Category Archives: Graduate School

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

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.

“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.

International Students & Internship: Thoughts from Training Directors

It’s that time of year again…the beginning of internship applications! This is certainly a stressful time in the life of many psychology graduate students, however, internship applications can be particularly tricky for international students who have additional residency and visa issues to navigate. The American Psychological Association of Graduate Students is excited to release the second video in our series on international students applying for internship. As a complement to our first video featuring international students navigating the internship process, this video highlights the perspectives of training directors. We interviewed five training directors to learn about their experiences with international students on internship.

Here are a couple key themes that came up across our interviews:

Institutional support can go a long way: Interviewees that had resources at their training site (i.e., international student services, an HR department familiar with international hiring processes, attorneys on staff) felt better able to navigate the visa process with their interns. By contrast, training directors at smaller sites without international hires, commented on feeling lost during the visa process in particular. For training directors in this position, there seemed to be a dearth of centralized resources available. Interviewees suggested the development of specific resources such as a “living document” with current information on the necessary steps for the internship match, that could be shared in CCTCP, and for the development of a liaison through APPIC.

International students benefit clients, staff, and the training site: All interviewees commented on the incredible value that international students can add to a training site. Training directors noted a number of skills, such as language abilities, specific cultural competencies, and the opportunity for other trainees and psychologists to learn from the diverse perspectives of the international student interns. Essentially, training directors reflected that once they were able to get their international interns up and running at their site, the benefits of bringing in an international applicant outweighed the difficulties of getting them in the door.

What are your thoughts? Do you have resources you want to share for training directors or international students navigating internship? We want to hear from you in the comments!

Check out the first video in this series!

CARED Perspectives – Immigration at the Border: Separation of Children from Parents

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

Immigration at the Border: Separation of Children from Parents

By Jhodi-Ann Bowie

In recent weeks, the global community has been flooded with images and information related to the U.S. immigration policy that requires the separation of children from their parents/caregivers at the border. This issue has undoubtedly impacted not only those directly affected, but millions of others who are disheartened by these events. As racial/ethnic minority graduate students, we are also not immune to the personal and professional effects of these events. Many of us have experienced a variety of emotions associated with the stories of children being separated from their caregivers. These experiences most certainly impact our ability to go about our daily lives, but they can also impact our professional work.

Many of us conduct research on the effects of immigration on psychological well-being. Immigrants not only experience distress related to the hardship of being displaced from their homes, but they also experience a variety of challenges in their quest for asylum, and discrimination on many fronts while living in the US. These, and other challenges, have the potential to cause lasting mental health concerns. We can therefore anticipate that the impact of separating family members from one another is even more detrimental, particularly putting children at risk for psychological trauma.

Further, many of us work directly with these clients in our clinical practice settings. This and other issues related to social injustice particularly hit home and have a significant impact on psychology trainees, since we are often privy to our clients stories of their hardships in these experiences. Further, although many clients may not be directly impacted by these events, they may experience feelings of outrage and distress. Additionally, some of us may even identify as first, second, or third generation immigrants to the US and have personal and direct experiences with this issue.

The importance of these events inevitably blur the lines of personal and professional and highlight important considerations and questions for graduate trainees: How do I manage my feelings about current distressing events? Do I share these feelings in the clinical/work and academic space? Do I share my personal beliefs and feelings with clients? How can I advocate for these individuals from a professional standpoint?

These questions may be difficult for us to answer on our own. The role of supervisors, advisors, and professors therefore becomes paramount. Unfortunately, very few academic programs offer a safe platform for students to share their feelings and address the aforementioned questions. Additionally, students may be hesitant to request such a space for fear of seeming too politically driven/biased or unprofessional. But how can we be expected to keep such issues such completely compartmentalized from who we are and what we stand for? This plight remains ongoing since in this new age of social political polarization and social injustice, psychology professionals and graduate students must learn to navigate our own boundaries and responsibilities to the field.

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APAGS-CARED aims to provide students with a variety of platforms to discuss and benefit from resources related to this and other social justice issues. These resources include peer support groups, webinars for international students, twitter chats, disseminating information to academic programs, and other initiatives.

For more information on APAGS-CARED, as well as APA’s stance and actions related to the immigration policy, please visit the following resources: