Tag Archives: graduate school

Personal Finance for Psychology Trainees

Finances In grad school they didn’t teach us about repaying student loans. They also didn’t teach how much we could expect to earn after we graduated.

Fortunately, during undergrad I attended a seminar by current grad students about applying to grad school. They recommended we ONLY apply to programs that offer both tuition waivers and stipends. Yes, such programs are more competitive, but the extra efforts to get more lab experience, present posters, and earn high GRE scores to get in could save a hundred thousand dollars or more. This was the best advice I received!

Student loans can be a median of $160,000 for PsyDs, which is significantly higher than the median Clinical/Counseling PhDs ($76,500) and Research and other PhDs ($72,500). However, there are no significant differences in pay between the two degrees. Furthermore, most early career psychologists say they earned less money than they had expected (Doran et al., 2016).

In 2017, the median salary for psychologists was $77,030 ($75,090 for clinical/counseling/school psychologists, $87,100 for I/O psychologists, $97,740 for other psychologists) (US Dept of Labor Statistics).

I had a baby while on internship, and was the sole provider for my family of three while on post-doc. Luckily, I did graduate from a PhD program with tuition waivers and I worked as an RA. However, I still took on debt, which I had to start repaying six months after graduating!

During my two-year post-doc, I kept my expenses as low as possible. Although I was making twice as much money, I continued to live as if I were an intern and threw all the “extra” money I was making toward my loans. When I started a staff position, I made nearly double the salary as I did during post-doc. However, I still continued to live as if I were an intern. Within three years of graduating, I had paid off my loans (without any forgiveness or repayment plans)! Five months after that, I had enough for a down payment on my house. I’ve had my home for 5 years, and plan to have it paid off in another 2!

I know that after 30 years of hard work and living like a student, you will be eager to finally be making money. But if you are able to keep your expenses at near-student levels during post-doc and your first few years of your career, your future-self will thank you!

If you are having difficulty getting by on your grad school or internship stipend, what are the reasons?

Do you live in an area with a ridiculous housing market and rents have skyrocketed? If so, seriously consider getting a roommate (or two). Aim for rent to be <30% of your annual income.

Do you own more car than you can afford? If so, consider selling it (even if you have to pay to get out from under it). Aim for car value to be <50% of your annual income.

Are your food expenses taking a big part of your salary? If so, this is a really easy category to cut back on. Some families manage to spend only $100 per person per month for food, but you don’t have to be that extreme.

Do you have debt but continue to engage in “luxuries” (e.g., salon services, gym memberships, gourmet coffee). If so, remind yourself that you have negative net worth and look for free or inexpensive alternatives. You’ve literally been taking out a loan to pay for your gym membership. Remember, “I can charge it” isn’t the same as “I can afford it.”

Even if you’re facing a mortgage-sized student loan payment, it is possible to repay it!

For more tips, check out my personal finance blog geared toward psychology trainees and early career psychologists: The Debt Shrink.

References:

Bureau of Labor Statistics, U.S. Department of Labor (2018). Occupational Outlook Handbook, Psychologists. Retrieved from https://www.bls.gov/ooh/life-physical-and-social-science/psychologists.htm

Doran, J. M., Kraha, A., Marks, L. R., Ameen, E. J., & El-Ghoroury, N. H. (2016). Graduate debt in psychology: A quantitative analysis. Training and Education in Professional Psychology, 10(1), 3-13. http://dx.doi.org/10.1037/tep0000112

My Legs Don’t Work, but my Mind Does

yomex-owo-634531-unsplash By: Taylor Roth

I am disabled. Not “handicapable” or “differently abled,” but disabled. Don’t worry, it’s not a bad word. I use a wheelchair or walker at all times, and am not ashamed or embarrassed by this. However, I live in a world that is not friendly to the disabled which can sometimes include academia.

Don’t get me wrong: I am very fortunate to attend a school with the resources to help students like me. All I have to do is ask for elevator access or more time for an automatic door button, and my concerns are immediately addressed. My department is the same. Overall, it is very supportive of me and provides me with the resources I need to succeed. I’m able to attend class, see clients, teach, and have a relatively “normal” grad school experience (if there is such a thing). I have to work harder sometimes and consider logistics such as conference accessibility and physical needs, but I see these as necessary annoyances to deal with in order to achieve my goals. I haven’t succeeded in spite of my disability, but rather with it.

I’m really happy with where I am. I have no doubt that I’m pursuing the (wheelchair-accessible) path I’m meant to. Still, I sometimes feel that I’m alone in this intersection of disability and academia. Graduate school is difficult enough without the feeling of being alone and isolated.

As both a disabled student and aspiring clinician, I believe it’s so important to emphasize that diversity is not just about race and ethnicity, though those are valuable to discuss. True diversity is recognizing and addressing the full range of human experiences and allowing all voices to be heard.

The disabled population is often overlooked. Almost 13% of Americans identify as disabled (U.S. Census Bureau, 2017). In this population there are higher rates of depression, anxiety, and victimization (NICE Clinical Guidelines, 2010; Hughes et al., 2012). Despite these statistics, fewer than 50% of social science graduate students receive disability training (Bogart, Rosa, Estill, Colton, & Bonnett, n.d.), and even fewer (10%) identify as disabled (National Science Foundation, 2017). An APA-conducted survey of disabled graduate students, the main barriers that face disabled students are stigma, lack of awareness, and accessibility concerns (APA, 2018).

I am confident the playing field can be levelled. At a practical level, institutions should provide accommodations, whether that is ensuring that a building is ADA compliant or offering a reduced course load. Second, programs can increase their recruitment of disabled students. This involves disseminating information to local organizations and ensuring websites are easily accessible. These students can later become mentors to guide a new generation. Finally, the burden of advocacy should not fall on just those with personal experience of disability. Students have the responsibility of speaking up for their needs, but mentors and departments should also be advocates.

I believe the discipline of psychology should do more in encouraging the growth and potential of students with disabilities. Often the world is dismissive of those who are disabled. It’s not up to students to prove they are more than a stereotype. Instead, those in charge should take it upon themselves to ensure that non-traditional students are given the chance to flourish. I have found my niche in psychology graduate school and want nothing more than for all students to have this opportunity. I believe that with awareness and acceptance, any talented student can survive – and thrive – in grad school.

References

American Psychological Association. (n.d.). Students with Disabilities in the Social and Behavioral Sciences. Retrieved October 14, 2018, from http://www.apa.org/pi/disability/dart/toolkit-one.aspx

Bogart, K. R., Rosa, N. M., Estill, M. C., Colton, C. E., & Bonnett, A. K. (n.d.). Teaching about disability in psychology: An analysis of disability curricula in U.S. undergraduate psychology programs.

Bureau, U. S. C. (2017). American FactFinder – Results. Retrieved October 14, 2018, from https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_15_1YR_S1810&prodType=table

National Science Foundation, National Center for Science and Engineering Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. Available at www.nsf.gov/statistics/wmpd/

NICE Clinical Guidelines, N. C. C. for M. H. (2010). Depression in Adults with a Chronic Physical Health Problem: Treatment and Management. (Vol. 91). Leicester (UK): British Psychological Society. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK82930/

CARED Perspectives – Imposter Syndrome as a Minority: The Struggle is Real

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.

Imposter Syndrome as a Minority: The Struggle is Real

By Fiona C. Thomas

Years ago, I successfully competed, and was selected for a federal government position, a training spot reserved for few undergraduate students. Following a phone interview, I accepted the position, moved to a new city, and was eager to start. On day one my supervisor greeted me with these words, “I wasn’t expecting someone who looked like you based on your name!” His comment was not intended to be malicious. He was being truthful about his thoughts. Yet, this was the first time I felt like an imposter. My name implied a White candidate, not someone who looked like me. Did I need to work harder to make up for this? What were my supervisor’s expectations of me now versus when he interviewed me? And wait a minute, why did I immediately doubt that my experiences and credentials – all of which got me the job – were suddenly insufficient? What did my name or the color of my skin matter?

As a graduate student, I have come to understand this experience as imposter syndrome. The term was coined four decades ago by psychologists, Pauline R. Clance and Suzanne A. Imes based on their work with high-achieving women. It connotes an internal feeling of intellectual phoniness despite ample objective evidence to the contrary (Clance & Imes, 1978). Indeed, graduate students, academics, and many successful individuals (men included) will not only be familiar with this term, but will have experienced that powerful fear of being exposed as a “fraud”. Recent research shows that members of minority groups feel this phenomenon even more profoundly. For instance, the work of Dr. Kevin Cokley and colleagues has pointed to the strong association between discrimination and feelings of impostorism. His research additionally suggests that for ethnic minority college students, impostorism is a greater predictor of negative mental health outcomes than discrimination. These findings have powerful implications. In addition to labeling it and recognizing the moments we feel it most potently, what can underrepresented minority graduate students do to tackle imposter syndrome?

Dr. Sindhumathi Revuluri, associate dean of undergraduate education at Harvard University, recently wrote an insightful piece on overcoming imposter syndrome. A few months ago, the New York Times published an article on this topic as well, particularly with regards to the experiences of minority groups. I pull from the words of wisdom outlined in these articles and have peppered my own learnings below regarding strategies that I have found helpful for tackling impostorism:

Surround yourself with mentors who simultaneously uplift and challenge you: This does not necessarily mean finding mentors who resemble you and have had similar experiences as you. I have come to learn that this is not easy to do. Instead, surround yourself with individuals who encourage you to not only find your space but to feel confident to own that space with integrity.

~~Take pride in~~ Slay being the forerunner: Underrepresented populations bring a particularly powerful perspective in academic settings. These voices are not always heard. If you are doing research that no one in your department is doing, or if you’re working clinically with a population that rarely gets access to mental health services, these are major accomplishments. It takes significantly more time, energy, and effort to enter a space that has traditionally not belonged to underrepresented communities, and to then be the advocate for underrepresented areas of research. Once you get there, trust that it is because of your merit, hard-work, and persistence.

It is okay to say no and set boundaries: Feeling the need to prove oneself can result in the urge to say ‘yes’ – yes to every new project that may improve your skills as a researcher or clinician, yes to speaking on diversity issues in your department, or yes to committee service simply to bring a diverse voice to the table. Indeed, there is extra emotional, physical, psychological, and intellectual labor involved when you try to enter a homogenous field. However, trying to be everything to everyone can ultimately dilute the quality of your work and do more harm than good.

Genuine humility is different than feeling like an imposter: Even with certain lived experiences, there are limitations to our knowledge. Acknowledge this, own it, and ask for help when needed.

Pay it forward: When I decided to pursue clinical psychology as a career, I did not personally know any South Asian women in this field. This initially amplified my feelings of imposter syndrome. Who was I supposed to look to as a role model? Given these experiences, I find it deeply rewarding to connect with others who are in the early stages of their graduate degree. I may not have had mentors who looked like me, but I had mentors who challenged me to find my voice. It is not always possible to repay such acts, but you can pay it forward. An honest conversation about the trials and tribulations of impostorism as an ethnic or racial minority can be quite powerful for others struggling with these feelings.

We want to hear from you!

What have your experiences been with imposter syndrome?
Are there strategies you have found particularly helpful for coping?
What are your thoughts on this topic?

Please share your thoughts below in the comments section!

References

Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241-247. http://dx.doi.org/10.1037/h0086006

Cokley, K., McClain, S., Enciso, A.. & Martinez, M. (2013). An Examination of the Impact of Minority Status Stress and Impostor Feelings on the Mental Health of Diverse Ethnic Minority College Students. Journal of Multicultural Counseling and Development, 41(2), 82-95. https://doi.org/10.1002/j.2161-1912.2013.00029.x

Cokley, K., Smith, L., Bernard, D., Hurst, A., Jackson, S., Stone, S., . . . Roberts, D. (2017). Impostor feelings as a moderator and mediator of the relationship between perceived discrimination and mental health among racial/ethnic minority college students. Journal of Counseling Psychology, 64(2), 141-154. http://dx.doi.org/10.1037/cou0000198

Revuluri. S. (2018, October 4). How to Overcome Impostor Syndrome. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/How-to-Overcome-Impostor/244700.

Wong, K. (2018, June 12). Dealing With Impostor Syndrome When You’re Treated as an Impostor. The New York Times. Retrieved from https://www.nytimes.com/2018/06/12/smarter-living/dealing-with-impostor-syndrome-when-youre-treated-as-an-impostor.html.

Resources

Below, are some podcasts that may be of interest. We hope you enjoy these and look forward to hearing your thoughts on the topic!

Mentoring Hour for Students of Color Applying to Doctoral Programs
Joy Zelinski Marquez and Farzana Saleem help prospective students think through program considerations that are salient to students of color (e.g., geography, culture and climate) and increase awareness about different types of psychology programs, admissions criteria and opportunities to study multicultural issues. (Web chat recorded May 2016)

Mental Health of High-Achieving Students of Color
Kevin Cokley, PhD, describes his new research on perceived discrimination, impostor feelings, and the mental health of high-achieving students of color. Cokley is director of the Institute for Urban Policy Research and Analysis, a professor of counseling psychology and African and African diaspora studies and a faculty affiliate of the Center for African and African American Studies at the University of Texas-Austin. (Recorded December 2014)

Additional podcasts on graduate school, careers and additional hot topics can be found here.

We hope that you have enjoyed reading the latest ‘CARED Perspectives’ post. Check out these other articles in the series:

CARED perspectives: So what is this psychology diversity committee all about?

Engagement with diversity, cultural, and individual differences has become a core aspect of clinical training, supervision, and research in psychology (American Psychological Association, 2006). In this spirit of proactively interacting with diversity in its varied forms, many psychology departments have created dedicated “diversity committees.” While a name and general scope may be shared, diversity committees take many forms: from a student led forum to address graduate program concerns, to a faculty committee working towards recruiting diverse staff and students (Rogers & Molina, 2006). Diversity committees can be a positive vehicle of change, but also a burden on faculty and students with diverse identities who take on the invisible labor of serving on many such committees, and face greater expectations to do so than are placed on their majority group peers (Vasquez et al., 2006)

To better understand the inner-workings of diversity committees, I gathered the perspectives of four psychology graduate students who served on a diversity committee at their respective institutions. In particular, I asked these students to: reflect on the value in having a departmental diversity committee; to identify what was achieved through their committee’s work; and to share the extent to which student voices guided, were heard, or were marginalized by the fellow committee members. Below I offer a summary of their varied perspectives and some considerations for students and faculty considering developing a diversity committee within their department.

What is the value in having a diversity committee?

Dedicated space conducive to making change – a key prerequisite to undertaking any further work
Having an avenue for dialogue that doesn’t naturally occur between students, faculty, and staff
Ensuring accountability at the department level to operating in a manner consistent with principles of equity and diversity
Providing a sense of safety for students who have reservations about coming forward with their concerns
Addressing qualitative inclusion of diverse perspectives, experiences, and identities

What was achieved on the committee during your tenure?

Making faculty more aware of student concerns
Creating professional development opportunities
Developing workshops/brown bag lunches in response to current events
Inviting speakers with expertise in diversity topics
Developing events (e.g., diversity recruitment weekend) and tools (e.g., website re-design) to recruit more students from diverse backgrounds
Creating a survey to assess climate, student experiences and needs

How were student voices engaged on the committee?

Diversity committee formats varied greatly – from student led efforts to faculty committees with one designated student representative. Students on faculty committees indicated varied experiences. One reported receiving respect and useful professional guidance, while another reported not being “truly heard” by faculty. Perhaps as a result of these dynamics, some students reported that creating departmental change through the work of a diversity committee is a slow moving process, which may involve only surface level changes in the beginning. Several students commented on the value of models where they were able to hold separate meetings with their peers to amass a list of students’ perspectives and concerns, which they could report back to the faculty-led diversity committee. One student in particular indicated that this mode is effective because students often feel more comfortable bringing concerns forward to other students, as opposed to faculty.

While diversity committees are diverse in their form, tasks, operation, and membership, all students acknowledged the value in their existence and several expressed gratitude in being able to advocate for diversity at a higher level. As one student said, “diversity efforts take some trial and error to evolve for the better, but these programs are most valuable when we learn from and correct our mistakes.”

What do you think? We want to hear from you in the comments!

Have you been involved in a diversity committee? What the impetus was for establishing this committee? Was your committee initiated by students? Or staff/faculty? Has your committee filled a gap that was there prior to the committee starting up?

Have you found that individuals of color and those with other diverse identities have disproportionately taken on this work?

What’s your take on this topic?

Acknowledgments: A huge thank you to the students who shared their experiences for the purpose of this post!

References

American Psychological Association. 2006. Guidelines and Principles for Accreditation of Programs in Professional Psychology (G&P). Retrieved from: http://www.apa.org/ed/accreditation/about/policies/guiding-principles.pdf

Rogers, M. R., & Molina, L. E. (2006). Exemplary efforts in psychology to recruit and retain graduate students of color. American Psychologist, 61(2), 143.

Vasquez, M. J., Lott, B., García-Vázquez, E., Grant, S. K., Iwamasa, G. Y., Molina, L. E., … & Vestal-Dowdy, E. (2006). Personal reflections: Barriers and strategies in increasing diversity in psychology. American Psychologist, 61(2), 157.

Check out previous CARED Perspective posts:

Dear Me, Future Psychologist. Yours truly, Dr. Erlanger Turner

APAGS is thankful for all of the psychologists that participated in the Dear Me series for the gradPSYCH Blog. Considering the success of these posts, APAGS is expanding the series to include early career psychologists that have been doing amazing things since graduation.

We’ve asked early career psychologists to write a letter to their 16-year-old self. We hope you enjoy these letters and glean some wisdom and guidance as you decide whether to enter graduate school in psychology, as you navigate the challenges of graduate school, and as you make decisions about your career and life.

20160721_Erlanger_Earl_Turner_small

Dr. Erlanger “Earl” Turner is a licensed psychologist and assistant professor of psychology at the University of Houston-Downtown. He is also the Director of the Race and Cultural Experiences Research (R.A.C.E.) Lab, and often serves as a media psychologist. Dr. Turner writes a blog, The Race to Good Health, and has been quoted by numerous media sources on mental health, race relations, and cultural competency. Dr. Turner’s current research examines (1) correlates of ethnic minority health, (2) identifying mechanisms of help-seeking, and (3) developing interventions to improve utilization and adherence to psychological treatments. While in graduate school, he served as the APAGS Member-at-Large (Practice Focus) and was the first former APAGS member to be elected to an APA standing board. He was the 2017 Chair of the APA Board for the Advancement of Psychology in the Public Interest and is the first early career psychologist to serve as chair of BAPPI. Recently, he was elected as the first African American male to be president of the Society for Child and Family Policy and Practice (APA Division 37).

. For more information, please visit Dr. Turner’s website.

DEAR-ME

FROM THE DESK OF Erlanger Turner:

Dear Earl,

You have always been an introverted person with a comedic personality that only those close to you (e.g., family and friends) truly have an opportunity to witness. Who is to say that you have to share with the entire world the person God made you to be?

In life, you will face great challenges and maybe not experience much success. However, self-doubt will not push you towards achieving any goal in life. I know that one of your biggest fears is failure. Let that be the driving force in your life to keep running over any obstacle that you may face either personally or in your career. Growing up in Louisiana should not be your final destination nor your highest aspiration. Seek guidance from those who motivate you and always keep your mind on the powers that be to lead you to accomplish “your goals”.

As a first generation college student, you will have the chance to set the mark for your siblings and other family members to step out on faith. Don’t allow your internal conflicts and doubts determine how you live or what career you will pursue. Remember that it is great to help others, but always remember to do what is best for yourself. Pursuing a career in medicine will not be an easy task and you will face challenges as a Black man from the outside world.

As you move forward in life and work towards being the 1^st in your family to graduate from high school, keep these things in mind:

You control your destiny and what you accomplish in life. Don’t hold yourself to others expectations and stay focused on what makes you happy. In the midst of difficult challenges do not doubt the decisions you make. Those decisions will be the lessons you learn and will help others to recognize how experiences shape who you are as a person.

Being Black is beautiful! Don’t get caught up in the stereotypes that exist in society. You should love all the aspects of who you are. Each person is uniquely created and you should value your individuality as a person that is embedded within a community that is often perceived as not good enough.
You can be great at whatever you do in life. Remember that greatness is not defined by the lack of struggles but how you overcome those obstacles that you face. Set a goal and keep working towards it until you are satisfied.

In closing, “setting a goal is only your starting point. It’s the hard work that determines your final destination”.

–Erlanger A. Turner, Ph.D.

Editor’s Note: Dear Me, Future Psychologist is inspired by the Dear Me book series by Joseph Galliano. Special thanks to David A. Meyerson, Ph.D. for creating this series for the gradPSYCH Blog. Please check out other letters in this series: