Tag Archives: graduate school

No One Prepared Us for Graduate School during a Pandemic: Quick Tips for Graduate Students

By Jill Jacobson, Ph.D., Licensed Psychologist

Photo by Dollar Gill on Unsplash

In this time of uncertainty, one thing is clear: This semester is not going as planned! I recently participated in an American Psychological Association (APA) webinar for psychology training directors, called “Nobody prepared me for training during a pandemic,” and I realized that many graduate students might also find that this webinar’s title resonates with them. Faculty and students have been gearing up for distance learning over the past few weeks, and thanks to colleagues from near and far, many helpful technology guides and self-care resources have been shared with students. As a faculty member and training director, I’m often struck by the passion, pro-activity, and perseverance of our graduate students. This semester I am once again in awe of the ways our students are navigating the current circumstances with resilience and creativity. Graduate students who are able to continue their training this semester may find the following tips helpful as they make the most of their training during this time. [For those that have been personally affected by illness or loss, please know that our hearts are with you.]

  • Pay attention to your emotions: It is normal to feel a wide range of both positive and negative emotions right now. Take time to reflect on your feelings and identify ways to cope. Everyone has been affected by the pandemic in some way, and we are all adjusting to these circumstances. Part of that process is modifying our expectations about what this semester will look like. Based on how you’re feeling and your unique situation, consider modifying your expectations for productivity.
  • Structure your time: The hours, days, and weeks are running together. Some of our typical daily rituals might have been lost–getting ready for work, packing your lunch, commuting to campus, attending meetings and class, going to the gym, etc. It can be helpful to add some structure back into your day, whether it’s through a full day schedule of activities, weekly or daily to do list, or simple ritual around writing or active time. Keeping a log of certain activities, such as your research, can help you stay focused, share your progress with others, and start up again quickly if you take time off.
  • Be a focused and helpful distance learner: In addition to familiarizing yourself with technology tools and following guidelines sent by your instructors, it’s important to participate fully in your online learning activities. We’re experts at multitasking, but try signing off email and putting away your phone while you’re completing class requirements. You’ll learn more and feel more productive! Keep in mind that many instructors are new to distance learning. If something isn’t working for you, please share your feedback in a constructive way, such as emailing your instructor with an idea for improvement.
  • Check in with your advisor and other key individuals: Since you won’t have the opportunity to pop into your advisor’s office for a quick meeting, you’ll have to find other ways to touch base this semester. Take a proactive approach and reach out to your advisor, supervisor, and other key individuals to check in and let them know what you’re working on. For example, set up a virtual meeting or send regular email updates. Importantly, let others know if and how your work is impacted right now–many of us are managing child/elder care, scheduling, and high stress. If you can’t complete work or make adequate progress, talk to your advisor or program director about your situation and document this communication.
  • Keep in touch with your classmates: Remember those quick chats between classes and topics you kept discussing long after class ended? The conversations that used to happen on the fly can (and should) still take place! Schedule time to video chat and share activities with your classmates. There are so many creative ways to connect, such as meeting for a meal over Zoom, sharing Google slides showcasing what you’ve been working on and doing outside of work, gathering for a Netflix party, and participating in virtual events hosted by your program. In addition to staying social during what can be a very isolating time, this will help maintain your sense of connection and engagement within the program.
  • Look for the silver lining: This semester your training has been marked by compromise and sacrifice, and it is normal for you to feel grief over the loss of the training experiences you were counting on. In addition to practicing self-care strategies, consider the silver lining: Is there something that you can learn this semester that you wouldn’t ordinarily be able to learn? What skills might you develop or enhance? For example, how can you use the time you are no longer commuting to/from campus? Perhaps there is a workshop now available as a webinar or at a discounted rate. You might also be able to contribute your skills and knowledge in a way that benefits the community, such as helping develop online modules or resources. As we’re adapting to distance learning, all of us have the opportunity to learn something new along the way.

Jill Jacobson, Ph.D., Assistant Clinical Professor, is the Director of Training for the School Psychology Doctoral Program at the University of Maryland–College Park. She is a Licensed Psychologist and Nationally Certified School Psychologist. Dr. Jacobson’s research and professional interests include effective supervision practices, school psychology training, and consultation.

Public Service Loan Forgiveness – Success!

There was no way for me to become a psychologist without taking out student loans, so my first day of graduate school was a blend of exhilaration about pursuing my vocational calling and dread over committing myself to loans that were much larger than any amount of money I had ever earned. Four years later I had a graduate degree, a network of inspiring colleagues, a postdoctoral fellowship, and six-figure debt.

I am now debt-free, thanks to successful completion of the Public Service Loan Forgiveness (PSLF) program, and writing to share my story in case it helps others. PSLF is designed to provide debt relief to individuals who work in public service jobs, including many of the career paths that psychologists pursue. After making 120 qualifying payments, the remaining student loan balance is forgiven.

As a psychologist in the Department of Veterans Affairs (VA), my employment met the certification requirements for PSLF, and I paid into an income-driven repayment plan, picking the best option for me from among the PSLF repayment types. Since my payments were income-driven, the payments increased over time as my income increased. I started paying during my postdoctoral fellowship, when my income was lower, which was a wise decision.

The paperwork, in my experience, was straightforward. There was no need for a lawyer or financial adviser. I worked for the VA (at two different locations) the entire time, which meant my paperwork was simple. Once per year, I completed forms to verify my income level. I filed my employer certification paperwork twice during the 10 years (once with each VA location), and then submitted the application for loan forgiveness at the end. I believe that the current recommendation is to file employer certification paperwork every year. Please check the PSLF website for official guidance.

Because of Temporary Expanded Public Service Loan Forgiveness (TEPSLF) funding, I also received a refund of several thousand dollars. My first four student loan payments did not originally qualify for PSLF because I paid into the default loan repayment option, which was not a qualifying repayment type for PSLF. Thanks to TEPSLF, those initial payments were counted retroactively as qualifying payments, and thus my four final payments were refunded. When considering PSLF, make sure to check the official website for rules about which repayment plans qualify.

The monthly payments, though income-based, were significant and on par with my rent and monthly daycare bill. The amount I repaid came close to the amount that I borrowed, but because of interest, even after 120 payments, I had barely made a dent in the principal. Without PSLF, I was looking at another 15 years of paying back graduate school loans. PSLF has been life changing for me and my family. While the PSLF program honors the importance of public service rendered during the repayment period, the post-loan forgiveness stage allows even more freedom for values-driven career decisions.

My graduate education at The Wright Institute, focused on a clinician-to-society social justice model, has been invaluable and worth every penny. Because of the excellent instruction, empowerment, and role modeling I received in graduate school, I went on to develop a yearlong social cognition rehabilitation group for military Veterans with histories of traumatic brain injuries and psychological trauma that has been adopted at multiple VA medical centers nationwide and published in a peer-reviewed journal. I received funding for an Institutional Courage Initiative to study experiences of institutional betrayal and institutional courage among Veterans and VA health care providers, in an effort to improve the quality of care for Veterans and strengthen employee engagement. The PSLF is a gift of a lifetime that has allowed me a career focused on making the world a better place, while having the financial security to build my own life as well.

There are many reports in the media of the failures of the PSLF program, but for me it was a success. It worked for me, and it can work for you too.

Kelly McCarron, PsyD

Editor’s Note: For more information on repaying your student debt, check out the APA webinar: Public Service Loan Forgiveness: How You Can Get It and Why We’re Fighting to Preserve It or visit the Department of Educations’ page on Public Service Loan Forgiveness (PSLF).

Second Editor’s Note (updated 2/27/20): We learned via the New York Times that some people who may have been misled or misinformed by their loan servicer in pursuit of PSLF have been successful in using a little-known recourse called the Federal Student Aid Feedback System.

Careers in Science-Related Policy, Part 1: Balancing Research with Policy Interests in Graduate School

Mary Fernandes, Melanie Arenson, Elyse Mowle

The number of PhD graduates that pursue traditional tenure-track faculty career paths is declining yearly (Horn, 1999). Many graduate students choose to pursue “alternative” careers in business, industry, policy, education, practice, and more. Unfortunately, while most PhD training programs adequately train students for research-based careers, few are able to support the needs of students with alternative goals. As a result, graduate students are left to supplement their training with experiences aligned with their career goals. But how? Well, if you’re interested in pursuing a career that integrates science and policy, you’re in luck! Below, we have listed some helpful educational and training resources to help you build your policy-related skill-set, as well as some tips to help you balance your research responsibilities with such opportunities. 

Resources/tips for students interested in policy 

  1. Look for policy trainings locally and/or at the conferences that you attend (e.g., SPSSI’s 2019 Policy Workshop). 
  2. Get involved in policy-making or policy-influencing bodies at your university (e.g., Graduate Association of Student Psychologists, University Executive Committees, etc.). 
  3. Get involved in your local Psychological Association and/or other mental health organizations that include a strong advocacy or policy component. Ask to get involved in these roles. 
  4. Seek advice from psychologists in your area of study who currently hold policy positions of interest to you. Ask them what their path to their position was and try to emulate it. 
  5. Align your research and practice work with your career goals as much as possible. In your research, think about the policy implications of your work (see this blog post for more information). Stay updated on policies relevant to your clients. 
  6. Apply for training grants that might allow you to pursue a more full-time educational experience while in graduate school (e.g., the Predoctoral Fellowship in Mental Health and Substance Abuse Services). 

Tips for balancing policy interests with research and clinical work

  1. For most students, the ability to pursue opportunities outside of graduate school will likely require the approval of a mentor or department head. Be prepared to justify the experiences that you wish to pursue and how they align with your career goals. Consider ways to gain buy-in from your mentor. 
  2. Prioritize your interests. If you have a clear picture of your ideal career endpoint, that might help you prioritize. If you do not have a clear endpoint, do not panic! Consider prioritizing experiences that might help you explore potential careers of interest. 
  3. Practice saying no in an assertive and kind manner. In order to make room for the experiences that you wish to gain, you will need to say no to ones that are less aligned with your goals.
  4. Budget your time. As a graduate student, you’re probably already well-versed in this skill. However, adding additional responsibilities might require more skills. Consider blocking out chunks of time or days for different responsibilities (i.e. research: Friday-Monday, practicum: Tuesday, clinical work: Wednesday, policy work: Friday). Make a plan, and stick to it. Try to arrange your policy-related educational experiences around times when you can truly gain the most out of them. This might be during the summer, during a semester when your course load is lower, or during a “gap” year. 
  5. Consider ways in which your policy interests can be integrated with your research interests. This might serve the dual role of 1) having your research inform your policy, and vice versa, and 2) gaining buy-in from your advisor in the form of publications, conference presentations, etc.
  6. Self-care! Adding more to your plate means expanding your mental, physical, and emotional resources. Family time, sufficient sleep, healthy eating, and exercise are important. The more you stretch your limits, the more important these will become. 

Benefits of pursuing policy-related experiences in graduate school

  1. Skills you learn (writing and presenting information for a variety of audiences, speaking to stakeholders and policymakers) are applicable across many fields, whether you go into research, a clinical career, industry, or policy full time.
  2. Sharing your passion about a particular area of interest (eg. specific population, pathology, social-justice issue, etc.) could help you stand out during internship and postdoc interviews.
  3. Networking! Getting involved at the university, local, state, and national levels means meeting and developing professional relationships with more psychologists in your field and area of interest.
  4. Exploring and narrowing down career interests. You might find novel ways to use your skills and pursue an interest that you hadn’t thought about before delving into a policy opportunity. 
  5. Gain a different perspective. Engaging in policy work might allow you to form a more macro-level perspective than is typically afforded when primarily working with individuals in clinical or research settings. A more systems-based perspective, might, in turn, inform your research and clinical practice. 

Navigating Faculty Dynamics in Graduate School

This blog post is a part of the series, “CARED Perspectives,” developed by the APAGS Committee for the Advancement of Racial and Ethnic Diversity (CARED). This series will discuss current events and issues in psychology and how these relate to graduate students. If you are interested in contributing to the CARED Perspectives series, please contact Aleesha Young, Chair of APAGS-CARED.

By Lydia HaRim Ahn, MS, Ed

It was my sophomore year of college, and I was eating Korean seaweed soup in my room as quickly as possible before my roommate came home from class. I did not want her to see me eating it and asking about it. This was what it was like for the first few years at a predominately White campus – I felt ashamed of my identity and wanted to fit in to be “like everyone else.”

Things changed drastically when I joined my first research lab with people who had similar experiences, and I was working with a faculty of color. He gave me various types of work responsibilities but also would personally check in with me. I remember before my GRE, we sat down at a coffee shop and he taught me basic math skills that I had not used inImage result for mentorship over ten years. We talked about our experiences of racism and discrimination on campus. For the first time in a while, I felt like I could truly be myself. I did not need to be “on” all the time. This led me to apply to graduate school, where I have been extremely lucky to also have a supportive advisor who has made an enormous impact in both my professional and personal life. I have been fortunate to have advisors and mentors who believe in me and my capabilities. This led me to my decision of wanting to continue in academia and mentoring students.

Research has shown that for Counseling Psychology graduate students, advisor support reduces burnout and predicts career choice satisfaction (Clark, Murdock, & Koetting, 2009). However, not all graduate students are fortunate to have such supportive advisors.  Advisees who are unsatisfied with their advisors mention infrequent meetings with their advisors, lack of research guidance, limited encouragement to attend conferences, and often do not feel comfortable discussing professional issues (Schlosser et al., 2003). Working with faculty can be especially difficult when faculty take advantage of the power differential,  leaving students vulnerable to feelings of powerlessness and hopelessness. Without support and advocacy from faculty advisors, students are often left feeling isolated and alone. Students of color may be even more at risk when faculty recreate power structures that are happening outside of the classroom.

So how do we as students navigate faculty dynamics in graduate school? Faculty have mentioned that communication problems (Knox, Schlosser, Pruitt, & Hill, 2006) create difficulties in the advisor-advisee relationship. As communication is the key to any relationship, routinely communicating with faculty members about our needs may be beneficial. However, it may be that some professors do not take into account your concerns and stressors in graduate school. Irrespective of the reasons, I suggest finding your support system, your “tribe.” Navigating graduate school and faculty dynamics can be challenging  and thus it is important to find people we trust to share our experiences. If it is difficult to find this relationship on campus, try and connect with a mentor elsewhere. For example, Division 45 offers a mentoring program here and APAGS lists other resources for mentorship. Search, email, and reach out to faculty members you are interested in working with. Lastly, if possible, find a trusted therapist who you can open up to and share your experiences. The most important  piece of advice I received upon entering graduate school was to find a therapist, and I feel fortunate to have had the opportunity for personal growth and development during this challenging stage of life. 

Graduate school can be a difficult experience, and the relationship with faculty members is a unique one, given the close working relationship and the inevitable power dynamics at play. APAGS supports and believes that every future psychologist deserves a quality, transformative mentoring relationship but recognize that this is not always the case. My hope is that everyone can find a mentor who helps them be proud of their work, proud of who they are, and never feels ashamed to be eating seaweed soup. But if this isn’t the case, remember that you are not alone.

References

Kovach Clark, H., Murdock, N. L., & Koetting, K. (2009). Predicting burnout and career choice satisfaction in counseling psychology graduate students. The Counseling Psychologist, 37(4), 580-606.

Knox, S., Schlosser, L. Z., Pruitt, N. T., & Hill, C. E. (2006). A qualitative examination of graduate advising relationships: The advisor perspective. The Counseling Psychologist, 34(4), 489-518.

Kovach Clark, H., Murdock, N. L., & Koetting, K. (2009). Predicting burnout and career choice satisfaction in counseling psychology graduate students. The Counseling Psychologist, 37(4), 580-606.

Additional Resources

https://www.apa.org/apags/governance/subcommittees/student-resources

Where Science Meets Policy Part 4: Writing a Policy Brief

Mary Fernandes, Elyse Mowle, & Melanie Arenson

Why do we need it?

As mentioned in a previous blog post, there is a well-known lack of consistent translation of scientific research into public policy. Researchers and policy-makers often have differing timescales and incentives that contribute to limited communication between the two groups. For example, policy-makers are often required to work under strict deadlines to produce immediate policy results, and their time-constraints frequently preclude them from staying up-to-date on the vast scientific literature pertaining to the issues they are interested in. As a result, research findings that are easily digestible are more likely to be read, utilized, and acted upon. Researchers have the ability to coherently summarize their work into a short document that provides clear recommendations for policy and practice. In fact, 79% of policy-makers identified policy briefs as valuable communication tools (Jones & Walsh, 2008).

So, what is a policy brief?

A policy brief is a short document that summarizes important research findings about a specific problem to a lay audience and makes recommendations for improving the identified problem. The document is typically focused on a single topic, and is no more than 2-4 pages or 1,500 words long. A policy brief is written with an audience in mind, and should be easy to understand without specialized knowledge or additional reading. Succinct, simple, and smart. The main goal of any policy brief is to convince the audience of the urgency of the problem, as well as to provide feasible, evidence-based solutions to it, and calling the policy-maker(s) to action.

Who is it for?

Policy briefs are used by local, national, and regional policy stakeholders. Other individuals or groups who have access to the policy making process (including nonprofits, government advisers, lobbyists, Think Tanks, and the media) also use policy briefs.

How do I write one?

First, identify the aim of your policy brief. What are you trying to achieve, or communicate to your reader? Next, consider your audience. What is their technical knowledge? How familiar are they likely to be with the issue? What information will they need? With your audience and aim in mind, target the key aspects that a policy-maker will want from your policy brief:

Title- It should be informative and short.
Summary- This is like an abstract, but without the jargon. It summarizes the overview of the problem and makes evidence-based recommendations. This section should appear on the top of the first page of your brief and it should draw the reader in.
Introduction- Provide an overview of the context of the problem. Identify a few salient points that provide support for the urgency of the topic. Also, give an overview of the research objectives, findings, and conclusions. Include why this problem is important to the audience, and if applicable, why previous efforts to solve the problem have failed.
Methods/Approach and Results- Here, explain the methodology used in the presented research as well as the results of the project(s). Distill the results into a few, key take-home messages. Be sure to simplify the language and avoid technical terms.
Conclusions- Provide clear conclusions based on the data, and express them in an assertive manner, without scientific jargon. Solidify the key take-away from the study.
Policy Recommendations- Propose solutions that are relevant to the stated policy problem. The brief should systematically and clearly describe the evidence in support of the proposed solutions. Recommendations should be specific and backed by the evidence you outlined. Ensure that your recommendations are appropriate for the audience. All solutions should be realistic and feasible (cost-effective, reasonable, etc.). State the next steps precisely.
References- Include a list of the references used and provide resources they might be helpful. A large list of references, akin to a research paper, is unnecessary and even unhelpful – this should be a small section of your brief!
Disclaimers- Just like in a presentation, detail any funding sources that contributed to the research presented. Also list contact details and institution disclaimers that might be necessary.
Visual aids/Infographics- Infographics and visual aids often make detail-heavy content more digestible and appealing.

When you’re done, ask yourself if the document answers these questions:

  • What is the purpose of the brief?
  • What problem does it hope to address?
  • What recommendations does it make to address the problem?
  • Does it pass the breakfast test? A good policy brief should be able to answer all of these questions and be read in the time that it takes to drink a coffee over breakfast.

Style Tips

  • Draw the reader in by starting with your conclusions. Clearly state what the problem is from the start.
  • Break up the text – use headings, bulleted lists, font or call-out boxes to highlight key points. Have healthy margins and plenty of white space.
  • Write using active rather than passive voice
  • Write for clarity and simplicity. Can you say in one sentence what you just said in two or three? Think “economy of words”. For example:
    • Did you use a bigger word when a smaller one would have worked? (“Operationalize” versus “define”)
    • Can you cut words or phrases without changing the meaning? (“Due to the fact that” versus “because”)

How to disseminate your policy brief?

  • Share with key players in the policy field. Have copies ready for policy-makers whom you meet with.
  • Share with other stakeholders who might influence the policy-making process (see our ‘Science Meets Policy: Part 1’ post for information about stakeholders). If emailing, mention in the body of the email why the brief will be useful to them. Make sure that the subject of your email is concise, says everything that you want to convey, and eye-drawing (ex. “Importance of Science Influencing Policy: A Policy Brief).
  • Strategically plan the timing of your dissemination (i.e. during preparations for policy shifts, while there is media attention, etc.).
  • Submit the brief to journals that specify a call for briefs (https://www.apa.org/pubs/journals/ipp/call-for-policy-briefs).
  • Combine with other communication methods such as posters and presentations at conferences.
  • Use social media to disseminate your brief (e.g. newsletters, Facebook, Twitter).

Further Resources

  1. https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/594.pdf
  2. https://www.researchtoaction.org/wp-content/uploads/2014/10/PBWeekLauraFCfinal.pdf
  3. https://www.mhinnovation.net/sites/default/files/downloads/resource/Tool6_PolicyBrief_14Oct2015.pdf
  4. https://www.spssi.org/index.cfm?fuseaction=Page.ViewPage&pageId=1698
  5. http://blogs.lshtm.ac.uk/griphealth/files/2017/01/Policy-briefs-guide_2015.pdf

Sample Briefs

  1. https://www.rch.org.au/uploadedFiles/Main/Content/ccch/Policy_Brief_24_web.pdf
  2. https://www.emerald-project.eu/fileadmin/websites/emerald/media/Policy_briefs/11._Service_user_and_care_giver_involvement_in_mental_health_system_strengthening_in_Nepal.pdf

References
Jones, Nicola & Walsh, Cora. (2008). Policy Briefs as a Communication Tool for Development Research. ODI Background Notes.