Tag Archives: Advice

A resolution for a new academic year

happy-new-year-scrabble-tilesApproaching a new academic year is a lot like New Year’s Eve: It offers much of the same excitement, anticipation and hopes of good fortune that a new calendar year has come to symbolize. It’s also a time when we develop resolutions, consciously or not. We want to do well in our programs, we want the best for our clients and students, we want successful (and publishable) research and we want to be part of a thriving profession.

There’s one resolution that I think could benefit all of us in graduate school, whether student or teacher: being more open to receiving and delivering thoughtful, meaningful and constructive feedback. I am continuously struck by the stories I hear in which feedback is simply omitted or is delivered in a way that hurts rather than helps students. But such feedback is critical to our individual growth and development. After all, we are in school to learn and what better way to learn than through constructive feedback?

How can we as graduate students foster a culture shift in how feedback is delivered and utilized within psychology graduate training? Here are a few suggestions:

Listen like you believe. Obviously, not everything that is said to us throughout our training is going to fit with personal goals, values, and the way we operate as individuals.  However, it is amazing what might be discovered when we are open to suggestions and areas of growth. You might just discover something that helps advance your career in incredible, unexpected ways! Listening as thought you believe, opens your mind to exploring alternatives and ultimately deciding what pieces fit for you and what does not. And on the flip side, when you provide feedback to others, whether they are peers, students or faculty members, deliver a message you believe. Be honest and genuine. If necessary, use the classic feedback sandwich structure: positive, constructive, positive.

Be concrete in your feedback and anchor it with behavior. We have all had experiences with vague feedback. For example, “You need to work on your professionalism.” There is no way to know what that means or how to improve it without concrete, actionable steps. So while providing your honest genuine feedback, be sure to anchor it. This also helps in delivering feedback in a constructive and digestible way. When you are receiving feedback, be sure to ask for and clarify the behavioral anchor so you know what to work on.

Set a timeline and check back in. Whether you are providing or receiving the feedback, it is important to evaluate your progress. Write down how you are going to incorporate feedback and set timelines where necessary to keep yourself on track. Enlist support and accountability from others if needed. Thinking over feedback and talking it over with those you’ve given it to is essential to continued professional growth and development.

Celebrate Accomplishments. When you have reached a goal of successfully incorporating feedback, go celebrate! Too often we keep our nose to the grind tackling one task after another chasing a moving cart. It is okay to stop, breathe and take a moment to embrace life through celebrating your accomplishments. Don’t forget to celebrate the accomplishments of others to whom you have given feedback! Some of my favorite ways to celebrate include taking a day off from working, reading a book for pleasure, going out to dinner or hosting a potluck with friends, going to the movies or indulging in a guilt-free Netflix binge!

I hope these steps help you to engage in the feedback process in a meaningful way. If you have more tips or an experience to share, we would love to hear about it! Sign up to be a guest contributor to the blog and share your story. Happy “New Year”!

Starting Your First Practicum/Externship

This is the year! You finally get to move out of the classroom into your first real clinical experience. Congratulations! As you are heading out to your first practicum or externship site, here are a few helpful hints or tricks that may aid you in starting out the semester right. (Disclaimer- this advice is for general consumption and should not be taken in lieu of the practicum site’s rules, policies, and regulations. Always consult your supervisor and/or training director if in doubt.)

 

Balance your roles– One of the most difficult tasks that new practicum students face is the multiple “hats” they must wear or the different roles they must play. As a new practicum student, you are now wearing the hat of therapist, supervisee, group co-facilitator, employee- and that’s just at that one site! As well, you are also juggling the roles of a student, researcher, and/or teaching assistant. While multitasking may seem tempting (and unfortunately, sometimes necessary), it is better to be in the present moment and fully engaged in the role you are working. If you are co-facilitating group, don’t think about your the client you just saw. If you have free time at your practicum site, consider reading therapy books or researching clinical problems rather than working on schoolwork. Your classwork, treatment plans, and clients will still be there when you return.

 

Manage your anxiety– I was nervous in starting out with my first practicum, and I think this is a common emotion for first time practicum students. You have made it through the necessary coursework and now it is time to start the next step! Starting anything new can seem daunting; just give yourself some time for practice. Also, processing your emotions regarding therapy is a great topic to broach with your supervisor.

 

Venture out of your comfort zone– A colleague once told me that in therapy, there are only a few things you can do wrong, but a whole lot of things you can do right. Most students know what the “wrong” things are- just peruse the ethics codes! But there are many interventions that you can do “right” with the client. So be adventurous: do an empty chair technique or try a paradoxical intervention. As long as you stay within the ethics codes and consult your supervisor, this is the time to develop those new skills.

 

Start developing your theoretical orientation– It will come back to haunt you during internship applications, so start early! Most students don’t have a formulated theoretical orientation starting out; therefore, this is the time to experiment and try different conceptualizations and interventions. You might find that you gravitate towards the same orientation again and again, or you may conceptualize with a different theoretical orientation than the intervention you choose. The main point is to explore and see what feels right for you.

 

Most important: utilize your supervisor– You will be working under your supervisor’s license, so it is wise to establish a positive professional relationship with them. They have years of clinical experience and will be able to guide you when you get “stuck.” Don’t be shy to start conversations with them about clients and other professional development issues; that’s why they are there!

 

In conclusion, this is a wonderful and exciting time in your professional development. Although the prospect of starting practicum may be daunting at first, I have typically found that things click quickly. Hang in there, be bold, and consult if necessary.

 

*Again, this is general advice and should not be taken ahead of the policies and procedures of the practicum site and/or your clinical supervisor.

Me…A professional?

AEP Colorado - poklarI just returned from a professional conference…not a big national one like the APA Convention, but a great statewide (Colorado) effort to build communication and increase collaboration and shared vision between a variety of different service providers (teachers, mental health counselors, the juvenile justice system, case workers, and academics) working with children and adolescents. I had the unique opportunity to provide a 90 minute workshop on managing vicarious trauma–best defined—at least in my eyes—by Figley (1982) as the cost of caring.

I was excited to have my proposal accepted, mostly because it gave me a reason to travel to Fort Collins, Colorado, but also because it allowed me the opportunity to engage in presenting a workshop on something I have come to be increasingly passionate about.

What I didn’t really consider, until after the conference, was how this was yet another step I have taken that leads me further down the road of becoming a “professional”.

I was struck with so many feelings of inadequacy, anxiety, and pressure AFTER the presentation.

“What gave me the right to give this talk?”

“What did I really know?”

“Could I really be effecting change on some grander level by sharing these ideas and interventions?”

“Could this possibly lead to the type of work and systemic change I so desperately want to engage in post-degree?”

“Could I engage in it pre-degree…or am I really already at THAT point? Am I already a professional to some degree?”

That idea is scary to me.

The idea that I may actually already be able to bring something to the table is terrifying. With this idea comes some level of responsibility for my engaging in professional activities, for sharing and disseminating useful knowledge.  I want to laugh at myself and shake it off, but it is such a valid point.  At what point are we, as professionals in training, supposed to step up and do something with our vast level of knowledge, with our privilege of being in a place of educated power?

Who else feels this level of responsibility?

As you grow in whatever vocational field you chose, as you become a professional or an expert, what level of responsibility do you feel? Am I an overachiever–feeling a responsibility and need to act that may not necessarily be expected? Am I setting myself up for failure, or worse, putting myself in a position where I may be imparting knowledge in a non-helpful manner to others?

Have you felt this pull? This need to do something meaningful with your new found ‘title’ of “professional” or “expert”? If so, how did you reconcile the feeling? What did you do to meet your feeling of responsibility?

 

Editor’s Note: Ashley Poklar, MEd, is a doctoral student at Cleveland State University. For more information about Ashley, visit her blog: 3 Under 3 AND a PhD.

 

 

Navigating Convention for Introverts

Networking2One of the best reasons to go to APA Convention is to meet new people and share ideas. Whether it is speaking to a psychology role model, sharing your own research, or starting a new collaboration, sometimes APA Convention can seem daunting, especially to those who consider themselves introverted. Convention seems to be geared towards the social, outgoing extrovert, but introverts have a lot to offer too. We have gathered advice from other fellow introverts to help your through Convention without feeling too overwhelmed.

  • Set small goals– Goals may include talking with three different people, approaching your research idol, or staying at a social event for 30 minutes. Whatever the task, set a goal and stick with it. Afterwards you can feel free to excuse yourself from that setting and feel accomplished in your task (of course, if you are enjoying yourself, you can stay too).
  •  Attend events with a friend or identify a “safe” person – With networking, it is nice to have a familiar face to make you feel more comfortable. If you go with an extroverted friend, they can introduce you or start conversations. If you go with an introverted friend, you can enter into a conversation together with others so it is not as intimidating. And if you go solo, you can identify someone you have already interacted with as a “safe” person to go chat with if you feel uneasy.
  • Avoid being a tag along– Related to the previous point; if you socialize/network with a friend or safe person, make sure that you are engaging and not just blending into the crowd. By setting a goal to talk to a certain number of people, this shouldn’t be a problem. Another way to avoid being a tag along is to observe the crowd and find others who are shy or not engaged; they may be introverted as well and may be looking for someone to talk with. Helping out a fellow introvert can make you feel more confident and comfortable (plus the shared experiences of being an introvert can be a great conversation starter).
  • Take advantage of organized sessions– APA convention has several speed-mentoring sessions that are more structured networking activities as compared to socials. By engaging in these activities, the purpose is clearer and networking may be easier for introverts. Also, these speed-mentoring activities are usually time limited, giving you a realistic goal for socializing.
  • Get creative with networking– There are a ton of different socials to attend during the APA convention, but if that’s not your style, find what is right for you. Knowing your own introversion-style is important in making decisions on how best to proceed. Poster sessions are a good place to talk to others one-on-one about research, but it can be overwhelming with the amount of people and information. If you are good at introductions you can introduce yourself after someone’s presentation and strike up a conversation. Conversely, if you are not as forward, consider pre-coordinating a meeting at convention through email.
  • Plan ahead– By preparing a bit before attending convention, you can make those social opportunities less anxiety-provoking. First, have your elevator pitch ready (including your research interests, clinical interests, and long-term goals). You can also think of two or three questions/topics to start conversations at posters or after presentations.  If there is someone you are really interested in meeting or talking to at convention, send him or her an email expressing your excitement (another great conversation starter when you see him or her at a social).
  • Have an exit strategy– Some introverts may feel over-stimulated during convention. If this is a possibility, you can safeguard yourself by strategically placing yourself near doors and restrooms. If you start to feel over-stimulated, just excuse yourself to the restroom or out in the hall. You can also mention in your conversations that you have a previous engagement and that you need to leave in a few minutes. This way, the person you are talking to already knows that you will be excusing yourself (even if you don’t really have a previous engagement).
  • Pace yourself, know your limits, and self-care– Make sure to secure your alone time and reboot. It can be tempting to load your schedule full of presentations and socials; however, this can be really draining, especially if you feel you are “on” all day. The time off needed is individual to each person, so know your limits. Also make sure to follow healthy habits – getting enough sleep and hydrating are important for everyone when at convention.
  • Don’t feel guilty about being an introvert– Embrace your introversion and strength to talk to people individually and be reflective in your thoughts. By knowing and accounting for challenges, you can really shine and stand out as an introvert!

How to Get NIH Funding

By Earlise C. Ward, PhD, LP (Associate Professor, University of Wisconsin-Madison, School of Nursing)

Obtaining NIH grants has become even more competitive but there’s good news for early career researchers. In her Rock Talk blog, Dr. Sally Rockey, NIH’s Deputy Director for Extramural Research, wrote:

 NIH has made a concerted effort to make sure that faculty members in their early careers have a fair chance when they compete against more established investigators.

NIH recently adopted the Early Stage Investigator policy. That policy specifies that New Investigators within ten years of completing their terminal research degree or within ten years of completing their medical residency will be designated Early Stage Investigators (ESIs).

Traditional NIH research grant (R01s) applications from ESIs are identified and the career stage of the applicant will be considered at the time of review and award.

Here are some tips to help you win funding from NIH.

 Tips for Success: 

  1. Become familiar with relevant NIH Institutes based on your research interest. For example, if you are doing mental health research, National Institute of Mental Health (NIMH) might be of interest to you. If you are doing aging research, National Institute of Aging (NIA) might be of interest to you. If you are doing health disparities research, the National Institute on Minority Health and Health Disparities (NIMHD) might be of interest to you.
  2. Sign up for the NIH Guide ListServe. The Guide is emailed once a week, and contains Table of Contents with links to PAs, Notices, and RFAs.
  3. Review recently funded grants (RePORTER).
  4. Once you have identified an institute of interest, contact the program officer. It is helpful to get to know your program officer. You can also write a concept paper with your specific aims and ask your program officer to review and provide feedback as to whether your research falls within a priority area of the institute.
  5. When you decide to submit an NIH application, have a senior colleague review your research proposal. Also set up a mock review. If you have funding it is worth paying a consultant to review your grant.
  6. If you meet the criteria for an Early Stage Investigator (ESI), indicate your ESI status on your NIH grant application.

Given the competitiveness of securing NIH grant funding and the limited federal funding available, it is important to explore other options for funding. In other words, diversify your funding portfolio. I encourage you to explore funding from private organizations including Robert Wood Johnson Foundation (RWJF) and other organizations relevant to your areas of research interest.

Winning grants for your research takes a lot of time. Plan ahead to make sure you have enough time to write the proposal, have it reviewed by colleagues, revise it and submit it on time. Once your grant is successfully submitted, be sure to take some time to celebrate your submission, as submission is a milestone. When you receive funding, celebrate again!

I look forward to hearing about other researchers’ tips for success.

Going to the APA Convention in Toronto (August 6-9, 2015)? Don’t miss the following opportunity!

Roundtable Discussion: An Insider’s Guide to NIH Research and Training Opportunities — Talk with NIH Staff

Date:                    Saturday, August 8, 10:00 a.m. -10:50 a.m.

Location:             Fairmont Royal York Hotel, Ontario Room

Sponsors:            APA Women’s Programs Office (WPO), APA Committee on Women in Psychology

Each year during the APA Convention, the WPO hosts an open meeting, An Insider’s Guide to NIH Research and Training Opportunities: Talk with NIH Staff, where individuals can talk to NIH program staff one-on-one. In an informal setting, staff from several NIH agencies will provide advice about funding and training opportunities.

Individuals can get tips on topics such as finding the right grant match for your needs, identifying research priorities, using the NIH Reporter grants information database, and asking the right questions of NIH staff, as well as learning more about the diversity supplement program, fellowship programs, research career development programs, the Extramural Associates Program for faculty at minority, women and small colleges, meeting grants and summer research programs, along with a range of other grant opportunities.