Tag Archives: Professional Development

Research Posters 101

So you’re presenting a poster at convention – congrats! Now what? If you’re new to research posters here are some handy tips about poster design and printing to get you started:

APAGS Poster Session at the 2015 APA Convention in Toronto.

APAGS Poster Session at the 2015 APA Convention in Toronto.

Poster Design

Size & Design – The first task will be to figure out how big you want your poster to be and what program you’ll be using to design it. The acceptance letter will tell you the size of board you have to put your poster up on – I would recommend choosing a size that is slightly smaller than this. For example, if the letter states 4ft x 6ft, you might want to print 3ft x 5ft. Poster design websites (e.g., posterpresentations.com) will have downloadable templates in standard sizes that will get you started. If you want to design your poster sans template, people typically use Microsoft Powerpoint and design their poster on a single slide. The important part here is to adjust the size of the slide to the size you want to print (Design > Page Set Up > Custom – this may vary depending on your version of the program).

Keep it simple – The next step is figuring out what to put on your poster. Less is more! Think about your research question and take-home message and design your poster around this. Many people will be passing through quickly and the goal is to present your findings at a glance. I know it’s hard to cut out detail, but remember that you’ll be there to answer any questions about methods, measures and minutiae that come up!

Be creative, but keep it thematic. If you can adapt your findings or present your materials in a visual format – go for it! Just be sure to label everything clearly and include only the information that is crucial to your message. You don’t want the visual elements to distract from or undermine the message.

Poster Printing

After you design your poster, it’s time to get it printed! Many universities and colleges have in-house printing services, and most college towns will have print shops with competitive prices on research posters. There are also several websites that specialize in printing research posters. These have the added bonus that you can have your poster delivered right to your hotel at convention. While I’ve never had issues with this before, I would be wary of this method if I was presenting near the beginning of convention (to give you time to re-order if it didn’t arrive).

Another thing to consider is if you want to print a paper poster, which is traditional, or go with a fabric or digital poster. I haven’t seen many digital posters, but think this option could be beneficial if you want a cheap and interactive display. If you are interested in going digital, first check that it’s an option that will be available to you, and second, make a contingency plan in the case of technical glitches (e.g., have extra printed copies of the poster, have the contact information for A/V support on site, etc.). Fabric posters can be more expensive, but they’ve been coming down in price. These can be great if you’re traveling a long distance and want the convenience of putting your poster in your suitcase or convention bag. With this option, you may need to iron your poster to take out any creases due to the folding.

Other Considerations

Print letter-sized copies of your poster for people to take with them, or at the very least, have a place for people to leave their contact information for you to send digital copies (or have a QR code for people to scan).

Also, think about how you’ll transport your poster to convention. If you’re printing a paper poster, will you need a poster tube? If you’re flying and bringing a tube as a carry-on, consider sharing the tube (and any luggage fees) with a friend. Also, think about the logistics of carrying your poster tube plus whatever else you’re bringing to convention (e.g., briefcase, shoulder bag) to ensure its manageable.

Lastly, posters are one of the areas where academics get to show off their creative side. Have fun with it!

Dr. Anatasia S. Kim is the 2015 recipient of the APAGS Guardian of Psychology Award.

Developing Professional Identities in Legislative Advocacy and Leadership

 

Dr. Anatasia S. Kim is the 2015 recipient of the APAGS Guardian of Psychology Award.

Dr. Anatasia S. Kim, PhD is the 2015 recipient of the APAGS Guardian of Psychology Award.

By Anatasia S. Kim, PhD

What is the role of legislative advocacy and policy in my capacity as a clinical psychologist? The answer is found in my years of community-based work with children, adolescents, and families. As a graduate student at UCLA some 15 years ago, I never imagined one day lobbying in the Capitol on behalf of the profession and my clients. But this is exactly what brings tremendous excitement, passion, and hope for me today.

I started my clinical career working with at-risk youth in East Los Angeles using brief intervention models to treat behavioral, emotional, and academic problems. Back then I naively believed that therapy alone would be enough. I continued my work with this population and expanded to working with incarcerated youth and immigrant communities. While involved in research efforts in these areas, it became undeniably apparent that a significant, if not majority, of the psychological problems that challenged my clients were in fact a result not of some intrapsychic forces, but rather, a system  failure.

As a graduate student at UCLA some 15 years ago, I never imagined one day lobbying in the Capitol on behalf of the profession and my clients. But this is exactly what brings tremendous excitement, passion, and hope for me today.

The disparities in mental health, access to and quality of care, and other resources ultimately reflect a broken system of socially unjust policies that impair the wellbeing of the communities we serve. Just as one cannot separate the mind from the body, we cannot separate people from their environment, which includes the social system in which they are inextricably embedded. The solution then rests in large part to our capacity and willingness to be personally and professionally accountable to the world around us.  Ultimately, this means that we have to take responsibility for and develop solutions to social problems that plague our communities, particularly those that have and continue to be the most marginalized and oppressed.

As socially conscious and morally responsible professionals, we cannot simply spew out diagnoses and “fix” broken psyches. We can and must do much more. Indeed, we must fully acknowledge that social injustice, cultural apathy, and moral irresponsibility lead to and cause mental illness. We must acknowledge that mental illness is birthed from community violence, broken educational system, intergenerational poverty, and proliferating prisons. Mental illness is also perpetuated in our silence, when we don’t speak up or use our privilege to challenge the status quo.

My responsibilities as a legislative advocate are not only to the profession of psychology, but more importantly, to the clients I serve. The few letters that follow my name give me access and authority to places that my clients don’t have, including a seat at the table where discussions and ultimately decisions about policies can be influenced. In fact then, legislative advocacy is our ethical responsibility and a moral imperative not only as psychologists, but also as citizens who vote and can demand just polices that promote instead of inhibit mental health.

Psychologists have something critical to offer in the social and public policy discourse. Beyond the therapy and classrooms, our commitment to social justice must be earnest and unwavering. As such, we must get involved in our local, state, and national professional organizations and their growing efforts in governmental affairs including the California Psychological Association’s Leadership and Advocacy Conference.

What then is the role of legislative advocacy and leadership for psychologists? For me, it is ultimately about the courage to use my power and privilege to give voice to those without.


 

Editor’s note: Anatasia S. Kim, Ph.D., Associate Professor at The Wright Institute in Berkeley, CA, is the 2015 winner of the “Guardian of Psychology” award from the APAGS Advocacy Coordinating Team.  She was nominated by Eric Samuels, a doctoral student from Wright currently interning at Indiana University, and the 2016 APAGS liaison to APA’s Committee on Disability Issues in Psychology.  An earlier version of this article appeared in the newsletter of the Alameda County Psychological Association.

Author bio: Dr. Kim received her B.A. in Psychology from UC Berkeley and her Ph.D. in Clinical Psychology from UCLA. She is a National Ronald McNair Scholar, recipient of American Psychological Association Minority Fellowship as well as the Okura Mental Health Fellowship. In addition to teaching, she has a private practice in Berkeley specializing in treating adolescents/young adults with anxiety disorders, depression, and neurocognitive deficits using Cognitive Behavioral Therapy. In recent years, she served as President of the Alameda County Psychological Association (ACPA), member of California Psychological Association’s (CPA) Governmental Affairs Steering Committee, Chair of CPA’s Immigration Task Force, and CPA’s state Diversity Delegate. In addition, she has served on various local boards including Ethnic Health Institute and Berkeley Alliance aimed at addressing educational and health disparities in Alameda County. Finally, recent her research and clinical projects include: program evaluation for school-based interventions; recruitment and retention of ethnic minority students in graduate training; pipeline for advanced degrees in psychology for historically underrepresented students; and cross-disciplinary approaches to working with systems-involved youth and families.

 

Ninth Annual Psychology Day at the United Nations: From Vulnerability to Resilience: Using Psychology to Address the Global Migration Crisis

From the deserts of Syria to the mountains of Central America to the coast of Thailand, the United Nations High Commission estimates that there are more refuges and internally displaced people today than at any time since World War II.  Ban Ki-Moon, the Secretary General of the United Nations, has described this not as a crisis of migration, but as a crisis of solidarity.  On April 29th, hundreds of psychologists, crisis workers and planners from academia, nongovernmental organizations, and transnational organizations from around the globe gathered at the United Nations Headquarters in New York to discuss psychology’s contribution to the migration crisis.

Social justice and human rights were at the heart of this meeting, the latest in an annual series of U.N. Psychology Days.  This series has served to highlight the relevance of our field to the world’s most pressing problems, a relevance that was highlighted in opening and closing speeches by the co-hosts, the Ambassadors to the U.N. from El Salvador and Palau, two nations facing very different types of migration-related crises.  In a series of panels in between these speakers, the presenters focused on increasing attention to, and awareness of, the impact of forced migration on youth and children, and the importance of cultural context in understanding and ameliorating the impact of the migration crisis.

United Nations Event

  • The first panel focused on the role of cultural integration in the process of resettlement. Refugees and migrants find themselves in new and often very different cultures from the ones they left, and obstacles to integration may deprive them of opportunities to succeed – while depriving the welcoming nations from the opportunity to gain advantage from the skills, knowledge, and diversity of immigrants.  The panelists pointed to various models and approaches for the cultural integration of migrants, ranging from settlement houses to various modes of psychological crisis integration that can help ease the process of cultural integration.
  • The experiences, and unique challenges for migrant children and youth were the focus of the second panel, which highlighted the importance of supporting the needs, rights and well-being of minors who have rarely made a choice, themselves, to enter the process of migration. A resilience-focused approach was described by the panel as being paramount to understanding the impact of the process on this survivor population.  Other presenters focused on the impacts to mental health of the refugee journey, and highlighted the lack of mental health services available to minors, the obstacles to their accessing the services that do exist, and the role of language, culture, separation, and resilience in these young survivors.

Following the presentations, participants gathered for a less formal reception, where panelists, aid workers, psychologists – and students – could discuss the issues of the day, and form new relationships based on common interest and a dedication to advancing the role of psychology and mental health in addressing one of the world’s most pressing problems.

As a student, and a member of APAGS, UN Psychology Day was an uplifting experience: though the issues we discussed were challenging, seeing the body that represents the world’s nations put psychology at the heart of its discussion of those issues was inspiring, as was the opportunity to meet so many people who are working passionately to address and resolve the migration crisis.  Next year, the UN will host its tenth annual psychology day – I hope to see you there!

Samira PaulSamira Paul is completing her second year as a doctoral student in clinical psychology at the American School of Professional Psychology at Argosy, Washington DC.  She is the Diversity Chair for the District of Columbia’s Psychological Association, and the Advocacy Chair for the Maryland Psychological Association Graduate Students.

Did you get my text? Processing biases over iMessage

The following dialogue occurred subsequent to last fall’s gradPSYCH blog post, “The Gift of They where an emerging psychologist embraced referring to his client using the plural pronoun of “they.”  

Leighna Harrison is the current Member-at-Large, Diversity Focus. James Garcia is the Chair for the APAGS Committee for the Advancement of Racial and Ethnic Diversity (CARED).  Here is Leighna’s iMessage screenshot:

jamesleighna

Following this conversation, Leighna and James asked APAGS to post their conversation and these reflections:

From Leighna:  James and I text pretty regularly, day and night, across time zones, about anything and everything – school, work, APAGS, current events, reality TV, family, friends, romance, the list goes on. Our relationship is honest, respectful and very open. He is a colleague and a friend. When I first read The Gift of They, I knew that I was missing the point, but I didn’t know what it was. As a woman of color, who thinks a lot about questions of power and privilege, I thought whatever I was missing probably had to do with blind spots I have owing to my privilege as a cisgender individual. I decided to message James for a ‘reality check’ so to speak, in order to figure out what I was missing…

From James: My relationship with Leighna is one where we both feel respected as people with intersecting identities. We are regularly “there” for each other whenever we want to process experiences and situations where we have questions or witness inequities related to different social identities (e.g., race/ethnicity, sexual orientation, economic status, gender diversity among others). Our relationship has evolved into a mutual and solid base, where we feel comfortable to explore issues we may not be familiar with.

Now, back to you, dear reader:

  • What are your thoughts on having honest reflections like these?
  • Do you have a peer or trusted supervisor or mentor with whom you can reflect with?
  • Have you attempted to have these conversations with peers in your graduate program? If so, what was the outcome?

If you find you don’t have peers to have these discussions with, there are student groups you can join. One organization, Grad Students Talk, organizes periodic conference calls to discuss difficult topics in a safe space. If you know of other such student groups, please leave their info in the comments section.

The IDP: A Career Plan That Doesn’t End with Your First Job

Sometimes graduate school and postdoctoral training can feel like being in a long, dark tunnel. At the end is the escape. All you have to do is square your shoulders, pump your arms, and keep making progress towards the light at the end.  Once you burst through, you will find yourself basking in the happy, warm glow of…. Your. First. Job.

But a job isn’t a career.

You want a career – a progressive increase in responsibilities and daily activities that are rewarding, have impact, and make use of your current skills and the new ones you’ll gain along the way. You want a path, not a tunnel.

How much time have you really spent career planning?

One often neglected aspect of graduate school and postdoctoral training is career planning. A goal of your training should be about developing that career path – or more accurately, developing both a path and yourself.  You need to thoughtfully research the type of career options that interest you and that are available. Next you develop the skills, knowledge, abilities, and competencies to land those jobs along your career path.  Luckily you’re not alone and this career plan has a proven process. It’s called an Individual Development Plan, or IDP.

What’s an IDP?

An IDP is a career resource – designed by you – that helps map out your career path. I could spend more time explaining what they are, or how creating formalized plans in postdoctoral training improves outcomes, or how both NSF and NIH require career development plans for trainees.  But consider this, from 2009-2014 there was a 20% increase in psychology doctoral degrees.  Over that same time tenure track faculty positions did not keep up with PhD production. But, wait. The good news is, NSF says that the number of jobs that require science & engineering skills is outpacing the new job creation in the total workforce. This means that there are probably more job options and career paths than you thought.

It all starts with knowledge of IDPs and then yourself. But before you start, here are some helpful tips to help you along your IDP Journey:

  1. Get the big picture first, then attack each step:  Resist the urge to just jump in and spend next weekend doing nothing but career exploration. Make a schedule to watch our five videos and go back and re-watch.  Next spend maybe a week (or two) assessing your skills, and searching for a mentor.  Re-watch the videos as many times as needed to feel ready to move to the next step.
  2. Make a schedule:  Make a regular time to do IDP work – every Wednesday right after a lab meeting, or every Friday after your last patient or client.  Or the first Sunday of each month, when all is still and quite and peaceful.  Whatever works for you, but make it a priority.
  3. IDPs are both curricular and extracurricular: We stress that IDPs shouldn’t pull you away from your current training and work obligations.  Quite the contrary – they help you integrate career opportunities day-to-day, and plan for those you need to find outside the lab, clinic, or office.  A plan will balance your demands and help you progress.

So, what are you waiting for? Get started!

Editor’s Note: This post was written by Garth Fowler, PhD, Associate Executive Director of Graduate & Postgraduate Education and Training in the Education Directorate at the American Psychological Association.