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2007 APAGS Convention Programming - Saturday
Thursday | Friday | Saturday | Sunday |
Monday
Saturday – August 18, 2007
Food For Thought Breakfast
APAGS Suite
7:00–8:00am Breakfast
8:00–8:50am Discussion
Invited Psychologist:
Janet E. Helms, PhD
Janet E. Helms is the Augustus Long Professor of Counseling, Developmental and Educational Psychology at Boston College and founding director of the Institute for the Study and Promotion of Race and Culture at Boston College. She is a Fellow in Division 17 (Counseling Psychology) and Division 45 (Ethnic Diversity) of the American Psychological Association (APA) and is a representative to Council, APA’s governing body.
***Limited seats are available for this complimentary breakfast and discussion with a distinguished psychologist. Please sign up at the APAGS Booth to reserve your spot.
Salaries in Psychology: Just the Facts
Moscone Center, Rooms 3022 and 3024
8:00–8:50am
Presenters:
Marcos Salazar, MA, APA Center for Psychology Workforce Analysis & Research (Chair)
Ariel Finno, BA, APA Center for Psychology Workforce Analysis and Research (Co-Chair)
Description:
The most recent national level data on salaries (both starting and eventual) of those trained at the bachelors, masters, and doctoral levels in psychology will be presented. Discussion of these data will include graduate school debt, the impact of larger forces external to psychology (shifting demographics, managed care, and the economy), and offer tips for marketing yourself and succeeding in job searches.
Navigating Practicum Training – Tips for Success
Moscone Center, Room 302
9:00–9:50pm
Presenters:
Michael B Madson, PhD, The University of Southern Mississippi (Chair)
Linda Campbell, PhD, The University of Georgia
Barry A Schreier, PhD, Purdue University
Description:
Practicum is a vital component of training in professional psychology as students receive the opportunity to enhance the foundational and functional competencies required of them during their professional careers. In other words, the practicum is the time in which students put into practice all that they have learned about becoming a psychologist. Although a critical component of training there is variability in practicum training opportunities and experiences. Thus, it is important for students to remain cognizant about (a) why you are doing practicum, (b) how to understand and utilize all supervision experiences to your advantage, (c) the importance of establishing good self-care habits that will set the stage for healthy habits throughout your career and (d) how practicum relates to future endeavors (e.g., internship and career). Students may face uncertainty about what to expect from a placement, particular site, or supervision and may also be unclear as to how practica can help one develop interests, build relationships, and develop skills that will be useful for securing internships. This panel will discuss the competencies, beyond clinical competencies, needed for practicum success, such as guiding your practicum experience, engaging in supervision, and organizing experiences to appropriately prepare for internship. In order to gain the most from ones practicum experience, a student needs to understand the role practicum plays in her or his development as a psychologist. Therefore, this panel will outline the function of practicum providing an overview of practicum training, competencies, such as assessment, intervention, professionalism, and ethics that students are expected to develop during practicum and how to sync one’s training goals with competency development. Further, we will compare and contrast various training environments and how students can tailor their experiences in these various environments to ensure competency development. Finally, suggestions for selecting and securing external practicum sites will be discussed.
Clinical supervision is often the most widely used method for assisting practicum students in developing the functional competencies required of a psychologist. Similar to practicum experiences there is wide variability among clinical supervision experiences and clinical supervisors. This variability can be confusing and frustrating for students and can have negative affects on their development in practicum. Thus, this panel will discuss the function of clinical supervision; provide suggestions for students to gain the most from all supervision experiences, manage difficult supervision situations, and to ensure training needs are met through supervision.
The relationship between practicum and internship is a crucial factor in the development from graduate student to independently practicing psychologist (Schreier & Cornish, 2005). Practicum is designed to assist students in the development of competencies at an intermediate level (Hatcher & Lassiter, 2004) and thus prepare students for entry into internship. There are ongoing efforts to create greater seamlessness in the competencies between practicum and internship. As such, practicum is partially designed to prepare students to take on the advanced training and competency development of internship. This ideal model, though, is not free from the influences of marketplace factors. There are increasing numbers of graduate schools of psychology and more students being accepted for graduate education than there are internship sites available (APPIC, 2005). It becomes increasingly important then for students to not only be well trained in the necessary competencies to enter internship, but it becomes equally important for students to be knowledgeable on the necessary steps for obtaining an internship. This can include students being knowledgeable about the requirements of internship during practicum so they can make use of their practicum experiences as effectively as possible by knowing how practicum prepares them for internship, such as developing professional skills, interpersonal skills, and professional identity.
Disability Issues in Psychology Not Typically Covered in Graduate Diversity Courses
APAGS Suite
10:00-10:50am
Presenters:
Angela M. Kuemmel, MS, Nova Southeastern University (Chair)
Kara Sheridan, BS, Nova Southeastern University
Jennifer Gibson, PhD, University of California Davis
Arnold V Abels, PhD, University of Missouri Kansas City
Don Daughtry, PhD, Texas A & M University
Description:
The Americans with Disabilities Act defines a disability as a physical or mental impairment that substantially limits one or more major life activities of an individual. Under this definition, there are nearly 50 million Americans with disabilities which is about 17% of the population. As this constantly growing group seeks mental health services, psychologists can expect to increasingly encounter people with disabilities in their clinical and testing practices, as well as participants in their research projects. Students may experience more contact with people disabilities, the poorest minority group, especially if they are working in a setting with a sliding fee scale. However, gaps in professional training may leave students inept to deal with the challenge of working with clients with disabilities and clients with disabilities may receive ineffective treatment. The goal of this symposium is to fill in the knowledge gap and educate students on the challenges of working with clients with disabilities. The presenters, all psychologists or psychologists in training with physical disabilities will present an inside scoop on disability issues in psychology not typically covered in graduate school diversity classes. The symposium will cover general issues in psychology, as well as issues in clinical practice, testing and research.
(1) Accommodation Issues in Testing and Assessment of People Disabilities
In order to competently test and assess people with disabilities, psychologists must be aware of how clients’ disabilities affect test performance and interpret their scores accordingly. Psychologists must also be aware of reasonable accommodations. A research study found that psychologists are likely to administer the same battery to all students regardless of disability. Another study found that psychologists often interpret test scores as if the client did not have a disability. It is important to possess disability awareness, because it is easy for psychologists to assume that a client is seeking services to address disability issues. If the goal of testing is to measure a client’s performance, psychologists must be aware of how motor and sensory impairments affect different assessment measures. In terms of testing accommodations, psychologists must be aware of and comply with the guidelines of the Americans with Disabilities Act. Psychologists must be ready to provide accommodations such as office accessibility, use of computer based visual readers, extended time on written and fine motor tests, sound amplification devices or voice activated software. Test takers may need an interpreter and psychologists must be aware of the dual relationships that family member interpreters may have. Aside from test performance, score interpretation and accommodations, psychologists must also be aware of their own attitudes and biases which can affect the way they judge a client’s ability to function. It is very important for psychologists, especially students to understand and possess disability competency in order to serve people with disabilities to the best of their abilities.
(2) The Critical Need for Developing Competence in Working with People with
Disabilities
The reality that people with disabilities comprise the country’s largest minority group is not reflected in the training provided for future psychologists or in many cases, the clinical and research actions of currently practicing psychologists. There is a noticeable gap in literature, text books, class curriculums, and exposure to people with disabilities in practicum and internship settings. Although it is mandated by our current ethical code to avoid practicing cross-cultural assessment or treatment without training, the source of this education is at best sporadic and at worst nonexistent. Few recognize this vulnerability because many future psychologists have not yet adopted the conceptualization of disability as an aspect of cultural diversity. Shifting from the view of disability as a medical deficit to an individual difference is essential to provide this population with equitable care. The continued reliance on the medical model of understanding disability is also related to the limited focus of service provision within specialty areas of rehabilitation, forensic, and neuropsychology. It is imperative to recognize that people with disabilities are a heterogeneous population with a shared experience of subtle and overt discrimination. The failure to adequately address this enormously underserved population reaches beyond the confines of our profession as disability is also the most socially overlooked aspect of diversity. For those that do recognize the impact of disability on the assessment and treatment of members of this population, many make common mistakes of miscalculating the impact of disability on individuals. Historically people with disabilities have been oppressed by paternalistic treatment and society’s many commonly held assumptions and biases about the realities of life with a disability. It is imperative that psychologists recognize their own societal and intellectual power to influence these harmful myths and stereotypes that perpetuate the oppression of such a large sector of our society.
(3) Disability Issues in Clinical Practice
Students and professionals alike may feel awkward or uncomfortable working with clients with
disabilities in a clinical setting. The goal of this presentation is to educate students on important clinical issues to reduce their anxiety and increase their effectiveness in working with people with disabilities. It should not be assumed that the client’s disability is their reason for seeking clinical treatment. Psychologists must feel comfortable to address their client’s views of their disability. It is very useful for students and psychologists to understand the Disability Identity Model. The goal of the Disability Identity Model is to demonstrate how individuals with disabilities integrate their disability into their identity formation across the lifespan stages. The stages include passive awareness, realization and acceptance. Therapists must examine their own attitudes and biases in order to connect with clients with disabilities and create change. Another very important issue occurs when psychologists do not ask about certain issues, such as sexuality and relationships, because they assume that people with disabilities are unable to achieve sexual intimacy in relationships. People with disabilities are able to lead active and fulfilling lives, including satisfying relationships. Psychologists must be aware of how people with disabilities deal with issues related to sexuality such as self-esteem, body image, contraception, pregnancy and sexual abuse. Psychologists can help clients with disabilities and their partners to increase communication, emotional responsiveness and achieve sexual satisfaction.
(4) Disability Issues: State of Current Research
Students should be aware of the current disability issues in research, as well as how to include people with disabilities in research samples. Most of the current research is contained in the academic setting, where it is not available for practicing psychologists to put it into use. Research also tends to focus on disability in its medical sense rather than an individual difference and specialty areas tend to focus on very specific perspectives of disability. The current research on disability can offer students an understanding of important issues such as the various models of disability, such as the moral, medical and minority models. Research can also give students a perspective on disability related myths. It is also important for students to include people with disabilities in their research participant pools, especially if they are trying to gather a diverse representative sample. Student researchers should be knowledgeable of how different motor and sensory impairments affect participants with disabilities ability to participate, which may include difficulty reading research materials or difficulty completing a questionnaire. Researchers may also want to keep alternative formats of their research tools on hand and develop sensitivity to website accessibility as well. Researchers may want to consider accommodations to assist participants with disabilities in completing forms, but they must be careful not to compromise confidentiality. Knowledge of these issues will aide students in including people with disabilities in their research projects.
Advocating for Psychology: Why It is Important, How to Get Involved, and the Impact You Can Have
APAGS Suite
11:00-11:50am
Presenters:
Ruth Lieu, MBA, APAGS Convention Committee (Chair)
Peter Newbould, Dir. of Congressional & Political Affairs, APA
Ellen Garrison, PhD, Associate Executive Dir. for Public Interest Policy, APA
Gilbert Newman, PhD, Dir. of Clinical Training, Wright Institute; Past CPA President
Lovingly Quitania, MA, CPAGS Chair-Elect, APAGS Regional Advocacy Coordinator-NW
Description
Every day, decisions are made by Congress and by State Legislatures that impact the ability of psychologists to serve their clients as well as the rights of psychologists as professionals in their field. These decisions impact issues such as prescription rights, insurance reimbursements, patient-psychologist confidentiality, and availability of mental health services in the community. Come here from a distinguished panel of educators, leaders, and advocates for psychologists on why advocacy is critical, how to participate on a state and national level, and how you can contribute to the profession through advocacy.
A Forum on Internship Training Issues: Preparation, Developing Competencies, and Supply and Demand
APAGS Suite
12:00–12:50pm
Presenters:
Marina Field, MA, Chair, APAGS Convention Committee (Chair)
Julie Jenks-Kettemann, MEd, Member-at-Large, Education Focus, APAGS
Greg Keilin, PhD, APPIC
Catherine Grus, PhD, APA Director for Professional Education and Training.
Description
Internship is integral to the training of many psychology graduate students. However, as the number of students seeking internship placement has increased, many issues related to the process have arisen. The focus of this program is to provide an open forum to discuss issues related to the entire internship process including: preparation, the development of competencies, and the match process. Most importantly, strategies for advocating change to the current system will be discussed. Come share your views as well as listen to the opinions of others on the most pressing issues related to the internship process.
Non-Traditional Students—Their Obstacles, Their Strengths
APAGS Suite
1:00–1:50pm
Presenters:
Candice C. Conner, MEd, APAGS Member-at-Large, Communications Focus (Chair)
Kristi Sands Van Sickle, PsyD, Chair, APAGS Committee
Ginger Hilley, MEd, Argosy University
Amanda Hook, MBA, Argosy University
Jim Shaw, MBA, Argosy University
Description:
Earning a graduate degree in psychology is a rewarding yet demanding pursuit that requires a tremendous amount of time, commitment, and “jumping through hoops.” Students who are considered “non-traditional” in terms of age or life experiences (i.e. those who are over thirty-five, coming from previous careers, working full-time, supporting themselves, raising children, caring for elderly parents, tending to personal health issues, etc.) often have significant competing personal demands that add an extra layer of complexity and, at times, psychological stress, to their graduate school experience. However, these students may find that resources and educational expectations are primarily geared towards their younger cohorts who enter graduate school immediately after earning their undergraduate degrees. Non-traditional students have amassed over the years intellectual and emotional strengths, such as experienced judgment, emotional composure, and maturity which are beneficial in their work with their clients. Further, although non-traditional students bring various assets to psychology programs that strive for diversity in order to best serve an increasingly diverse population, many of these students experience age-related bias by faculty and in psychology as a whole.
This program will address experiences common to non-traditional graduate students as they mediate personal and professional goals and concerns. Furthermore, it will represent the unique perspectives, strengths, and challenges faced by non-traditional students as they navigate their education and career goals. This panel discussion is intended to stimulate a broader discussion of how non-traditional students can better balance competing demands while advocating for and securing increased respect and support from their programs, the profession, and the American Psychological Association.
Ginger Hilley holds a Master’s of Education Degree in Counseling and began working on her
doctorate degree after suddenly finding herself a widow with two teenage children to raise. Ms. Hilley had been managing her husbands’ anesthesia practice before he took his own life. Suddenly, she was without a husband and a source of income. Returning to her life long desire to obtain her doctorate in psychology, she committed to the pursuit while balancing family and work with a personal life. Ms. Hilley has completed most of her course work and is currently in her first year of practicum. She is the founding president of a professional speaking business, does executive coaching, and teaches undergraduate psychology courses. She is most thankful that she has been able to “keep it all together.” Ms. Hilley has a son in college, majoring in Pre-med, and a daughter working on her graduate degree in Art History.
Amanda Hook’s, MBA experience represents many of the issues faced by non-traditional students. Ms. Hook entered graduate school after spending five years in the investment industry as the Director of Client Service Research for a small cap institutional money manager. Ms. Hook made the decision to switch careers and return to school ten years after obtaining her undergraduate degree. She continues to hold her full-time position while attending classes at night and on weekends in order to support herself and limit the financial burden of her graduate program. She serves as Director of the Student Division of the Texas Psychological Association and the PsyD. Representative for the Student Government Association at Argosy University-Dallas. Ms. Hook is dedicated to increasing non-traditional students’ awareness of the programs available to them, the potential sacrifices they may encounter, and ways they may prevail over them.
Jim Shaw, MBA, is 48 years old, has worked in telecommunications for 27 years, and has raised four children. During undergraduate school, Mr. Shaw supported himself by working full-time in a Detroit factory. He wanted to immediately pursue his graduate degree in psychology; however, financial reasons hindered his plans, and he began his career in telecommunications. Mr. Shaw earned his Master’s in Business Administration and completed several undergraduate psychology courses while attending night classes. He originally planned to apply to traditional Ph.D. programs after he turns 50 and retires from his telecommunications employment; however, he has been able to pursue his dream earlier due to Argosy University opening in Dallas, and he will be retiring and applying for an Internship next year. He is currently employed full-time, works 20 hours a week at his practicum site, and completes course work, while fulfilling his role of “Dad”.
21st Century Browning of America—Implications for Becoming a Psychologist
Moscone Center, Rooms 3022 and 3024
2:00–3:50pm
Presenters:
Joseph L White, PhD, University of California (Chair)
Sheila J Henderson, PhD, MBA, John F. Kennedy University, School of Holistic Studies
Nancy Lim, BA, John F. Kennedy University, School of Holistic Studies
Description
Dr. Joseph L White is well known as the father of black psychology and for his lifetime commitment to mentoring. In the last decade, Dr. White has observed the changing demographic trends of our nation--the "Browning of America." Many are concerned that the field of psychology may be unprepared to attend to the multicultural needs of this new multicultural population. In response, Dr. White has developed a progressive model for training and retraining psychologists and mental health professionals who are committed to serve this new clientele more effectively. As news about Dr. White's model spread, he has been asked to present this model to universities and mental health clinics around the country. Now, Dr. White would like to bring this model to the APA graduate students.
Poster Session: Showcasing Student Research, Practice and Professional
Development Issues
Moscone Center, Halls ABC
4:00–4:50pm
Click here to view complete poster listing.
Assessing, Applying and Marketing Your Clinical Skills in Innovative Settings
Moscone Center, Room 303
5:00–5:50pm
Presenters:
David W. Ballard, PsyD, MBA, APA Practice Directorate (Chair)
Carol Williams-Nickelson, PsyD, Associate Executive Director, APAGS
Benjamin F. Miller, MA, Member-at-Large, Practice Focus, APAGS
Description:
Developing the requisite knowledge, skills, and abilities to build and maintain a successful psychology practice is the primary theme of this workshop. Through a combination of didactic segments, interactive application of workshop content, and tangible, real world examples, the presenters will review topics essential to practice success, but not typically covered in graduate education and training. Special attention will be given to creative thinking about practice opportunities, strategies for connecting with potential clients, referral sources and employers, and resources available to help participants create thriving careers as a practitioner. Please note: This workshop is part of an ongoing collaboration between APAGS and the APA Practice Organization, in which an annual convention program is offered to provide practice-oriented graduate students and early career psychologists with concrete resources to help them succeed in the changing marketplace.
(1) Entrepreneurial Skills and Trends for Successful Modern Day Practice
The assumptions, anxieties and myths about the future of professional practice have varied widely, leaving emerging practitioners uncertain about their future options as practitioners. This increases the importance of students and early career psychologists being prepared to think of themselves as offering a business-related service while developing entrepreneurial skills. This introduction to the workshop will help participants understand the current marketplace and treads. It will also allow participants the opportunity to begin the process of assessing clinical and business skills, thinking creatively about how to expand these skills, how to use existing skills in new ways and in new settings, and how to communicate one’s skills and abilities to potential employers or business partners.
(2) The Business of Practice
To effectively provide psychological services in an increasingly competitive marketplace, practitioners must learn to apply basic business skills to psychological practice. This section of the program will focus on identifying need areas, evaluating practice opportunities, establishing a competitive advantage, and defining your professional image. Additional topics will include effective and ethical marketing techniques and strategies for connecting with clients and referral sources who could benefit from psychological services.
(3) Preparing for Practice: A Graduate Student Perspective
This presentation will focus on how graduate students can prepare for entering practice, specifically, (1) the importance of becoming involved with APAGS; (2) connecting with SPTAs while in graduate school; (3) seeking a mentor in the practice community or a practice oriented faculty member while in graduate school; and (4) selecting a diversity of practica experiences.
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