Tag Archives: Professional Development

Become a mentor or a mentee this August. (Source: User John-Morgan on Flickr. Some rights reserved).

Addressing the Need for Mentoring Among LGBTQ Graduate Students

How are the mentoring needs of LGBTQ graduate students unique?

For LGBTQ graduate students, challenges such as program climate, coming out, establishing a support system, confronting microagressions and heterocentric attitudes in coursework, advocating for the inclusion of LGBTQ issues in ones program, and conducting LGBTQ-related research can uniquely influence the graduate school experience (“Proud and Prepared…”, 2015). Studies looking specifically at mentoring relationships and needs among LGBTQ graduate students highlight a plethora of societal, environmental, and contextual factors which influence LGBTQ graduate students’ academic and professional development, and emphasize the specific need for LGBTQ mentors (Matheney, 1998).

Become a mentor or a mentee this August. (Source: User John-Morgan on Flickr. Some rights reserved).

Become a mentor or a mentee this August. (Source: User John-Morgan on Flickr. Some rights reserved).

Social support, such as that found in a mentoring relationship, is one key factor shown to positively influence the career development of lesbian women and gay men (Morrow, Gore, & Campbell, 1996). Lin (2001) found that gay and lesbian protégés found more perceived support from gay or lesbian mentors than heterosexual mentors. Nearly all of the LGBTQ+ graduate student participants in a study by Lark and Croteau (1998) reported pursuing a LGB-affirming mentoring relationship but having difficulty finding one, which participants expressed as a serious disappointment. Participants cited wanting the expertise of mentors concerning LGB perspectives in clinic work, LGB research strategies, LGB professional advocacy, LGB career planning concerns such as identity management and disclosure on resumes or in interviews, providing models of successful out LGB professionals, and having someone with similar experiences with whom to disclose situations of discrimination (Lark & Croteau, 1998). Although these needs can, and certainly should, be addressed by faculty and practitioners of any sexual orientation or gender identity, the need for LGBTQ graduate students to have a mentor who also identifies as LGBTQ—and the tendency to seek mentors of similar sexual orientation or gender identity—shouldn’t be overlooked (Nauta, Saucier, & Woodard, 2001; Russell & Horne, 2009).

How does APAGS help address the needs of LGBTQ graduate students?

The APAGS LGBT Graduate Student Mentoring Program is designed to address the needs of LGBTQ graduate students in psychology by matching them with an LGBTQ-identified advanced graduate student or professor who shares similar interests, experiences, and goals. Mentors and mentees are provided monthly discussion prompts, a closed listserv to create a venue for dialogue, access to resources (such as webinars) relevant to LGBTQ graduate students, and opportunities to connect at APA Convention. As one mentor in the program reported:

“…I have felt very grateful to be part of the APAGS LGBT mentoring program. My PhD program has no open or out faculty members and I am one of two openly gay students. As a result, the sense of aloneness and isolation as an LGBTQ student and practitioner has periodically overshadowed my training and education process. Through this mentoring program, I was able to receive professional guidance and genuine relational support from a seasoned LGBTQ psychologist…who could also relate very personally to the social pressures and professional challenges of being a minority graduate student, as well as working as an openly gay psychologist.” –Brian

Interested in becoming a member of the 2015-2016 APAGS LGBT mentoring program—either as a mentee or mentor? Applications for the program are now available through the APAGS Committee on Sexual Orientation and Gender Diversity website, and should be submitted electronically by August 15, 2015. Pairs will be formed on or around September 1, 2015.

Editor’s Note: This post was written by Mary T. Guerrant, M.S., a doctoral student at North Carolina State University and member of the APAGS Committee on Sexual Orientation and Gender Diversity. It originally appeared in “Perspectives on Lesbian, Bisexual, and Transgender Concerns,” a newsletter publication of APA Division 35 (Psychology of Women) Section IV (LBT Concerns). It is reposted here with generous permission.

Me…A professional?

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

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

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

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

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

“What did I really know?”

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

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

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

That idea is scary to me.

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

Who else feels this level of responsibility?

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

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

 

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

 

 

Convention Program Highlights

Toronto ConventionConvention is finally here! It’s time to plan your Convention schedule being sure to include some fun time!

To help with that, here are some interesting programs that APAGS is offering, both at the Convention Center and in the APAGS Suite (located at the Fairmont Royal York Hotel):

Thursday, August 6
Student Led Resistance: Mobilizing for Social Justice Post #Ferguson
10-11:50 a.m., APAGS Suite

Following Ferguson, we have a discussion around how students can mobilize around social justice and get involved.

Friday, August 7
Hands on Stats: A Guide to Basic Statistical Analysis
1-2:50 p.m., APAGS Suite

The stats training was a hugely successful and popular session last year, so we brought it back with more information that you may not learn in graduate school.

Friday, August 7
Student Town Hall
2-250 p.m., Convention Centre

Come join fellow students and APAGS leaders for a difficult dialogue to discuss student reactions to the APA investigation (the Hoffman Report) and potential action steps that students should take.

Friday, August 7
Financial Literacy for Students and Recent Graduates
4-5:50 p.m., Convention Centre

Money seems to always be an issue for graduate students and early career psychologists. Here we discuss tips and strategies on overcoming debt.

Saturday, August 8
Alternative Career Paths with a Doctorate in Psychology
9-10:50 a.m., Convention Centre

Another successful symposium last year, this year we have extended it to 2 hours and brought in psychologists from Google, National Academy of Sciences, California State Legislature, and also an International Mental Health Program Evaluation expert.

Saturday, August 8
Non-Traditional Students and Graduate School: Shared Experiences, Personal Challenges, and Open Discussion
11-11:50 a.m., Convention Centre

You asked, we deliver. We received many requests for a discussion on issues that non-traditional students face, and here it is!

And of course, how could we forget our Internship Series:

Friday, August 7
Internship Workshop 
8-9:50 a.m., Convention Centre

This popular reoccurring workshop is for students applying for internship. Tips and strategies are provided on writing essays and managing the stressful application process.

Saturday, August 8
Meet and Greet with Internship Training Directors 

1-1:50 p.m., Convention Centre

Meet with various Internship Training Directors to find out what makes an attractive internship candidate!

Saturday, August 8
Conversation Hour with APPIC 
4-4:50 p.m., APAGS Suite

If you have any questions about the APPIC and the application process, here would be the place to ask!

Don’t forget about having fun at Convention! APAGS offers social events to help students relax and network after long days of Convention. If you are going to Convention alone and would like to meet up with other students, we have a platform for doing that just before our social hour, called Flying Solo. This will be held at the APAGS Suite on Thursday, August 6. After the flying solo event, people usually form groups to get to the APAGS Social together.

The APAGS Social this year will be held at Malaparte, which is a short 6-minute walk from the Convention Centre, or 15 minute walk from the Fairmont Royal York Hotel. Don’t forget the date and time, which will be on Thursday, August 6, from 6p.m.-8p.m.

With all these interesting programs, it’s hard not to get excited for Convention itself! If you need more help, don’t forget to check out the Convention Survival Guide.

See you at Convention!

Navigating Convention for Introverts

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

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

9 Mentorship GIFs I Wish Someone Had Shown Me in Grad School

Finding a quality mentor is one of the most — maybe the most — important thing you can do in graduate school.  A good mentor can make your career fly like an eagle, or plummet like a rock.  But, despite the importance of mentorship in career building, we receive no training on what to look for when selecting a mentor.

Here are nine things that I wish someone had told me about mentoring during grad school, to help you find the mentorship you need.

1. Your ideal career should guide your mentorship choices.  What do you want to do? Find someone that already has your ideal job and ask them to mentor you.

star wars animated GIF

source: insanely-good-brownie.tumblr.com

2. Just one isn’t enough. No one can do it all, so build a team of mentors. Each mentor will have strengths and weaknesses; learn from their strengths, and supplement their weaknesses.

source: rooneymara.tumblr.com

3. It should be reciprocal. Mentorship is a two way street. If it isn’t reciprocal, it isn’t mentorship. Be mindful of keeping both sides of the relationship balanced, and beware if your mentor is the one unbalancing it.

scratching animated GIF

source: littleanimalgifs.tumblr.com

4. Don’t deify. Mentors are just people. They don’t know everything.  They will make mistakes and need feedback on their performance too… unless your mentor is Morgan Freeman… that dude is amazing.

god animated GIF

source: www.gifbay.com

5. Don’t fall for brands. Famous people/popular mentors are often busy already. Find someone who can spend time working with YOU.

hbo animated GIF

source: veephbo.tumblr.com

6. Don’t fear the peer. Other students will have great insights and will probably be open to sharing their knowledge with you. Ask for their advice, and help them out too.

wall animated GIF

source: tumblr.forgifs.com

7. Letting them push you is a good thing. A good mentor sets a high bar for you. But they should also do whatever it takes to make sure you reach it.

yoda animated GIF

source: mcbrayers.tumblr.com

8. They should be an inspiration. Find someone who makes you excited, even when the work is hard. They should motivate you to become a better professional, and hopefully also make you a better person.

excited animated GIF

source: http://piinkwinemakesmeslutty.tumblr.com/post/38713052048/how-i-feel-when-im-in-new-york-city

9. Don’t be shy. The worst thing someone can say when you ask them to be your mentor is “no.”

the office animated GIF

source: www.reddit.com

Want to learn more about how to find and keep a good mentor? Come to the program on mentorship at APA Convention in Toronto, Thursday August, 6th from 2-3:50 in Convention Centre Room 716A.

What do you think? Do you have other advice you would like to share? Comment below!

Editor’s Note: Daniel Reimer, MA, is Chair of the APAGS Convention Committee and a doctoral student at the University of Nevada – Reno.