Tag Archives: Advocacy

APAGS CSOGD Committee Spotlight: JD Goates

This blog post is a part of a series developed by the APAGS Committee on Sexual Orientation and Gender Diversity (CSOGD) to celebrate LGBTQ+ graduate student leaders in psychology. If you are interested in learning more about APAGS-CSOGD and leadership opportunities within APAGS, please contact Emily Boswell (she/her). 

What is your name and pronouns?

JD Goates (They/Them)

What is your program and year?

Rising 3rd year student in Counseling Psychology PhD program at the University of Tennessee, Knoxville

What brought you to CSOGD?

From the first few years of my undergraduate, I had wanted to get involved with APA in various queer advocacy efforts. Working for the empowerment of queer students had been fundamental to my core identity for many years. I quickly recognized that CSOGD was a strong fit with me in its collaborative efforts across APA and other organizations for the advocacy of LGBTQ students. I have been so lucky in my short time in CSOGD to work with some incredible people.

What LGBTQ+ advocacy projects are you involved in?

Currently, I am involved in various non-profits seeking to provide resources to queer youth and their families in my home state of Utah. Additionally, I am working with groups that provide physical, financial, and mental health resources to students attending universities with restrictive and anti-LGBTQIA+ policies.

What are your research interests and experiences?

Broadly, my research focuses on my communities—fat and LGBTQIA+ folks’ experiences as they relate to internalized stigma, minority stress, and professional empowerment. Previously, I have done work in help-seeking behaviors of LGBTQIA+ college students as well as individuals’ engagement in activism and the disruption of anti-fat attitudes. I am currently finishing my thesis, a grounded theory study focused on the experiences and practices of non-binary psychotherapists and am excited to get started on my next projects!

What are your clinical interests?

Clinically, my interests are primarily focused on using emotion focused therapies through a Liberation Psychology lens with queer folks, individuals seeking bilingual (Spanish) services, and clients from traumatic religious experiences in community mental health.

What other interests do you have?

I am a huge outdoors and music person. Growing up in Utah meant that the mountains were my playground, and, as a classically trained vocalist, my opera house on occasion. 

This blog post is a part of a series developed by the APAGS Committee on Sexual Orientation and Gender Diversity (CSOGD) to celebrate LGBTQ+ graduate student leaders in psychology. If you are interested in learning more about APAGS-CSOGD and leadership opportunities within APAGS, please contact Emily Boswell (she/her). 

What is your name and pronouns?

Allison Gregg (she/her/hers)

What is your program and year?

3rd year doctoral candidate at UT Southwestern’s Clinical Psychology PhD Program

What brought you to CSOGD?

I wanted to work with other students/ trainees across psychology disciplines to create a more inclusive environment for LGBTQIA+ folx. Often times the experience of being a queer student can be isolating regardless of your program’s dynamic, and so it was important to me to contribute to efforts aiming to connect and support other queer students as CSOGD does.

What LGBTQ+ advocacy projects are you involved in?

I recently joined the Society for Clinical Neuropsychology’s Diversity Subcommittee of the Public Interest Advisory Committee to aid in efforts to increase inclusion, representation, and equitable assessment of LGBTQIA+ individuals in clinical neuropsychology. I’m also involved in local advocacy and outreach efforts for trans kids here in Texas.

What are your research interests and experiences?

My research interests focus on the neurocognitive impact of Major Depressive Disorder, as well as the cognitive effects of antidepressant neuromodulation interventions.

What are your clinical interests?

My area of focus is in clinical neuropsychology, and I am interested in the affirmative and inclusive neuropsychological assessment of individuals along with differential diagnosis of various neurocognitive disorders. 

What other interests do you have?

Taking care of my two pups and exploring new restaurants, parks, and museums with my girlfriend.

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

Abortion Legislation for Rape Survivors during COVID-19

Authors: Kaitlin Carson, M.A. & Valentina Nikulina, Ph.D.

In the context of the current COVID-19 pandemic, several states have attempted to ban abortions under the premise that it is a nonessential medical procedure. Lawsuits to suspend abortions during this public health emergency have been filed in Texas, Ohio, Iowa, Alabama, Oklahoma, Arkansas, Mississippi and Tennessee. In some states, including Texas, failure to comply with these current restrictions could result in fines or jail time.

A statement released by the American College of Obstetricians and Gynecologists petitions that abortion should not be categorized as a nonessential procedure given it is an essential component of comprehensive health care. This statement further indicates that abortion “is also a time-sensitive service for which a delay of several weeks, or in some cases days, may increase the risks or potentially make it completely inaccessible. The consequences of being unable to obtain an abortion can impact a person’s life, health, and well-being.” Our recent research (Carson et al., 2019; Carson et al., under review) highlights the potential negative consequences this legislation may have, particularly in relation to the psychological well-being of pregnant rape survivors.

Abortion is a “time-sensitive service for which a delay of several weeks, or in some cases days, may increase the risks or potentially make it completely inaccessible. The consequences of being unable to obtain an abortion can impact a person’s life…”


American College of Obstetricians and Gynecologists

It is time the American public begin to recognize the impact that these public policies can have on the mental health of rape survivors. The recent legislation to ban abortions filed across several American states effectively takes away the pregnant incest or rape survivor’s right to choose, not only whether to go ahead with a pregnancy, but also whether to disclose an assault experience. Dr. Kathleen Basile and colleagues estimated that 2.9 million U.S. women experience a rape-related pregnancy during their lifetime. Furthermore, psychologists report concerns that the stress and isolation associated with the COVID-19 pandemic may subsequently result in elevated rates of intimate partner violence. Our 2019 research shows that about 75% of female survivors choose to talk about their assault, while 25% choose to keep this experience to themselves. However, without access to obtaining an abortion, the survivor will be left in the position to either lie about the circumstances of her impregnation or be compelled to disclose her assault as her pregnancy progresses and becomes obvious.

Social science studies have consistently determined that sexual trauma is associated with the highest rates of posttraumatic stress disorder (PTSD) and other health consequences. Prior research has demonstrated that the choice to disclose a sexual assault experience is one that survivors take seriously and can have important consequences for their wellbeing. Furthermore, our research indicates that women who are coerced into disclosing sexual victimization experiences have particularly high symptoms of PTSD. They are also more likely to face negative reactions from others, which further contribute to PTSD symptoms. Taking control of the experience of a rape survivor is one such negative reaction and the anti-abortion laws do so by taking away the woman’s right to cope with her experience in the way that she determines and finds helpful. Indeed, the experience of sexual trauma itself is rooted in another person taking control of the survivor’s body.

This anti-abortion legislation empowers the government to impose its will on the body and life choices of a survivor. It can be perceived as re-traumatizing and further influence the survivor’s beliefs regarding her own safety, increasing her risk for developing PTSD. In addition to considering the recommendations of the American College of Obstetricians and Gynecologists, we urge legislators to consider the findings and recommendations of recent mental health research conducted with sexual victimization survivors. During this national crisis, which is already associated with increased stress, we strongly advise that legislators rethink their position categorizing abortions as elective procedures, particularly for survivors of rape and incest.

Editor’s note: Visit the APA page on Abortion and Mental Health for information and resources. If you are interested in advocating for women’s rights within your state, you can reach your state elected officials or state psychological association.

An Almost-Win for Student Voting Privileges


The American Psychological Association of Graduate Students (APAGS) Committee is disappointed that members did not pass the proposed bylaw amendment to grant graduate students voting privileges in APA. APAGS will, however, keep mobilizing to advance this issue and ensure increased representation for students. 

Here’s the background: In 2018, APAGS proposed a measure that would enable graduate students to vote on the same issues after one year that all full APA members, and associates after five years of membership, are eligible to vote for: Elections for APA President-Elect and Board Members-at-Large, bylaw amendments like this one, and apportionment ballots. The measure would have also aligned the voter-waiting period for associate members with that of graduate student members.

The Council of Representatives agreed to put the matter before the current voting bloc this fall. The ballot closed Dec. 16, 2019, resulting in 8,436 total votes, with 5,566 (65.98%) in favor. Because this item is a bylaw amendment, it requires not a simple majority but a two-thirds majority (66.67%) in favor to pass. Translation: The measure was 58 votes shy of passage.

This was an incredibly close outcome. Our committee is so glad that a groundswell of voters supported this measure, including many who otherwise would not have voted at all (in fact, the turnout for a bylaw amendment vote has not been this high since 2011). We recognize the support of the APA Board of Directors, the Council Leadership Team, the Council of Representatives, many APA presidential candidates, and a number of APA Divisions and State Psychological Associations that came out favoring the measure. 

Of course, our sincerest thanks are to our fellow students who could not vote, but encouraged their professors, supervisors, and colleagues to do so. We believe most members would agree with us that enfranchising graduate students is the right thing to do for APA. This is, in fact, reflected in today’s results. This outcome is not a verdict on our competency to vote, but on readiness for change. In my tenure as 2019 APAGS chair, I am reminded that everything takes the time that it takes. In less than one-and-a-half years, our committee moved an issue from idea into action, challenging traditional timelines, and falling a tiny bit short – 58 votes, to be exact. Stick with us as we regroup, because we’ll need you!

Our enthusiasm for APA’s future is undeterred. And our desire to strengthen APA through our voices is only increasing!

Yours in solidarity,
Roseann Fish Getchell, PsyD
2019 APAGS Chair