Tag Archives: APAGS

Behind the Scenes: My Transformative Journey as an APAGS Intern

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On my first day working as an intern for the American Psychological Association of Graduate Students (APAGS), I opened my computer with a thrilling mix of excitement and nerves. I wasn’t entirely sure what my responsibilities would entail, but I was eager to dive in and help communicate valuable resources to graduate students through social media. Little did I know, the next few months would be transformative in ways I never imagined. 

In this post, I would like to share why I applied for this role, the skills and experiences I have gained, and offer some tips for those interested in interning or getting involved with APAGS.

Why APAGS? 

I chose to apply for the intern position with APAGS because of my deep passion for advocating for fellow students and ensuring they have the resources and representation they deserve in the field of Psychology. I believe that community is a powerful catalyst for creating long-lasting and sustainable change, and APAGS offers a vibrant community of diverse students from whom I knew I could learn and grow from. My enthusiasm for systemic change within academia, combined with my love for content creation, drove me directly to this role. I wanted to do my part in helping graduate students, like myself, have accessible ways of acquiring all the opportunities that APA and APAGS has for navigating the complex world of academia and psychology. 

What I learned

During my time at APAGS, I’ve learned an incredible amount. One of the first and most important lessons was the significance of coalition building at every stage of planning. Although I have been involved in several organizations before, I never fully grasped the iterative process of ensuring everyone’s representation in webinars, events, and posts. APAGS taught me the meaning of framing, teamwork, and serving at all levels. 

As for content creation, which I absolutely love, I discovered the vital importance of scheduling. Planning out a month in advance what content we wanted to create and post provided a clear vision of the organization’s priorities and helped to maximize the reach and impact of the resources we share. 

Tips

  1. Apply for a position: If you want to get involved in advocacy of all kinds for graduate students, consider applying for a committee or subcommittee position. It’s a great way to expose yourself to like-minded individuals across the field. 
  2. Create a portfolio: If this is a position you’re interested in, have a portfolio or examples of some of the content you have created in the past. 
  3. Be open to iteration: Planning is not a one-step process. Be prepared to revise and improve your ideas based on feedback and new information. This approach ensures that the final outcome is well-rounded and meets the needs of the community.
  4. Develop strong organizational skills: Effective event planning and content creation require meticulous organization. Keep a detailed schedule of your tasks and deadlines. This will help you manage your responsibilities efficiently and ensure that important details are not overlooked. 

Reflecting on my time as an intern with APAGS, I am filled with immense gratitude for the invaluable experiences and lessons I have gained. From the importance of community and coalition building in event planning to the strategic organization required for effective content creation, each aspect of this internship has significantly contributed to my personal and professional growth. The opportunity to advocate for and support fellow graduate students has been both rewarding and transformative. I am deeply thankful to APAGS for providing me with this platform to learn, grow, and make a positive impact. To anyone considering an internship with APAGS, I highly recommend embracing this incredible opportunity to engage with a diverse community and make a meaningful difference. 

About the Author:

Lauryn Hoard is a second-year clinical psychology graduate student at George Washington University and was the 2024 summer intern for the American Psychological Association of Graduate Students (APAGS). Her current research interests pertain to examining the effects of offline and online racial discrimination and protective factors in Black Americans. When she is not doing work, she is either running, doing Pilates, trying new foods, reading a book, or watching a documentary. Follow me on @asoulsticecollective to stay connected! 

Introducing the TPS 2026 Special Issues!

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Translational Issues in Psychological Science (TPS) is a peer-reviewed journal co-sponsored by APA and APAGS, designed to help graduate students get involved in the publishing and reviewing process. Each year, the APAGS Science Committee develops special issue topics that highlight pertinent and timely issues in Psychology that are both translational in nature and of broad interest to scientists, clinicians, and the general public. We are pleased to announce TPS’s 2026 special issues: Psychology and Emotion, Stigma in Immigrant Communities, Tailored Psychological Approaches, and Substance Use and Addiction.

Psychology and Emotion

This issue will feature theoretical and empirical research that investigates topics such as 1) the relationship between psychopathology and emotion, 2) current and future methods for analyzing and measuring emotion, 3) the critical role that culture plays on emotional learning, 4) how emotions may influence and guide decision making, and 5) the neurobiological mechanisms of emotion regulation. 

Stigma in Immigrant Communities

This issue will aim to explore the multifaceted influence of social stigma on immigrant populations. This special issue will invite original, empirical research and conceptual reviews that explore the psychological mechanisms that drive stigma and the critical roles of societal attitudes, cultural norms, public policy, and other factors in perpetuating or combating these negative impacts. This special issue will include the following subtopics: 1) the psychological impacts of stigma on immigrant mental health, 2) stigma and social integration, 3) the role of social media in shaping the stigma around immigrants, and 4) comparative studies on stigma across different populations.  

Tailored Psychological Approaches

This issue aims to explore and advance the application of tailored methods in the field by featuring a combination of theoretical and empirical research, along with scientific commentary. Specifically, this issue will invite original empirical research and reviews targeting the following topics: 1) Understanding the uniqueness of individuals and subgroups within historically categorized populations, 2) developing and evaluating programs by directly involving program users and historically marginalized populations, 3) applying advanced statistical techniques to facilitate treatment tailoring, and 4) culturally adapting programs or interventions to ensure they are relevant and effective across diverse cultural contexts.

Substance Use and Addiction

Lastly, this issue invites scholarship that examines substance use etiology, impact, and interventions. This may include, but is not limited to, research on substance use disorders. More specifically, this special issue will address conceptual and empirical research that (1) advances scholarly understanding of biological, neurological, social, and cultural factors that influence and/or are associated with substance use and/or addiction, (2) focuses on neural and cognitive underpinnings and conceptualizations of substance use and addiction, (3) discusses the psychological, cognitive, and social impact of substance use and/or addiction, and (4) provides empirical evidence for potential interventions for substance use and addiction in different settings/contexts (e.g., clinical interventions, school-based programs, etc.) across the lifespan. 

Stay tuned for more information regarding submission deadlines. Furthermore, as one of its central missions, TPS aims to highlight graduate student research– submissions from graduate students are strongly encouraged!   

Opportunity to Serve as a Peer-Reviewer!

Another key mission of TPS is to provide training opportunities for graduate students and postdoctoral fellows to serve as reviewers, editorial board members, and even associate editors. If you are interested in the opportunity of serving as a peer reviewer for any of the issues described above, you may learn more at https://www.apa.org/pubs/journals/tps/call-for-reviewers or submit an application at https://www.apa.org/pubs/journals/tps/tps-reviewer-application. Applications include an online form and submitting a two-page CV. Feel free to contact the Editor-in-Chief, Jacklynn Fitzgerald with any questions.

Teaching as a Graduate Student

The thought of teaching can be daunting, especially given the many tasks and responsibilities we are already juggling as graduate students. Here, I provide an argument about why it is a worthwhile endeavor. In addition to being an important line to add to your CV, teaching allows you to learn many different skills that are broadly applicable across a wide range of settings extending beyond the classroom.

What does teaching as a graduate student look like?

There are a variety of teaching roles that a graduate student may hold, which is influenced by the funding structure of each program.

Teaching Assistant (TA)

Graduate students often serve as TAs. This involves assisting the lead instructor, typically a faculty member, with a class taught at the undergraduate or graduate level. TA responsibilities can range from more behind-the-scenes work, such as grading assignments and proctoring exams, to instructing, such as leading lab sections of classes. In the latter role, you are typically responsible for a smaller group of students and present material that has been created by the instructor. The amount of independence granted to a TA in an instructing role varies between professors.

Lead Instructor

Further into one’s graduate career, there are sometimes opportunities to be lead instructors for undergraduate courses depending on the funding structure of your program. These classes are often psychology courses such as Abnormal Psychology or Cognitive Psychology. In this role, the graduate student is the primary instructor with full responsibility over a class. This role includes more creative leeway in terms of the material being presented and they often have their own TA assigned to them.

Guest Lecturer

Regardless of one’s TA or instructor status, there are nearly always opportunities to serve as a guest lecturer. This may include presenting on a topic that is interesting to you and relevant to a course that is already being taught, or it may be presenting on material that already exists. This is a wonderful opportunity to get one’s feet wet with lecturing.

Lecturer/Instructor

If your program does not include teaching opportunities for students, there are often opportunities to serve as instructors, and get paid, at local community colleges that mainly emphasize teaching (as opposed to research). This often needs to be approved by your department but offers a chance to gain a deeper teaching experience and potentially generate some income.

What skills can be gained from Teaching?

There are a variety of skills that can be gained from teaching, including:

  • Public Speaking

Teaching is essentially public speaking. You are presenting material weekly front of an audience. Getting more exposure can do wonders for increasing your comfort level and confidence in front of an audience. While this is often an intimidating prospect, tips for public speaking may be found here.

  • Effective Communication

In a teaching role, you must learn how to effectively communicate information in a concise and coherent manner. This is an invaluable skill that takes time to learn.

  • Organization and System Management

Teaching requires you to be organized and manage many moving pieces, including the students themselves. For example, you will learn how to juggle preparing lecture material, responding to student inquiries, and staying on top of grading and updating virtual grading platforms, all while maintaining professional boundaries with students (which is a whole other topic for another blog post).

Sure, but what if I have no desire to pursue an academic career? These skills and experiences have a wide range of applicability across professions beyond academia. For example, clinical roles often require supervision or mentoring of trainees and conducting case presentations in front of larger groups. In policy or consulting positions, being able to effectively communicate complicated information is a necessity. Industry positions, typically require project presentations and team/system management.

How do I pursue these teaching opportunities?

  • Funding opportunities may exist within your program to serve as an instructor. Speak with your department head to see if these opportunities exist and verbally express your interest in doing so.
  • Identify TA opportunities that include instructing lab sections and express your interest in these roles.
  • Reach out to other instructors and ask if there are any opportunities for you to guest lecture. Be open to presenting on existing content and express interest in generating original, but relevant, material.
  • Browse local colleges to see if there are open lecturer positions. These often require a master’s degree, so they may be worth pursuing farther into your graduate career.

Overall, the skills that you gain by teaching in graduate school are applicable across a wide range of contexts. This critical experience also provides you with an opportunity to discuss another facet of your skill set in interviews for internship, post-docs, and/or in post-grad life. In addition to having practical benefits, teaching can also be an incredibly rewarding experience.

Reflections on #APA2024 from APAGS Leaders, Volunteers, and First Time Attendees

Didn’t make it to APA 2024 in Seattle this year? Make sure to join us next year in Denver, CO! It is never too early to start planning — consider submitting a program proposal for a poster or session to APAGS. There may be a chance for you to receive a registration waiver as a first author of an accepted program or poster. Look for information on the APAGS Call for Proposals coming out in the Fall.

Here are some reflections from our APAGS members about their time at APA2024.

Karla Giron, APAGS Ambassador

“Browsing through Browsing through the convention agenda days before it started, I was excited at the thought of meeting like-minded individuals, seeing plenty of innovative research ideas, and being surrounded by the buzz of energy from the APA convention. This would be my first time in Seattle and my first time attending an APA convention!”

Some of my Convention highlights:

Erasure and Consequences: The Hidden Toll of Marginalized Psychologists’ Exclusion

A Critical Conversation led by Dr. Konjit Page from Fielding Graduate University in which Dr. Page discussed her experience taking and teaching the History & Systems course required of clinical/counseling psychology programs. She notes that the curriculum is largely outdated and omits the impact of psychologists from marginalized communities. Omitting these individuals hinders the development of psychologists, inhibits growth within the field of psychology, and fails to address the needs of BIPOC communities.With these concerns in mind, Dr. Page restructured her course to center BIPOC psychologists from the last 20 years who have made significant contributions to the field.

Grant Writing for Graduate Students: Identifying Opportunities and Crafting Competitive Applications

This session provided advice on how to apply for grants as a graduate student. This session was so packed that attendees were standing to the side and even sitting on the floor. I believe this speaks to the importance of grant funding availability to graduate students!

Some helpful tips I gathered from the session:

  • Do not limit yourself to psychology grants, as many other grants may fit your specific research interests. Search also for similar topics, like mental health, or specific methodologies that apply to your research.
  • Utilize search engines to your advantage – search for program announcements (PAs) and requests for proposals (RFPs)
  • Look at the CVs of people you admire and see what grants they have received!
  • The APAGS Psychological Science Research Grant (PSRG) is a great opportunity for funding! – https://www.apa.org/about/awards/apags-science?tab=1 

Some other activities/events that inspired me:

  • Volunteering for Division 17’s Liberation Lounge
  • Attending Division 44 poster sessions
  • A symposium on documenting immigrant trauma and another on advancing social equity in psychological science. 
  • Meet Your Leaders events were a great opportunity to meet other psychology graduate students outside of my home program and learn about student leadership opportunities.
  • And off course I also strolled through the Solutions Center – an enormous space filled with booths, books, activities, and all kinds of giveaways.

I had a great experience at the 2024 APA Convention and will be looking forward to APA 2025 in Denver, CO!

Matt Hutnyan, APAGS Science Committee Member

“In August, I attended the APA annual convention for the first time. It was an excellent opportunity to meet leaders in our field, learn about advancements in psychological science, share research and professional knowledge, and connect with many peers who are engaged in inspiring research, advocacy, and clinical work.”

Some highlights included hearing from keynote speakers on important topics such as loneliness and artificial intelligence, engaging in conversations with early career psychologists, and enjoying the beautiful Pacific Northwest landscape and the city of Seattle.

Sitting in my hotel room after a long three days, I jotted down a few takeaways from my experience to share with the APAGS community:

1. Diversify your itinerary. As is true in investing, diversifying your itinerary is key to a successful convention experience. APA offers a wide variety of programming — opportunities to hear about cutting edge research, network with other students, professionals, and community members, build skills, engage in critical conversations, and so on. For those who are research-oriented like me, it can be tempting to focus on keynotes, symposia, and poster sessions. I also talked with folks who were most excited to socialize and engage in informal networking and professional development opportunities. Balance is key. Although I went into APA most excited for specific divisional events and talks focused on research and clinical practice, I thoroughly enjoyed social hours and learned a lot at informal discussions about professional issues in psychology.

2. Don’t overcommit. When APA publishes the full program, it can be overwhelming. There are hundreds of events. With so much programming, it can be easy as an eager first-time attendee to fill every hour of the day. The initial draft of my itinerary, for example, had me in a chair from 7:00 a.m. to 7:00 p.m. on the first day of the convention. As I quickly realized, convention is tiring. By noon, I was ready for a break. Actively listening, talking, presenting posters and papers, and walking around all day can take a toll physically and emotionally. It’s crucial to build in time to relax, eat, have a coffee break, go for a walk, connect with friends, browse the exhibitor and APA booths, and to explore the city. I would recommend anchoring your schedule around your presentation(s) if you have any and choosing a few nonnegotiable sessions each day that excite you the most. Let the rest of your schedule be flexible and build in time for yourself.

3. Take a chance. The thought of engaging with hundreds of people can be overwhelming for most of us. Creating balance in your itinerary and space for yourself to rest, relax, and reflect may reduce stress and anxiety that you might experience during the convention. It is also important to believe in yourself and to take chances with the goal of making the most of your time. Introducing yourself to someone new, asking for someone’s email, going to a session outside of your primary area of study, or asking a question during a presentation may be daunting. Exploring discomfort with these sorts of actions may be helpful and engaging in them can create unexpected connections and opportunities. For example, I attended a speed-mentoring event hosted by a division that I’m not a member of. I was nervous and didn’t know what to expect. I even considered not attending at the last-minute. To my surprise, I had mutual connections with some of the mentors, learned a ton about career development, and met leading professionals I wouldn’t have otherwise. Stepping outside of your comfort zone can create exciting opportunities, especially in the context of APA where there are so many people to meet and so much to learn.

APA 2025 will be here before you know it. I look forward to another great convention next year in Denver (August 7-9), and I hope to see you there!

Revive and Thrive: Reclaiming Balance After the “Academic Grind”

As the semester draws to a close, graduate students can often find themselves teetering on the edge of burnout, their mental and emotional reserves drained by the relentless demands of academia. It’s a familiar narrative, marked by sleepless nights, endless deadlines, and the perpetual pursuit of perfection. In fact, according to the American Psychological Association’s (APA) 2021 Work and Well-being Survey, 79% of individuals reported experiencing some form of work-related stress, with 3 in 5 participants noting negative impacts from work such as apathy, reduced energy, or decreased motivation. Yet, amidst the chaos of the academic year, a glimmer of hope emerges – an opportunity to reclaim balance, restore vitality, and rediscover the joy of simply being in the summer. 

In this blog post, we’ll explore the phenomenon of burnout among graduate students, offering insights and strategies to navigate the treacherous waters of academic exhaustion. From practical self-care tips to rejuvenating hobbies for the summer months ahead, we’ll arm you with the tools you need to replenish your spirit and emerge more vital than ever. 

So, take a deep breath and let’s embark on this journey together. It’s time to prioritize your well-being, nurture your passions, and embark on a path of self-discovery. Are you ready? 

What is burnout?  

In an APA Speaking of Psychology podcast, Dr. Christina Maslach describes burnout as an occupational phenomenon that embodies a triadic manifestation: (1) Pervasive stress and exhaustion, (2) a manifestation of cynicism and hostility toward one’s work environment, and (3) a profound sense of personal inefficacy (Mills, 2021). Distinguished from mere stress and exhaustion, burnout is characterized by the chronic and simultaneous presence of all three aforementioned components – exhaustion, cynicism, and inefficacy. This distinction is paramount, as it delineates a condition wherein individuals, despite potentially enjoying their work, find themselves grappling with an overwhelming workload (Mills, 2021). 

Stressors that can lead to burnout can encompass environmental and personal factors, which can overwhelm students who lack effective coping mechanisms. Burnout often manifests through symptoms like chronic fatigue, decreased motivation, and detachment from work (Clay, 2018). The demanding nature of graduate studies, such as tight deadlines, heavy workloads, and limited resources coupled with the pressure to excel academically and professionally, can exacerbate feeling overwhelmed and exhausted. However, it’s crucial to recognize that burnout is not an inevitable consequence of academic pursuits; rather, it signals that self-care and proactive coping strategies are essential. In the following sections, we’ll explore various techniques and practices, including self-care rituals, engaging hobbies, and reflective journaling, to empower graduate students to combat burnout and cultivate resilience.

Self-Care Rituals

Amidst the hustle of graduate life and even working through the summer, carving out time for self-care may seem like a luxury reserved for the privileged few. However, it is crucial to recognize that self-care is not a selfish indulgence but a fundamental necessity. Recognizing that self-care can be an accessibility issue, here are some activities that APA recommends that are primarily low-cost and easy for graduate students to incorporate (Clay, 2018): 

  1. Limit screen time
  2. Catch up on sleep
  3. Prioritize more nutritious foods
  4. Reconnect with loved ones/your community 
  5. Delegate responsibilities 
  6. Go on a trip
  7. Start your nighttime routine again 

Hobbies to try 

As summer is on the horizon and the weight of academia begins to lift, there’s no better time to explore new avenues of joy and fulfillment. Engaging in hobbies not only offers a welcome respite from the rigors of graduate studies but also provides a much-needed opportunity for self-expression and exploration. Whether immersing yourself in the soothing strokes of a paintbrush, losing yourself in the pages of a captivating novel, or embracing the therapeutic rhythm of a yoga practice, the world is brimming with possibilities waiting to be discovered. Below are some new hobbies to try: 

  1. Photography
  2. Gardening
  3. Hiking 
  4. Kickboxing
  5. Cooking/baking
  6. Knitting/crocheting 
  7. Pilates

Questions to Reflect on:

As graduate students’ workload begins to slow, it’s the perfect time to get back in tune with our thoughts, feelings, and aspirations. Reflection journaling offers a sacred space for unraveling the tapestry of our experiences, inviting us to pause, ponder, and gain clarity. Below are some questions to reflect on for the summer to measure how your academic year went and set goals for the next one!

  1. How am I measuring success? How did I see this play out during the school year? 
  2. How did I prioritize self-care and well-being this year? What practices were most effective? 
  3. How can I apply the lessons learned from this semester to improve my academic performance and well-being as a grad student?  

As the academic year comes to an end, it’s important to remember that resilience is not merely about weathering storms but also finding strength and growth amidst stress. By prioritizing self-care, embracing rejuvenating hobbies, and engaging in reflective practices, graduate students can equip themselves with the tools and strategies needed to navigate the challenges of academia with grace and resilience. For more resources from APA, see below! 

APAGS Related Blog Posts: 

7 Tips to Help Create a Positive Mental Attitude
Self-Care on a Student Budget
Year-by-Year Self-Care for Graduate Students: Part 1 of 4

APA Monitor on Psychology: 

Speaking of Psychology:

Why we are burned out and what to do about it, with Christina Maslach, PhD

About the Author:

Lauryn Hoard is a second-year clinical psychology graduate student at George Washington University and is the current intern for the American Psychological Association of Graduate Students (APAGS). Her current research interests pertain to examining the effects of offline and online racial discrimination and protective factors in Black Americans. When she is not doing work, she is either running, doing Pilates, trying new foods, reading a book, or watching a documentary. 

References

American Psychological Association. (2021). The American workforce faces compounding pressure. https://www.apa.org/pubs/reports/work-well-being/compounding-pressure-2021

Clay, R. A. (2018, February). Are you burned out? Here are signs and what to do about them. https://www.apa.org/monitor/2018/02/ce-corner

Mills, K. (2021, July). Why We’re Burned out and What to do about it, with Christina Maslach, PhD (No.152) [Audio podcast episode]. In Wireman, L. (Producer) & Mills, K. (Host), Speaking of Psychology. American Psychological Association. https://www.apa.org/news/podcasts/speaking-of-psychology/burnout