Tag Archives: Psychology

Who Has Authority to Write About an Ailing Body? Learning from Narrative Therapy and Medical Memoirs

In this post, I look at both narrative therapy and medical memoirs as forms of centering the patient’s experience of their own health. 

“Narrative therapy seeks to be a respectful, non-blaming approach to counselling and community work, which centres people as the experts in their own lives” reads the introduction to narrative therapy on the Dulwich Centre homepage, a great pitstop for anyone engaging in this style of treatment. 

Narrative therapy works on the basis of seeing people as distinct from their ‘problems’ or the issues that they bring to a psychologist or other psychotherapist. It works on the premise that people have identities that are multi-faceted, and the ailment that they face is only a part of who they are. Further, this school of thought favors the idea that “curious listening” to clients can give therapists a chance to facilitate healing through rich descriptions based on their clients’ stories. A rich description here can be understood as knowledge of the ailment as experienced by the patient with their own history of existence (and stories have a lot to contribute to a person’s existence). This emphasis on the patient’s agency to tell their story is common in narrative therapy and medical memoirs. 

A conventional definition of psychotherapy is a practice that helps someone “overcome their mental disorders and also aims for the betterment of the person”  (See Psychological Science). The definition is inverted when we understand psychotherapy to be more than merely solution-driven, as in narrative therapy. Here, the path of healing is travelled by both parties.  The facilitation of healing ceases from falling squarely on the therapist. 

We can now turn to medical memoirs for similar lessons. A first glance at this subgenre of life writings, gives one the impression that they are primarily physician narratives that speak of their experiences of an illness, or their patients’ experiences with illnesses. This, however, has been recently challenged.  Works like Amala Poli’s Writing the Self in Illness looks at the need for scholars and readers to look at memoirs with an experiential and caregiving lens. The writings go beyond a subservient purpose of offering physicians a stronger sense of the personhood/body in the state of illness. 

Poli writes: “The medical memoir is a counter narrative to medical discourses that takes the form of self-representation by foregrounding the experiential. The particular account of illness that the medical memoir articulates is indeed a way of reclaiming both the body and the self’s narrative of illness, but also one of expanding the understanding of health and illness in a language and form different from the one used in conventional medical discourse” (pg.  8). 

Poli’s ‘conventional’ here refers to the outlook that an ailing body or mind is the arena of the professionals. However, when the matter is of representation, the following question arises: Who has the authority to write about an ailing body? The current shifts in the field of medical humanities are expanding and rewriting the narrative to include the validity of memoirs by non-medical professionals and caregivers. The importance of self-tellings is marked by this shift in the meeting place of literature and medicine. 

The limited understanding of medical memoirs and use of narrative therapy restrict us from the plethora of knowledge that patient-narratives are bringing to the fore. By centering the experiential in our patients’ stories, medical memoirs and narrative therapy are both redefining how healthcare exists in and is perceived by the world. They offer the potential to highlight the patient at the center of interpersonal relationships, being in a relationship with their own ailing or aching body and mind. The centering of human stories leads to rich descriptions, collaborative healing, and a celebration of human agency. 

Dennis Wesley is an independent researcher and budding blogger. His interests include STEM and Humanities education, especially interdisciplinary practices and methods. He is equally passionate about the Sciences and the Arts, and mainly aims to present the pros of rigorous interdisciplinary training and processes. You can read more of his writing here.

Following up with Q&A from the APAGS Webinar on the EPPP

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 Aleesha Young.

Student leaders in APAGS are interested in understanding and quashing the apparent score discrepancies on the national licensing exam for psychologists. In October 2019, APAGS hosted the webinar EPPP Outcomes and Test Taking Strategies for Graduates of Color. As a follow up to the webinar, we asked the co-hosts and panelists to voluntarily answer questions we received during and after the air date. One panelist, a co-host, and two APA staff members responded to our requests. What follows are are Q&As, edited only for clarity, and divided into sections about the test, studying for it, and pass rate data.  

Questions About the Test

Where do we find the ASPPB’s test/practice materials? 

Eddy Ameen (EA), APAGS staff liaison: We suggest starting out at www.asppb.org to read all about the test. Some test/practice materials are available from ASPPB, whereas there are also independent test preparation companies that advertise online. Please note that APA does not list, endorse, or evaluate any test prep company. Neither does ASPPB. ASPPB states you must be approved by your jurisdiction’s licensing board to take the test before getting access to its study materials. 

What are the costs of taking the EPPP?

Brian A. Sharpless (BAS), licensed psychologist, research, panelist:  This will partially depend on which jurisdiction you take it in, but it will be at least $600 for the EPPP Part 1, plus $87.50 in test center fees. 

EA: For the EPPP Part 2, a skills-based exam, which will be administered in some jurisdictions starting November 1, 2020, the fees are as follows: $100.00 for initial beta testers, $300 through Dec. 31, 2020, and beginning January 2022, it will be $450.00 per administration. 

Are there scholarships or grants to provide financial support towards obtaining study material?

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Positioning Your Research as a Graduate Student to Address Social Injustices

By Kevin Wagner and Gabriel Velez

Social injustices involve power relations and unequal access to privileges based on domination and subordination (Miller, 1999; Prilleltensky & Gonick, 1996). Examples abound across the globe, and given their prevalence and impact on human suffering, conducting research to address social injustices are particularly important. As a graduate student, it can feel like there are so many problems in the world and there’s nothing we can do about it. A first step in this journey is recognizing the problems we are most passionate about, identifying our role and resources to address the problem, and then acting in our roles as emerging psychologists. This article is how to do that as grad researchers in psychology by offering an overview of the dissemination and implementation (D&I) literature as a guide to position research to address social injustices. It emerges from our own reflecting, asking ourselves, how can we position our research as graduate students to address social injustices? Below we draw from the D&I literature to outline four guidelines to position research as a graduate student to address social injustices.

Tenet One: Planning Your Research

Bartholomew & Mullen (2011) assert that effective research is guided by theory and empirical evidence. Planning your research to address social injustices means selecting appropriate theories and understanding what empirical evidence provides a strong foundation; design research based on theory to provide sound structure to your investigation. One common framework from the D&I literature to develop change programs is intervention mapping, which includes six core steps: 1) describing the problem (e.g., a phenomenon related to social injustices), 2) developing metrics to measure change (how will you measure the impact of your research, program, or intervention on addressing social injustices?), 3) implementing theory-based intervention to promote change, 4) organizing materials to produce the program cogently, 5) implementing the program with fidelity and with support from others, and 6) creating an evaluation plan to assess the effectiveness of the program (Bartholomew & Mullen, 2011).

Tenet Two: Conducting Your Research

Whether qualitative, quantitative, or mixed-methods, a critical component of research with a social-justice focus is attentiveness to positionality, diversity, and validity. The many facets require more space than we have here, but we believe it is important to highlight that the research process itself must reflect and be forthright about the social justice orientation of the researcher (Morrow, 2005; Ponterotto, Mathew, & Raughley, 2013). Specifically, best practices to consider for reflection include, 1) cultural competence of the researchers, 2) research focus, 3) selection of research design, 4) composition of research team, 5) power dynamics with participants, and 6) data collection and analysis (Fassinger & Morrow, 2013).

Tenet Three: Disseminating Your Research

Disseminating your research is necessary to share your message and involves spreading information to targeted audiences using determined strategies (Tabak, Khoong, Chambers, Brownson, 2012). In the context of social injustice, it is vital to have your research accessible to relevant stakeholders that can utilize it, such as policy makers, clinicians, advocates, educators, and community members. Of course, sharing your research to non-academic audiences means you will need to communicate academic findings as if you were not an academic. This is difficult, especially when we don’t usually get trained to write that way, so this may involve some self-learning through reading instructional blog posts, finding exemplar writers in your area, and examining APA policy statements. You should also anticipate and plan to address potential barriers, such as costs, time, relationships, and partnerships needed to disseminate your research.

Tenet Four: Implementing Your Research

Once you have conducted your research and generated knowledge, implementation entails applying it to make a difference (Tabak et al., 2012). There are always barriers to doing this. Considerations include: how can the research inform actual policy and practice; what are barriers within applied connects; is the local political and social climate going to be supportive; will a community be receptive to or want to participate in a community-based intervention (Klein & Sorra, 1996)? Observing the organization, conducting surveys, and making connections with desired organizations – that is, studying and caring about the local context – can help you successfully implement the research.

Conclusion:

Social injustices are rife but can be studied and addressed through a psychological lens. As graduate students we were simultaneously in a position of vulnerability (e.g., advisors, programs, student debt) and privilege (e.g., highly educated; access to university/professional resources). Therefore, in many ways graduate student researchers are in a unique position to be keenly aware of injustices and have the resources to make a real difference. Some of these resources can be found in relevant professional and community organizations, such as APAGS subcommittees (e.g., Science, Committee for the Advancement of Racial and Ethnic Diversity, Committee on Sexual Orientation and Gender Diversity, Advocacy Coordinating Team). Having an overall guiding framework can help provide structure and clarity in how to draw on these supports. Therefore, we have offered a brief overview of the D&I literature as a first step for other graduate students interested in delving further into questions of social justice and integrating them into their own work and development. With this goal in mind, we end with a list of some resources for further exploration.

Further Resources for Exploration:

  1. Journals/Volumes
  2. Articles for General Reflection
  3. Organizations

References:

Bartholomew, L. K., & Mullen, P. D. (2011). Five Roles for Using Theory and Evidence in the Design and Testing of Behavior Change Interventions. Journal of Public Health Dentistry, 71, S20-S33.

Fassinger, R., & Morrow, S. L. (2013). Toward Best Practices in Quantitative, Qualitative, and Mixed-Method Research: A Social Justice Perspective. Journal for Social Action in Counseling & Psychology, 5(2), 69-83.

Klein, K. J., & Sorra, J. S. (1996). The Challenge of Innovation Implementation. The Academy of Management Review, 21(4), 1055-1080.

Miller, D. (1999). Principles of Social Justice. Cambridge, MA: Harvard University Press.

Morrow, S. L. (2005). Quality and Trustworthiness in Qualitative Research in Counseling Psychology. Journal of Counseling Psychology, 52(2), 250-260.

Ponterotto, J. G., Mathew, J. T., & Raughley, B. (2013). The Value of Mixed Methods Designs to Social Justice Research in Counseling and Psychology. Journal for Social Action in Counseling & Psychology, 5(2), 42-68.

Prilleltensky, I., & Gonick, L. (1996). Polities Change, Oppression Remains: On the Psychology and Politics of Oppression. Political Psychology, 17(1), 127-148.

Tabak, R. G., Khoong, E. C., Chambers, D. A., & Brownson, R. C. (2012). Bridging Research and Practice: Models for Dissemination and Implementation Research. American Journal of Preventive Medicine, 43(3), 337-350.

About the Authors:

Kevin Wagner is a second year Ph.D. student in counseling psychology at the University of Texas at Austin (Email).

Gabriel Velez is a fifth year Ph.D. candidate in Comparative Human Development at the University of Chicago (Email).

Where Science Meets Policy Part 3: Writing About Your Science for Non-scientific Audiences

Melanie Arenson & Mary Fernandes

It is critical that researchers translate their scientific findings to non-scientist consumers (seriously, we’ve written 2 blog posts about it – find out about engaging with stakeholders here and how to write academic papers for a broader range of stakeholders here). However, many researchers (including us graduate students!) feel uncertain about exactly how or where to write about our science. While graduate students typically get exposure to creating posters, giving talks, and writing scientific articles, very few of us are ever taught how to write for other mediums. Below are a few tips and tricks.

Writing for a non-scientific audience.

  • Adjust your lexicon. Sometimes this is easier said than done. Many of us have been talking about our work in scientific circles for so long that jargon is second-nature for us. Break the habit.  Write about your findings in your typical scientific manner and then go back and ask yourself, “but what does this mean?” — then replace whatever you wrote with that answer. Wherever possible, write in lay terms or connect back to phenomena that people know and understand.
  • Write a story. This sounds abstract, but it is really important. People are good at processing stories — they’re not as good at conceptualizing facts and figures and understanding why they matter. The story will change depending upon the science that you are talking about, but it should flow from beginning to middle to end.
  • Write short. Ideally, people should be able to get the gist your scientific findings and the story you are going to tell them within the first 3 sentences. Get to the point as quickly as possible. For longer pieces (e.g. a blogpost), you can definitely expand, but the first few sentences should be a punch that conveys the big takeaways.
  • Wherever possible, include accessible infographics. What these look like can change from discipline to discipline, but you want the graphic to be accessible, easy to understand without explanation, and to summarize the most important take-home point and/or summarize large amounts of information.

Now, share it!

  • Social Media: If you’ve written something just a few sentences long, tweet it, share it on Facebook, or find a great photograph to represent it on Instagram. Then, interact with anyone who comments on or likes it. Encourage people to share your work, and make sure you’ve provided links back to the original scientific article.
  • Link to longer pieces: If what you’ve written is longer than just a few sentences (e.g. you wrote a blogpost, or have talked about your research in a news article), provide the link to the longer story, but make sure you’ve got a 1-3 sentence summary of your results and why they matter. As a tip, if you’ve followed the tricks listed above, you’ve probably already written those 1-3 sentences.
  • Blog posts: There are a number of science-relevant blogs (in fact, you’re reading one of them!). These blogs can vary from area to area, but they are a fantastic way to disseminate your research.
  • Email and listservs: We know this can feel strange, but you should be sharing your work with your colleagues. This means blasting it out on listservs and sending it to your department. First, people in your field are probably already interested in your work. Second, they also have connections, and may want to forward your work to other people who might also be interested. Whenever possible, include links to both the scientific article and the more accessible format.

Help! The media has asked about my work.
First of all, congratulations! You’ve been contacted by the media, because they want to know more about the really cool science that you are doing.
Many scientists feel nervous about talking to the media. They worry their work will get misrepresented, or feel uncomfortable describing themselves as the expert. Below are a few tricks (some of them may feel familiar).

  • Adjust your lexicon. Before providing information to the news source, do some background research on them to see what their writing style is usually like, and who you think their target audience is. Then, adjust your language accordingly.
  • Tell a story. It’ll be a short story, but it should still be a story. Whenever possible, connect back to why your results matter. Contextualize it within the broader picture.
  • Talk short. Your answers shouldn’t be lengthy. Make sure you already know how you want to talk about your work and what the key takeaways are (think back to those 1-3 sentences you’ve been using for social media and the beginning of blog posts).
  • Plan your responses. Think about what questions you might be asked and plan out how you would respond. Pay special attention to anything you think might be taken out of context; aim not only to be understood, but also to avoid being misunderstood. Be as precise in your language as you can be, without sliding into scientific jargon.
  • Build a relationship. Whenever possible, build rapport with the media author that contacted you. You want to be in a place where you would feel comfortable contacting them if you think they’ve accidentally misrepresented your work.
  • Remember, you are the expert. This one can be really difficult, but you are the expert in your work. Take pride in that, feel confident in that.

Further resources.
Don’t just take our word for it! Tons of people have written about communicating scientific findings to non-scientists. Below are a few of our favorites:

Keep following the series for more ways to translate your science! Up next, we’ll discuss how to write a policy brief.

APAGS Charts its Next Five Years

It is with great excitement that I share the new 2019-2023 Strategic Plan for the American Psychological Association of Graduate Students. Over the past year, APAGS leaders have been working together to brainstorm, gather information, and articulate a five-year Strategic Plan to inform how APAGS can better serve graduate students around the nation and the world. Take a moment to read through the main pillars and objectives of the Strategic Plan that was unanimously approved by the APAGS Committee in December.

You may be aware that APA has also completed the development of its strategic plan. APAGS leaders anticipate that the APAGS strategic plan will align well with the larger APA plan.

Feel free to share your thoughts on the plan, as well as ideas you have about how APAGS can continue to use this living document to inform how we focus our time, utilize our resources, and support the next generation of psychology professionals.

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