Category Archives: Graduate School

CARED perspectives: So what is this psychology diversity committee all about?

This blog post is a part of the series, “CARED Perspectives,” developed by the APAGS Committee for the Advancement of Racial and Ethnic Diversity. This series will discuss 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 Lincoln Hill.

Engagement with diversity, cultural, and individual differences has become a core aspect of clinical training, supervision, and research in psychology (American Psychological Association, 2006). In this spirit of proactively interacting with diversity in its varied forms, many psychology departments have created dedicated “diversity committees.” While a name and general scope may be shared, diversity committees take many forms: from a student led forum to address graduate program concerns, to a faculty committee working towards recruiting diverse staff and students (Rogers & Molina, 2006). Diversity committees can be a positive vehicle of change, but also a burden on faculty and students with diverse identities who take on the invisible labor of serving on many such committees, and face greater expectations to do so than are placed on their majority group peers (Vasquez et al., 2006)

To better understand the inner-workings of diversity committees, I gathered the perspectives of four psychology graduate students who served on a diversity committee at their respective institutions. In particular, I asked these students to: reflect on the value in having a departmental diversity committee; to identify what was achieved through their committee’s work; and to share the extent to which student voices guided, were heard, or were marginalized by the fellow committee members. Below I offer a summary of their varied perspectives and some considerations for students and faculty considering developing a diversity committee within their department.

What is the value in having a diversity committee?

Dedicated space conducive to making change – a key prerequisite to undertaking any further work
Having an avenue for dialogue that doesn’t naturally occur between students, faculty, and staff
Ensuring accountability at the department level to operating in a manner consistent with principles of equity and diversity
Providing a sense of safety for students who have reservations about coming forward with their concerns
Addressing qualitative inclusion of diverse perspectives, experiences, and identities

What was achieved on the committee during your tenure?

Making faculty more aware of student concerns
Creating professional development opportunities
Developing workshops/brown bag lunches in response to current events
Inviting speakers with expertise in diversity topics
Developing events (e.g., diversity recruitment weekend) and tools (e.g., website re-design) to recruit more students from diverse backgrounds
Creating a survey to assess climate, student experiences and needs

How were student voices engaged on the committee?

Diversity committee formats varied greatly – from student led efforts to faculty committees with one designated student representative. Students on faculty committees indicated varied experiences. One reported receiving respect and useful professional guidance, while another reported not being “truly heard” by faculty. Perhaps as a result of these dynamics, some students reported that creating departmental change through the work of a diversity committee is a slow moving process, which may involve only surface level changes in the beginning. Several students commented on the value of models where they were able to hold separate meetings with their peers to amass a list of students’ perspectives and concerns, which they could report back to the faculty-led diversity committee. One student in particular indicated that this mode is effective because students often feel more comfortable bringing concerns forward to other students, as opposed to faculty.

While diversity committees are diverse in their form, tasks, operation, and membership, all students acknowledged the value in their existence and several expressed gratitude in being able to advocate for diversity at a higher level. As one student said, “diversity efforts take some trial and error to evolve for the better, but these programs are most valuable when we learn from and correct our mistakes.”

What do you think? We want to hear from you in the comments!

Have you been involved in a diversity committee? What the impetus was for establishing this committee? Was your committee initiated by students? Or staff/faculty? Has your committee filled a gap that was there prior to the committee starting up?

Have you found that individuals of color and those with other diverse identities have disproportionately taken on this work?

What’s your take on this topic?

Acknowledgments: A huge thank you to the students who shared their experiences for the purpose of this post!

References

American Psychological Association. 2006. Guidelines and Principles for Accreditation of Programs in Professional Psychology (G&P). Retrieved from: http://www.apa.org/ed/accreditation/about/policies/guiding-principles.pdf

Rogers, M. R., & Molina, L. E. (2006). Exemplary efforts in psychology to recruit and retain graduate students of color. American Psychologist, 61(2), 143.

Vasquez, M. J., Lott, B., García-Vázquez, E., Grant, S. K., Iwamasa, G. Y., Molina, L. E., … & Vestal-Dowdy, E. (2006). Personal reflections: Barriers and strategies in increasing diversity in psychology. American Psychologist, 61(2), 157.

Check out previous CARED Perspective posts:

Dear Me, Future Psychologist. Yours truly, Dr. Erlanger Turner

APAGS is thankful for all of the psychologists that participated in the Dear Me series for the gradPSYCH Blog. Considering the success of these posts, APAGS is expanding the series to include early career psychologists that have been doing amazing things since graduation.

We’ve asked early career psychologists to write a letter to their 16-year-old self. We hope you enjoy these letters and glean some wisdom and guidance as you decide whether to enter graduate school in psychology, as you navigate the challenges of graduate school, and as you make decisions about your career and life.

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Dr. Erlanger “Earl” Turner is a licensed psychologist and assistant professor of psychology at the University of Houston-Downtown. He is also the Director of the Race and Cultural Experiences Research (R.A.C.E.) Lab, and often serves as a media psychologist. Dr. Turner writes a blog, The Race to Good Health, and has been quoted by numerous media sources on mental health, race relations, and cultural competency. Dr. Turner’s current research examines (1) correlates of ethnic minority health, (2) identifying mechanisms of help-seeking, and (3) developing interventions to improve utilization and adherence to psychological treatments. While in graduate school, he served as the APAGS Member-at-Large (Practice Focus) and was the first former APAGS member to be elected to an APA standing board. He was the 2017 Chair of the APA Board for the Advancement of Psychology in the Public Interest and is the first early career psychologist to serve as chair of BAPPI. Recently, he was elected as the first African American male to be president of the Society for Child and Family Policy and Practice (APA Division 37).

. For more information, please visit Dr. Turner’s website.

DEAR-ME

FROM THE DESK OF Erlanger Turner:

Dear Earl,

You have always been an introverted person with a comedic personality that only those close to you (e.g., family and friends) truly have an opportunity to witness. Who is to say that you have to share with the entire world the person God made you to be?

In life, you will face great challenges and maybe not experience much success. However, self-doubt will not push you towards achieving any goal in life. I know that one of your biggest fears is failure. Let that be the driving force in your life to keep running over any obstacle that you may face either personally or in your career. Growing up in Louisiana should not be your final destination nor your highest aspiration. Seek guidance from those who motivate you and always keep your mind on the powers that be to lead you to accomplish “your goals”.

As a first generation college student, you will have the chance to set the mark for your siblings and other family members to step out on faith. Don’t allow your internal conflicts and doubts determine how you live or what career you will pursue. Remember that it is great to help others, but always remember to do what is best for yourself. Pursuing a career in medicine will not be an easy task and you will face challenges as a Black man from the outside world.

As you move forward in life and work towards being the 1^st in your family to graduate from high school, keep these things in mind:

You control your destiny and what you accomplish in life. Don’t hold yourself to others expectations and stay focused on what makes you happy. In the midst of difficult challenges do not doubt the decisions you make. Those decisions will be the lessons you learn and will help others to recognize how experiences shape who you are as a person.

Being Black is beautiful! Don’t get caught up in the stereotypes that exist in society. You should love all the aspects of who you are. Each person is uniquely created and you should value your individuality as a person that is embedded within a community that is often perceived as not good enough.
You can be great at whatever you do in life. Remember that greatness is not defined by the lack of struggles but how you overcome those obstacles that you face. Set a goal and keep working towards it until you are satisfied.

In closing, “setting a goal is only your starting point. It’s the hard work that determines your final destination”.

–Erlanger A. Turner, Ph.D.

Editor’s Note: Dear Me, Future Psychologist is inspired by the Dear Me book series by Joseph Galliano. Special thanks to David A. Meyerson, Ph.D. for creating this series for the gradPSYCH Blog. Please check out other letters in this series:

“Therapy” and other Dirty Words: Addressing Cultural Stigma of Mental Illness in Diverse Communities

“Therapy” and other Dirty Words: Addressing Cultural Stigma of Mental Illness in Diverse Communities

By Mary Odafe

Therapy (noun; /ˈTHerəpē/) – a luxury service associated with the White middle-to-upper class. Based on this conceptualization of therapy, “in-group” members (i.e., fellow members of one’s own ethnocultural community) who engage in formal therapy are, by default, guilty of making the decision to forego traditional methods of healing, including (but not limited to): a) seeking wisdom from a community leader or elder, b) engaging in fervent prayer, “letting go, letting God,” or seeking counsel from a church leader, c) “keeping it in the family” or speaking with a trusted friend, or d) engaging in traditional or indigenous medicinal/healing practices. An in-group member who attends therapy might experience real or perceived stigma from their fellow in-group members, and the associated fear of being labeled as one of the following:

Crazy (adjective; /ˈkrāzē/) – A label frequently afforded to anyone with history of hospitalization or observable psychiatric symptoms. This term subsumes an array of symptoms associated with various clinical disorders including hallucinations, panic symptoms, obsessions and compulsions, delusions, cognitive distortions, etc.

Bipolar (adjective; /bīˈpōlər/) and/or Schizophrenic (adjective; /ˌskit-sə-ˈfre-nik/) – Often used synonymously with ‘Crazy,’ a label afforded to anyone who exhibits odd or abnormal behavior, paranoia, or distinct changes in mood or personality. This label is not exclusively used among lay members of society, but is also frequently designated by clinicians, who have historically overutilized these diagnoses among certain ethnic minority groups.

Depressed (adjective; /dəˈprest/) – A general succumbing to life’s stressors that signifies weakness or lack of faith, and manifests as sadness, laziness, irritability, and withdrawal from friends and family. Solution? ‘snap out of it’ or ‘pray it away.’

Suicidal (adjective; /ˌso͞oəˈsīdl/) – Descriptive of when one fully succumbs to life stressors and reaches a state of indifference about life. Synonymous with ‘giving up,’ or in some instances, ‘Crazy,’ this label is used to describe individuals who have “failed” to cope with life and are now making the decision to sin against God and betray their friends and family by taking their own life.

While these pseudo-definitions and colloquialisms are jarring and overtly offensive, this is the painful reality of many individuals of diverse ethnic background whose in-group members (e.g., family, friends, ethnocultural community) subscribe to antiquated beliefs about mental illness. When facing stigma from one’s own community, people may be less likely to seek professional help that could prove beneficial when administered by a culturally-sensitive clinician. Internalized stigma may also serve to magnify the intensity of one’s psychological distress by adding significant feelings of shame and embarrassment. Unfortunately, subscribing to or acting in accordance with stigmatizing beliefs about mental illness only serves to perpetuate the stigma and limits opportunities to evolve. In cases when individuals do not seek necessary help due to perceived stigma, the consequences may even be deadly.

Ethnic minority psychologists are in a unique position to bring about meaningful change in our various cultural communities. As culturally-sensitive advocates, we can all encourage change in the following ways:

It is first necessary to acknowledge the gravity of historical experiences with clinical research and services for marginalized ethnic groups (e.g., African Americans who were the unwitting subjects of inhumane research during the Tuskegee Syphilis Experiment from 1932-1972). At present, the challenge of effectively working with ethnic minority clients persists, as the large majority of evidence-based treatments were developed for use (and validated) with White middle-class Americans, failing to reflect growing trends of cultural diversity in the U.S. and Canada. In some cases, a healthy cultural paranoia in ethnic minority clients may be a reasonable response to unfamiliar techniques or practices. Aim for a more compassionate approach by working with thoughts of cultural mistrust, rather than combatting them.

Incorporate traditional cultural or faith-based practices, rather than dismissing them as harmful or ineffective. In some instances, these cultural practices can even be used as a gateway to introducing mainstream psychology paradigms. For example, after observing that spirituality was the main source of emotional coping for my older African American Veteran clients, we utilized Biblical scriptures as a means to spark therapeutic group discussions about acceptance and change.

Challenge cultural stigma by providing psychoeducation through simple conversation (at community forums, seminars, health fairs, church festivals, or just one-on-one with a friend or family member). Of particular importance is to ask questions just as often, if not more often, as you provide answers or information.

Recognize that the underlying emotion that often motivates stigma is fear: fear of the unknown, fear of exploitation, fear of judgement from one’s community, or an internalized fear of being “broken.” Consistent with current trends in psychotherapy, fear is combatted through education and exposure. In addition to those listed previously, consider ways to provide education and also increase exposure to the idea of mental health – through conversation, modeling, social media, research, teaching, and clinical practice.

I encourage you to reflect and develop your own ideas for challenging the prevalence of stigma in diverse cultural communities. By changing the conversation surrounding mental illness, we work to combat stigma which could ultimately change a life, or save one.

Additional Resources:

We want to hear what you think! Please share your thoughts on this topic in the comments section below.

Other posts in the CARED PERSPECTIVES series:

New Information on the Enhanced EPPP

Dear APAGS Colleagues,

We would like to share critical information that was written by Tyson D Bailey, PsyD (Chair, APA Committee on Early Career Psychologists) that directly impacts graduate students and early career psychologists across the nation:

Recently, ASPPB released the attached letter rescinding their decision to require all states and provinces to implement Part 2 of the Examination for Professional Practice in Psychology (EPPP). Part 2 is skills-based exam planned for a 2020 release and is expected to complement the current version of the EPPP, which assesses knowledge. This decision allows jurisdictions to choose whether or not they will adopt the second part of the EPPP when it is released. CECP is concerned about the implications of this decision. We are continuing to monitor the following issues:

Mobility. Having some states take on Part 2 while others do not is likely to increase the difficulties people have moving from one state to another and getting licensed. This may particularly deter service in rural communities that already struggle to have enough qualified mental health professionals to provide sufficient care.
Permanence. The language of the letter leaves the door open to change this decision in the future. It is important to realize this may not be a permanent decision as a number of states are already laying the groundwork to implement Part 2 immediately upon release.
Sequence of training. It is unclear whether Part 1 will be available prior to graduation (and after core coursework is completed). This is something that CECP, APAGS, and the APA Board of Directors have advocated for, and which ASPPB initially agreed to allow beginning in 2020 with the roll-out of Part 2. What we can say with certainty at this point is that Part 1 will not be able to be taken earlier in any state that does not adopt the Part 2 examination.
Cost. We have heard no mention of reduction in fees for states that agree to require the Part 2 exam. ASPPB maintains that Part 1 and Part 2 will cost $600 each. We remain concerned about how this may impact the decision to come into the field, as well as the continued difficulties associated with another cost for someone transitioning from student to early career psychologist.
Implementation (Added concern from APAGS). We have concerns regarding licensure requirements for an individual who has already passed the EPPP Part 1, and a timeline for when the EPPP Part 2 requirement will be waived. This is now unclear with the rolling implementation of the Enhanced EPPP. APAGS strongly supports clear and consistent communication between ASPPB, individual licensing jurisdictions, and graduate students regarding grandparenting periods that should be put in place in order to clarify for each graduate student exactly what exams are required for them to pass in order to be licensed.

Once again, your representatives at APA are monitoring this recent development and we will pass along any substantial news that we learn in the weeks ahead. You may use this listerv to discuss reactions and ask questions; you can also reach us individually by using the emails listed here.

With warm regards,
APAGS Executive Committee Leadership

What is Imposter Syndrome?

Have you ever felt like an imposter? Do you often look at your colleagues and feel like they are smarter, faster, or just generally better than you? Do you feel incompetent? Do you feel that you landed in your current position by luck rather than by skill or hard work? There is a term for that feeling: Imposter Syndrome.

Imposter syndrome is a term coined by psychologists at Georgia State University, Pauline Clance, PhD and Suzanne Imes, PhD in 1978. Imposter syndrome (also known as imposter phenomenon, fraud syndrome, or imposter experience) refers to the anxious feeling that one has gained success and fame only by luck and coincidence, having deceived others. People with imposter syndrome consider their successes as resulting from external factors and thus think of themselves as imposters. That is, they do not acknowledge that success was made by their effort and performance, but rather by luck, timing or coincidence.

Imposter syndrome is not limited to graduate students! In fact, Hollywood actors, Jodie Foster, Natalie Portman, Emma Watson, and the COO of Facebook, Sheryl Sandberg, have all stated that they have suffered from imposter syndrome. At some point, they all believed that their wealth and fame were gained only by luck, that people were overestimating their talent and would soon discover their incompetence.

What are the causes of imposter syndrome?

There are many factors that contribute to imposter syndrome. After an initial success, sometimes people’s perceived expectations become higher, adding additional stress and anxiety around the potential of disappointing others. Other causes include how one was raised, emotional traits (insecurity, perfectionism, etc.), and psychological problems.

The high suicide rate of Ivy League students may also be attributed to imposter syndrome. Many of these students graduated high school at the top of their class, and are now surrounded by equally smart and talented individuals. Comparatively, these students are now average in a much larger pool of students, no longer the top students in the class. As they compare themselves to other students, their self-esteem may drop considerably and they may fear no longer being able to meet others’ high expectations. This fear of being exposed along with lowered self-esteem can lead to severe depression which can be linked to suicide attempts.

People with Imposter syndrome tend to continuously question their ability and try to become perfect, potentially even discounting the fact that they have already made great achievements. Fearing failure, they may use the imposter syndrome as a defense mechanism. Believing that they are incompetent from the beginning, in order to avoid the psychological trauma caused by failure. However, such reactions can cause anxiety, low self-esteem, and negative self-concept, which in turn tends to lower their actual rate of success.

How can we keep from falling into the trap of imposter syndrome?

1. Avoid perfectionism.
Perfectionists can be so strict on themselves that they may miss smaller achievements and successes. A perfectionist tends to set extremely high (maybe even unattainable) goals, and then experience shame or defeat when they do not meet these goals. This behavior can be self destructive. Remember, the final outcome of a situation is not the only thing that defines you. Make an effort to look at a situation in totality to be able to glean other positive outcomes. For example, if you worked on a group project that did not earn the highest praise from your professor, think about positive outcomes that you did achieve– learning to work well with a diverse group; effectively managing your time; or perhaps learning new material that you may be able to apply in other settings. Finding ways to recognize accomplishments big and small can go a long way to alleviating feeling like an imposter.

2. Put less stock in what others may think of you.
The most important opinion of you is YOURS! Others may have expectations of you that are unrealistic or may be reflective of their own insecurities. While a healthy dose of “caring what others think” is useful, putting too much stock in someone else’s opinion of you may be harmful to your own self-esteem.

3. Acknowledge and celebrate yourself.
You should acknowledge that your success is the result of your effort and action, and not by luck or good fortune. In other words, one’s success is made possible by oneself. Unsure of what you have accomplished? Try making a list. Include all achievements, big and small. Add to the list throughout your graduate school career. You will be amazed by how many things you have been able to accomplish. That feeling of accomplishment will help relieve self doubt or other insecurities that may arise. When you are confident about something that you did well, that positive energy can lead to future successes.

4. Ask for help.
Do not feel ashamed to ask for help. Asking for help does not show incompetence, but rather exhibits a desire for successful outcomes. Ask freely, as there may be other people who also do not know what you don’t know, and try to find solutions together.

5. Develop resilience.
Do not be frustrated if you fail. As we have learned how to ride bicycle after several failed attempts, we finally succeed and from that point forward, we know how to ride successfully! So try not to dwell on small failures or mistakes.

6. Secure individual private time.
If you compare the success of others to your own progress, or feel the need to meet the expectation of others, you may experience discomfort or uncertainty, which can lower self-esteem. In that case, it is important to find space to be able to consider and understand the source of our insecurities and organize our thoughts to recharge and focus on our positive achievements.

We all have vulnerabilities and the desire to be acknowledged. However, perfection does not exist in this world. So let’s reframe our thinking and change our lives to enjoy and celebrate our value!

Get more information on imposter syndrome:

Hanna Park received her Bachelor’s degree in Psychology at Columbia University and Master’s degree in Cognitive Studies in Education at Teachers College, Columbia University. She worked as a journalist for the Korean Psychological Association.