like. Based on how you’re feeling and your unique situation, consider modifying your expectations for productivity.
  • Structure your time: The hours, days, and weeks are running together. Some of our typical daily rituals might have been lost–getting ready for work, packing your lunch, commuting to campus, attending meetings and class, going to the gym, etc. It can be helpful to add some structure back into your day, whether it’s through a full day schedule of activities, weekly or daily to do list, or simple ritual around writing or active time. Keeping a log of certain activities, such as your research, can help you stay focused, share your progress with others, and start up again quickly if you take time off.
  • Be a focused and helpful distance learner: In addition to familiarizing yourself with technology tools and following guidelines sent by your instructors, it’s important to participate fully in your online learning activities. We’re experts at multitasking, but try signing off email and putting away your phone while you’re completing class requirements. You’ll learn more and feel more productive! Keep in mind that many instructors are new to distance learning. If something isn’t working for you, please share your feedback in a constructive way, such as emailing your instructor with an idea for improvement.
  • Check in with your advisor and other key individuals: Since you won’t have the opportunity to pop into your advisor’s office for a quick meeting, you’ll have to find other ways to touch base this semester. Take a proactive approach and reach out to your advisor, supervisor, and other key individuals to check in and let them know what you’re working on. For example, set up a virtual meeting or send regular email updates. Importantly, let others know if and how your work is impacted right now–many of us are managing child/elder care, scheduling, and high stress. If you can’t complete work or make adequate progress, talk to your advisor or program director about your situation and document this communication.
  • Keep in touch with your classmates: Remember those quick chats between classes and topics you kept discussing long after class ended? The conversations that used to happen on the fly can (and should) still take place! Schedule time to video chat and share activities with your classmates. There are so many creative ways to connect, such as meeting for a meal over Zoom, sharing Google slides showcasing what you’ve been working on and doing outside of work, gathering for a Netflix party, and participating in virtual events hosted by your program. In addition to staying social during what can be a very isolating time, this will help maintain your sense of connection and engagement within the program.
  • Look for the silver lining: This semester your training has been marked by compromise and sacrifice, and it is normal for you to feel grief over the loss of the training experiences you were counting on. In addition to practicing self-care strategies, consider the silver lining: Is there something that you can learn this semester that you wouldn’t ordinarily be able to learn? What skills might you develop or enhance? For example, how can you use the time you are no longer commuting to/from campus? Perhaps there is a workshop now available as a webinar or at a discounted rate. You might also be able to contribute your skills and knowledge in a way that benefits the community, such as helping develop online modules or resources. As we’re adapting to distance learning, all of us have the opportunity to learn something new along the way.

Jill Jacobson, Ph.D., Assistant Clinical Professor, is the Director of Training for the School Psychology Doctoral Program at the University of Maryland–College Park. She is a Licensed Psychologist and Nationally Certified School Psychologist. Dr. Jacobson’s research and professional interests include effective supervision practices, school psychology training, and consultation.

Disability Resources for Students, Paid trainees, Faculty, and Supervisors during COVID-19

This post was authored by Dr. Angela Kuemmel of Louis Stokes VA Medical Center and Dr. Rebecca Wilbur of Legacy Good Samaritan Medical Center.

Q: I am a trainee with a disability that compromises my immune system and puts me at high risk for complications from COVID-19. Can I request reasonable accommodations even if I didn’t have them before COVID-19?

The U.S. Equal Opportunity Employment Commission has updated their guidelines on PANDEMIC PREPAREDNESS IN THE WORKPLACE AND THE AMERICANS WITH DISABILITIES ACT in response to COVID-19. Per these guidelines, employees with disabilities that put them at high risk for complications of pandemic influenza may request telework as a reasonable accommodation to reduce their chances of infection during a pandemic.  The Job Accommodation Network lists possible accommodations for individuals with suppressed immune systems or other disabilities. The Network also has resources specific to COVID-19 and the ADA.

Q: What resources for students with disabilities do you recommend?

Q: What resources can you share for educators and educators?