Category Archives: Graduate School

Tips for Gaining Competency in Suicide Prevention as a Graduate Student

Kristen H. Erps and Stephanie Miodus

Graduates from health service psychology programs are expected to gain competency in many different areas before becoming independent practitioners. Despite developing key clinical skills throughout graduate training, one area that is often under-emphasized is recognizing and responding to clients at risk for suicide. In fact, studies have shown that many psychology graduates lack training in suicide prevention and intervention procedures and leave training feeling ill-prepared to work with individuals who are experiencing suicidality (Allen et al., 2002; Erps et al., 2020). 

The American Psychological Association of Graduate Students’ Advocacy Coordinating Team (APAGS-ACT) advocates for graduate students across all psychology training programs. As noted above, explicit education in suicide prevention, suicide risk assessment, and working with individuals who are at risk for suicide is not always a component of graduate training. For graduate students who hope to gain more competency in this area, APAGS-ACT has created a resource list that provides various avenues to independently gain education and exposure to suicide prevention. 

The resources in this list are not meant to be exhaustive; they instead provide a starting point for students who seek to increase their knowledge in this area. This list includes websites, organizations with which to get involved, volunteer and work opportunities, and trainings that are offered online. It also includes a competency assessment that can be used on an individual level or integrated into a graduate training program. 

The opportunities described in the resource list span conferences, community programs, certifications, and strategies for supporting those at risk for suicide, as well as other tools focused on suicide assessment and prevention. Graduate students in psychology programs are encouraged to explore these resources in order to supplement gaps they identify in their clinical training. Graduate programs can also use this resource list to support students in building their skills in suicide prevention, assessment, and treatment. 

References 

Allen, M., Jerome, A., White, A., Marston, S., Lamb, S., Pope, D., & Rawlins, C. (2002). The preparation of school psychologists for crisis intervention. Psychology in the Schools, 39(4), 427-439. https://doi.org/10.1002/pits.10044

Erps, K. H., Ochs, S., & Myers, C. L. (2020). School psychologists and suicide risk assessment: Role perception and competency. Psychology in the Schools, 57(6), 884-900. https://doi.org/10.1002/pits.22367

Dear Graduate Student

Our COVID-19 anniversary has come and gone. What exactly did we all endure? I am sure there has been an array of thoughts and emotions. As students…

We navigated a new world.
We cradled our pets.
We watered our plants.
We sat in virtual meetings.
We started a new hobby.
We tended to our families.
And maybe we lost motivation along the way.

We received our diplomas through a screen.
We cheered while reviewing acceptance letters.
We had dived into our research.
We passed our competency exams.
We defended our dissertations.
We matched.
We got our dream post-doc job.
Or maybe we grieved because… we didn’t.

We welcomed new agendas on the horizon.
We felt a sense of self.
Maybe we lost our identity and faith in the world.

We shared disappointment as well as delight.
We divided.
We bound.
We were strong.
We were tired.

It has been a tough year, and I simply want to acknowledge what you have encountered as a graduate student. Your lives are dynamic and beautiful.

With that said,
I validate the feelings that you are having.
I honor your story and experiences.
I encourage you to find safe supports with whom to share your triumphs and pain.
I invite you to embrace the present moment and breathe.
I stand with you precisely as you are.

Finally, I would like to remind you that:
You are capable.
You are loved.
You are enough.
…That is all.

Grant-Writing 101 for Graduate Students

Mary A. Fernandes, Leslie S. Gaynor

During graduate school, many psychology graduate students will have the opportunity (and necessity) to pursue grant funding in order to support their training or thesis projects. Approaching the process of grant writing can require an immense amount of time and preparation, and it can be daunting when you are writing a grant application for the first time. Below, we have provided some basic steps to help you organize your efforts. 

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The Only Queer Latinx in Ohio: The Start to My Graduate School Experience During a Global Pandemic

This blog post is a part of the series, “So Good,” developed by the APAGS Committee for Sexual Orientation and Gender Diversity. This series will discuss current events and how these events relate to LGBTQ+ graduate students in psychology. If you are interested in contributing to the “So Good” series, please contact Mallaigh McGinley (they/them).

Going into graduate school during a global pandemic was not in my plans when I was applying to programs in the fall semester of 2019; it was also not in my plans when I received an acceptance to a Ph.D. program in Counseling Psychology in February 2019. What was in my plans was the fear and process of needing to find a community of queer people of color in a new location. Surprisingly, this process was easier than expected despite being in a time where isolation is sanctioned. While this pandemic has created much uncertainty and anxiety in my life, it has also opened my eyes to the importance of community. The Latinx community I grew up with all my life prepared me to understand that community provides support and can relate to experiences I thought I was going through alone; this is what I needed as I began my journey into a new graduate program as the only queer Latinx. Over the last nine months, I have seen my grandparents lose their income source, I have moved to a different state, and I have never had more access to a supportive community than I do now. 

My birthday was the first day of quarantine in the state of Illinois back in March 2020; it was also the day I realized my maternal grandparents had lost their source of income. Ever since my grandparents moved to the United States from their hometown in Aguascalientes, Mexico, they have been working as photographers – taking photographs for baptisms, confirmations, quinceñearas, and weddings in churches in Chicago. Unfortunately, they have not been able to earn an income since the start of lockdowns. Thankfully, the Mexican community in Chicago is very community-oriented, and because my grandparents are well known with many Mexican Catholics in the area they have received a lot of support. Their connections in the community were not evident to me until I helped my grandma pick up food at a Chicago Public School food drive and we were waiting in line. During the one hour it took for us to go through the line, my grandma talked to all those around us, about how their daughter was doing, how they were dealing with lock down, and memories from Sunday church, among many other things. Even during a time of uncertainty and isolation, my grandma fostered connections to others and thrived emotionally from a social distance. In my experience, I always understood that being Mexican meant being in a tight-knit community that supported each other, but the depth of that connection did not hit me until I saw my grandmother smile through her face mask while talking to others in the line.  

I regretted not forming that kind of connection at home with others who shared that identity as I began my journey to moving away from home and my family for the first time. Moving from Chicago to Akron, Ohio was a terrifying endeavor, not only because I would be in a place I had never been to before and away from those I love, but because I did not know how much those around me would accept me. A queer Latinx is not a new concept in the middle of a big city, but was it new to a small city in the Midwest, much less my program? It has felt like it as I have looked for panaderias on Google and have only come up with the Wonder Bread factory 0.7 miles away and a Starbucks located on campus. It has felt like I was the only nonbinary individual at my university every time I have needed to correct a professor about my pronouns. I know I cannot be the only queer Latinx in Ohio, but this is how I felt as I began navigating my first semester of graduate school. I did not inherit my grandparents’ ability to find community wherever they went and this was clear with every pang of homesickness. 

My circumstances were not all that hopeless as I did have a supportive cohort and graduate program. Ever since the interview weekend, I introduced myself with they/them pronouns. While I have heard my professors slip up in using them, they continue to do better and catch themselves when they make a mistake. My cohort members have been consistent in using my pronouns, even offering to correct our professors if they use the wrong pronouns. Although these people have been the ones I interact with the most, they are not the only supportive group I have found. Surprisingly, the COVID-19 pandemic has opened many doors to me for finding my community, and it has done so virtually. Through social media, I have been able to join groups where people share my identities and share resources. One of these resources has been virtual meetups to network with others, one of which was specifically directed at transgender and nonbinary graduate students in psychology. Here, I was able to ask questions that no one in my graduate program could satisfy, such as “Should I disclose my pronouns to my students?”, “How open are you about your identity with faculty?”, and many others. There have been so many more groups I have been able to join through virtual means that have helped me to feel closer to those in my communities and my own identity, even if I am living in an unfamiliar place. 

Almost a year since the beginning of the COVID-19 pandemic, I have seen my grandmother still feel connected to her neighborhood, I have become the first in my family to move out of state and to pursue a graduate degree, and I have felt connected to my identity through the support of my cohort and from those online. Despite living through a time where isolation is expected, I have never felt more linked to others in my life. Knowing what I know now, I would advise my younger self and others that face similar challenges to find their community and supporters. While it may not look how I expected, it turned out better than I could have hoped. Going to graduate school during a global pandemic was never in my plans, but I am glad to have gone through my first semester knowing I have others I can look to for support and I am excited to continue doing so for the next five years. 


Janessa Garcia is a doctoral student in counseling psychology at the University of Akron. They received their bachelor’s degree in psychology and women’s & gender studies from Roosevelt University in Chicago. Their research interests are focused on the evolution and exacerbation of post-traumatic stress symptoms for those who experience gender-based violence. 

Let’s Get Funded!

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 Elizabeth Louis.

During my educational journey, I never imagined that I would be pursuing higher education as a first-generation college student. In my Haitian household, the common expected answers to questions about what I wanted to be when I grew up was the well rehearsed  response of a “doctor or lawyer.” Any other profession seemed not to exist to my Haitian parents. However, the real question that crossed my mind was,  who would be funding my education?

While I excelled in high school to attend a community college (Miami Dade College) and transferred to Georgetown University, I was blessed to receive a need-based scholarship. Yet, when graduate school rolled around, I felt even more clueless about how to fund not only my education, but also my living expenses. I took on the role of being my own personal banker, financial coach, piggy bank, and investor. There have been some noteworthy strategies that I have tried which helped me gain wisdom.  I have come up short on many opportunities because I did not fully understand the audience of selection committees, selected recommenders who were not a good match or failed to seek out answers to my questions. I have learned to reach out to my mentors and colleagues early on for feedback, research scholarships a year or a semester in advance, call scholarship committees that I was initially unsuccessful with, and use my calendar to organize deadlines. I constantly reminded myself to overcome my initial fear of applying to opportunities and let my perseverance be the recipe for success.

When thinking about scholarships, grants, and fellowships there are many opportunities for ethnic/racial graduate students…here’s the BREAK DOWN…(cues a Harlem shake).

Meet with peers, colleagues, mentors, faculty, and staff members –whether you know them or not — to inquire about opportunities in the following areas. You never know where one door will lead you. Also, be sure to follow-up on different funding sources.

  • Department and psychology program
  • School/College in which your program is within
  • Your Institution
    • Dean’s Office
    • The Graduate School
    • Office of Research and Grants
    • Graduate Assistantships
  • Other offices – E.g. International Office, Office of Institutional Diversity

Whether you attend conferences, are a student member of an APA division, or receive news from APAGS, please be diligent in creating connections and fostering relationships outside your school. Also, feel free to ask questions about funding opportunities to support your research and clinical work!

Now do not sleep on search engines like Google, as it can unlock many opportunities.

  • Google
    • American Association of University Women
    • National Science Foundation
    • Southern Regional Education Board Awards
    • Sororities/Fraternities

During my journey in graduate school, I was positioned to look beyond monetary funding but to think creatively of ways to gain priceless experiences and take more ownership of my own finances and budgeting skills.

  • Service – opportunities to serve, share your student perspectives, travel, and learn about other forms of scholarship
    • APA Memorandum of Understanding (e.g. Portugal and other countries)
    • APA Commission on Accreditation Student Member
    • APA Master’s Task Force
  • Invest in Yourself
    • Learn about budgeting and saving strategies (e.g. Qapital, Acorns, David Ramsey)
    • Find an affordable financial coach
    • Keep tabs on your loan(s) and retirement funding (Roth IRA)

I hope that these nuggets of information will help you develop strategies to fund your graduate education, expand your ways of thinking about scholarship, and provide you with support and resources. This journey toward financial stability will have its challenges, yet can be extremely rewarding. Please feel free to contact me if you have any questions or other resources that I have not listed here.

Also, click here for a listing of additional funding opportunities that will be added on the APAGS CARED website. Wishing you all the best…kenbe la (hold on and press on)!

Elizabeth Louis, PhD