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2007 APAGS Convention Programming - Sunday
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Monday
Sunday – August 19, 2007
Food For Thought Breakfast
APAGS Suite
7:00–8:00am Breakfast
8:00–8:50am Discussion
Invited Speaker: TBA
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.
Are You Receiving Sufficient Diversity Training?: Accreditation Requirements and Diversity
Moscone Center, Room 2004
9:00–9:50am
Presenters:
Renee F Romero, MA, Committee Operations and Programs Officer, APAGS (Chair)
Susan Zlotlow, PhD, Education Directorate/Accreditation, APA
Amina Mahmood, BA, Member-at-Large, Diversity Focus, APAGS
Description:
It has become ever more evident in our diverse society that the science and practice of psychology must keep up with the developing needs of the individuals who make up that society. It goes beyond mere cultural awareness and sensitivity and must move into the realm of practice and the execution of research and services. Doctoral programs and pre-doctoral internship programs face the growing challenge of creating classroom and practical experiences in which students of psychology are provided the opportunity to engage in hands-on research and counseling with members of the various diverse groups who make up our society. “Multicultural training at internship sites is a critical component in the preparation of doctoral-level psychologists, so the quality of this training is of the utmost importance” (Magyar-Moe, J.L., et al., 2005, p. 446).
Currently, according to the Guidelines and Principles for Accreditation of Programs In Professional Psychology (APA, 2005), doctoral training programs are charged and entrusted with the task of establishing their own goals and objectives with regard to implementing “a thoughtful and coherent plan to provide students with relevant knowledge and experiences about the role of cultural and individual diversity in psychological phenomena as they relate to the science and practice of professional psychology” (APA. 2005, p. 16). The lack of consistent and/or standardized criteria necessary for the development and evaluation of a competent multicultural program (i.e., number of diverse clients required, number of hours spent providing services to diverse clients, criteria for appropriate internship sites, etc.) subjectively leaves this process up to faculty (Magyar-Moe, J.L., et al., 2005, p. 447). Due to this lack of standardization, multicultural training is potentially left out of programs should there be a lack of expertise or should time run out at the end of the semester. Students must make it their priority to assure they are well prepared to meet the challenges of a multicultural society.
In this symposium, students will:
- explore the realities of multicultural training in their doctoral programs;
- learn how they can assure they are receiving the most thorough multicultural training in their respective programs, and
- leave with specific strategies to become proactive in their own training in the area of multicultural training.
American Psychological Association. (2005). Guidelines and Principles for Accreditation of Programs in Professional psychology. Washington, DC: Author.
Magyar-Moe, J.L., Edwards, L.M., Rasmussen, H. N., Pedrotti, J. T., Ford, A. I., Peterson, S. E., and Ryder, J. A. (2005). Perceptions of multicultural training in predoctoral internship programs: A survey of interns and training directors. Professional Psychology, 36, 446-450.
Making the Most of Your Graduate Research Lab/Team Experience
APAGS Suite
9:00–9:50am
Presenters:
Brittany N Barber, BA, Marquette University (Chair)
Marisa B Green, BA, Marquette University
Lisa M Edwards, PhD, Marquette University
Rebecca C Mayor, MA, Marquette University
Description:
The purpose of this symposium is to provide useful information for graduate students who are interested in joining, or have already joined a research lab/team and want to maximize their lab experience. New research team members can often be confused about their role and they may not understand how they fit into the lab. Graduate students from every area of psychology can thus benefit from this symposium in that it is not specialty area, orientation, or university specific. In addition, this symposium is unique in that it offers perspectives from both faculty and graduate students. Specifically, the symposium will address three main areas that the authors believe will be helpful in guiding lab members on any research team: positive characteristics of successful lab members, the “ideal” lab member from a faculty perspective, and applying lab experiences to professional development.
The characteristics of successful lab members section will focus on how students can be useful
contributors to labs. It will include tips on how to approach faculty members when looking to join a lab, the traits characteristic of a positive lab member, and how a graduate student can demonstrate that he or she will be a productive lab member. The portion on the “ideal” lab member from a faculty perspective will cover both the role of the faculty leader to give students an idea of what to expect from their leaders and also what faculty advisors expect from graduate student lab members. The final section of the symposium will cover how graduate students can make the most of their lab experience in terms of gaining professional development experience and research publication knowledge that can be used in the future. Overall, the symposium will provide an overview, from two different perspectives, on how graduate students can maximize their research team experience.
(1) Positive Characteristics of Successful Lab Members
This portion of the symposium addresses some of the desirable characteristics a person needs to thrive within a research team. Encompassed in the ability to thrive are one’s own contributions and the gaining of experience and knowledge (Drew & Bingham, 2001; Jerrard & Jerrard, 1998). Lab members should demonstrate positive attributes in each of these core categories: commitment, communication, and flexibility.
Commitment is the desire to be involved, setting aside time, and asserting wholehearted effort (Cambra et al., 1984; Drew & Bingham, 2001; Jerrard & Jerrard, 1998) in weekly meetings, outside readings, data collection, and presentations. Even though the workload depends largely on the research team and the leader’s expectations, being committed to the team requires the team member to be self-motivated, collaborative, and supportive of all team ventures. Commitment should stem from members’ desire for personal growth and motivation, which will demonstrate their dedication to furthering the goals of the team (Symons, 2001).
Communication is another essential skill for lab members (Cambra et al., 1984; Drew & Bingham,2001). Communicating effectively will be important when contacting a research leader to join a team, conveying personal skills, and asking about the type of work available on the team (Drew & Bingham; Jerrard & Jerrard, 1998; Symons, 2001). Effective communication is also necessary within the team for conveying ideas, providing input, and demonstrating good listening skills (Drew & Bingham; Jerrard & Jerrard).
Finally, flexibility is having the ability to work with a variety of different people in different
capacities (Drew & Bingham, 2001). It also involves being willing to do work on personal time, such as reading about the different ways to present research (Prinstein & Patterson, 2003). Being flexible includes taking direction well, following protocol, and making oneself available to the team as much as possible.
(2) The “Ideal” Lab Member: A Faculty Perspective
Graduate student research lab/team members are integral to creating and maintaining a productive and positive lab environment. While the lab director or faculty member is initially responsible for developing the mission of the lab and recruiting students, the active participation of members helps to sustain a culture of productivity, learning, and professional development. In this portion of the symposium, the faculty perspective of students’ contributions to a research lab/team will be presented, with a focus on the characteristics and behaviors that make the “ideal” lab member. First, the responsibilities of the faculty member/lab director will be reviewed in order to distinguish the role of faculty from student member. Faculty responsibilities include providing a mission statement and goals for the lab, organization, recruiting team members, and ensuring mentorship and beneficial research experiences (Zacks & Roediger, 2004). While students are not always able to exert great control over these aspects of the research lab/team, it is important that they are aware of which aspects are their responsibility and which should be addressed by the director.
In addition, the characteristics of a positive and “ideal” lab member, from a faculty perspective, will be discussed. Specifically, characteristics and behaviors that the graduate student should highlight when being interviewed will be reviewed, such as passion, work ethic, enthusiasm, and career plans (Howard Hughes Medical Institute, 2004). In addition, skills and behaviors that the lab member can show throughout the lab/team experience will be reviewed, for example the ability to utilize good research practices such as documentation, confidentiality, and record-keeping. Finally, the importance of lab members contributing to the positive, efficient, and productive aspects of the team through attitude, initiative, and commitment will be highlighted.
(3) Applying Lab Experiences and Learning to Professional Development
This portion of the symposium will describe several ways in which involvement in a research lab can enhance a member’s professional development. First, membership in a research lab gives one exposure to the research component of psychology (Mahrer & Gagnon, 1991). It provides students the opportunity to experience first-hand how research relates to other facets of psychology, including the application of scientific findings to clinical practice and teaching.
Second, participation in a research lab teaches future lab leaders how to run their own labs
(Mahrer & Gagnon, 1991). Participation in a lab during academic training allows students to develop an understanding of what contributes to the effectiveness of a lab. Gaining experience with different types of labs allows students to develop their own ideas for how they might like to operate their own labs in the future. Research lab members also learn how to work well in groups (Mahrer & Gagnon, 1991).Membership in a lab provides the opportunity to further develop skills essential for working cooperatively with others. The ability to collaborate with colleagues is an essential tool for any type of psychology-related career.
Finally, involvement in a lab helps students to become better researchers. Lab membership allows for involvement in various aspects of the research process, from the preliminary formulation of a research question to the dissemination of findings in publications and at conferences. Even if one chooses a profession that is not directly research-focused, the acquisition of research skills can improve one’s candidacy for pre- and post-degree positions, which is why it is also important to keep a detailed documentation of lab-related accomplishments. Gaining a better understanding of what will be expected of students as professionals is a valuable learning experience gained from being on a research team.
Where There’s a Will, There’s a Pay—Graduate Student Funding Opportunities
Moscone Center, Room 3014
10:00–11:50am
Presenters:
Kathleen Donnelly, BS, APAGS Convention Committee (Chair)
Andrew T. Austin-Dailey, MDiv, MA, Minority Fellowship Program, APA
Gary C. Hawley, PsyD, South Central Mental Health Counseling Center
Miriam Kelty, PhD, National Institutes of Health
Description:
There are few graduate students who describe graduate training as fiscally worry-free, yet financing graduate endeavors including research and professional development expenditures often factor into students' determination of the projects undertaken. Coupled with copious sources for funding and the need for grant writing skills, financing graduate studies and grantsmanship can be overwhelming for students at best. This program convenes panelists to impart information regarding sources of funding including support for psychological research and professional development, minority fellowships, scholarships, and loan repayment programs. Panelists bring expertise for practice and science-related graduate training endeavors including funding information about recognized organizations such as the APA, NIH, and NHSC. In addition to learning funding sources, the audience will be provided with grantsmanship tips including writing applications, what reviewers look for, the procedure if an award is made, and revising applications for reapplying. Attendees have the opportunity to ask questions from the panel and to collect an informative pamphlet. This presentation pays attendees with a wealth of funding and grantsmanship information that may impact and help shape the choices made during the course of graduate training in psychology.
International Opportunities for Psychologists and Psychologists-in-Training
Moscone Center, Room 3004
12:00–1:50pm
Presenters:
Nadia T Hasan, MA, APAGS Chair-Elect (Chair)
Frederick T.L. Leong, PhD, Michigan State University (Co-Chair)
Michael J. Stevens, PhD, Illinois State University
Thema Bryant-Davis, PhD, California State University, Long Beach
Raymond D Fowler, PhD
Merry Bullock, PhD, APA Office of International Affairs
Description:
This symposium will discuss opportunities for American psychologists and psychologists-in-training to consider and engage in international activities. Our symposium is consistent with the convention theme of “building bridges and expanding horizons,” and we hope to promote this theme by empowering psychologists and psychologists-in-training to consider engaging in international psychology activities. Four presentations will be provided that will assist psychologists and graduate students in considering, deciding on, and engaging in international opportunities in psychology. The first presentation will use a SWOT analysis to help psychologists and graduate students consider getting involved in international activities. SWOT stands for Strengths and Weaknesses (Internal dimensions) and Opportunities and Threats (External dimensions) and is a commonly used strategic planning tool. The second presenter will describe the International Psychology Information Clearinghouse and its possible uses in informing psychologists and psychologists-in-training of opportunities to engage in international – and interdisciplinary – teaching, research, practice, and public service. The third presentation will discuss APAs involvement in the United Nations and it will highlight the need for psychologists and psychologists-in-training to be aware of research, education, and intervention projects needed on the international level. The final presentation will discuss the globalization movement in psychology and note the importance for psychologists-in-training in pursuing international learning opportunities. More specifically, this presentation will address issues to
consider prior to engaging in an international learning experience, the benefits and challenges of pursuing an international learning opportunity, and specific recommendations for engaging in an international learning experience.
(1) International Opportunities in Psychology: Using the SWOT Analysis
In discussing how psychologists and graduate students can get involved in international activities, I would like to recommend the use of the SWOT analysis. SWOT stands for Strengths and Weaknesses (Internal dimensions) and Opportunities and Threats (External dimensions) and is a commonly used strategic planning tool in organizations. Just as a SWOT analysis is aimed at matching an organization’s resources and capabilities to the competitive environment, it can also be used as an individual career planning tool in matching one’s aptitudes with career objectives. Therefore, I will propose that individuals consider using a SWOT analysis when considering pursuing a career in international psychology. The basic premise is that while contributing to international psychology will be intrinsically rewarding, one should also embark on this aspect of one’s career cautiously since there are costs and benefits involved, especially for graduate students, junior level professionals and faculty.
It is no accident that the most active international psychologists are those who are relatively senior and advanced in the field. Both the high cost of travel and the demand to launch a program of research has tended to limit junior psychology faculty’s involvement in international psychology. This presentation will discuss how one would conduct a SWOT analysis in determining whether and to what extent junior psychologists and graduate students should get involve in international psychology. Some examples of an individual’s strengths and weaknesses related to international opportunities will be presented from a career development perspective. In additional, common opportunities and threats in the field of international psychology for junior psychologists and graduate students will also be delineated. Using a SWOT analysis will help an individual identify good fit between one’s strengths and international opportunities (S-O strategies) while recognizing the challenges of personal weaknesses and threats associated with this subfield of psychology (W-T pitfalls).
(2) Facilitating International and Interdisciplinary Collaboration: The International
Psychology Information Clearinghouse
In keeping with this year’s convention theme of “building bridges and expanding horizons,” I will describe the International Psychology Information Clearinghouse and its possible uses in informing psychologists and psychology students from around the world of opportunities to engage in international – and interdisciplinary – teaching, research, practice, and public service. Currently, the Clearinghouse contains over 300 discrete sources of information classified into 10 categories: 1) General Resources, 2) Career Information and Resources, 3) Opportunities in Academic and Research Settings , 4) Opportunities in Clinical and Service Agencies, 5) Funding for International Research, 6) Funding for Conferences, 7) Support for Travel, 8) Awards in International Psychology, 9) Resources for American Psychology Students, and, 10) Resources for Non-USA Psychologists and Psychology Students. The purpose of the Information Clearinghouse is: 1) To identify, gather, organize, and disseminate information relevant to international psychology; 2) Respond to domestic and foreign inquiries about conferences, education and training in international psychology, employment, licensure, collaborative research, sabbaticals, travel support, and volunteering in the U.S. and abroad; and 3) Direct students, faculty, and practitioners with specific interests in psychological research and training in other countries to appropriate APA Division of International Psychology liaisons. I illustrate how the Information Clearinghouse successfully facilitated bi-directional international collaboration and draw from my own experiences as a Fulbright scholar and visiting professor to the Lucian Blaga University of Sibiu, Romania.
(3) The Role of Psychologists and Graduate Students at the UN
The United Nation (UN) is an international organization established immediately after World War II. It replaced the League of Nations. In 1945, when the UN was founded, there were 51 members; 191 nations are now members of the organization. The UN works for peace and development in many different ways. It engages in a range of activities related to such international concerns as maintaining peace, promoting development, improving health, providing humanitarian assistance, and promoting the global environment. It organizes peace-keeping forces around the world and links with organizations which help countries stabilize and develop their infrastructure. Non-governmental organizations such as the American Psychological Association play a key role at the UN. Non-governmental organizations (NGOs) are not-for-profit, voluntary citizens’ groups, which are organized on a local, national or international level to address issues in support of the public good. Task-oriented and made up of people with a common interest, NGOs perform a variety of services and humanitarian functions, bring citizens’ concerns to Governments, monitor policy and program implementation, and encourage participation of civil society stakeholders at the community level. They provide analysis and expertise, serve as early warning mechanisms and help monitor and implement international agreements. Some are organized around specific issues, such as human rights, the environment or health. The American Psychological Association is an active NGO at the UN. We are charged with providing education, monitoring, and advocacy. The role of APA representative to the United Nations is time-limited and as a result there are regular position vacancies which are open for psychologists to apply. In addition to serving as a formal APA representative, psychologists and students should also be aware of the need for relevant research, education, and intervention projects.
(4) International Learning Opportunities: Recommendations for Graduate Students
Today’s world has become a global community. Given the globalization of work, economies,
societies, and human interaction it is essential that psychology graduate students be knowledgeable about international based psychology experiences. This presentation is directed towards graduate students interested in gaining international opportunities in practice, research and teaching. Three main objectives will be addressed. First, various issues to consider prior to engaging in an international learning experience will be discussed. These issues include identifying a country in which one wants to attain the experience, financial costs (including locating funding resources to finance part or all of the experience), appropriate time in one’s academic training to engage in the experience, clarifying goals for your learning experience and seeking faculty support for the venture. Second, benefits and challenges of pursuing an international learning opportunity for graduate students will be discussed. Specific benefits include: learning about another culture, learning about your own culture, and gaining job opportunities. Specific challenges include costs, identifying a host country and culture shock.
Finally, specific recommendations for engaging in an international learning opportunity during graduate school will be provided. It is hoped that graduate students will gain information about, and feel empowered to engage in an international learning opportunity during their graduate training.
Mindfulness Break
APAGS Suite
12:00–12:50pm
Instructor:
Holly Siprelle, Director of Staff Initiatives, APA
Description:
The APAGS mindfulness breaks will include guided meditations that can help participants take a mini-vacation during the convention. The breaks may include minor stretches to help with relaxation and mind/body connections, some breathing work, body scans, and guided imagery. Please join us!
Division Student Representative Network
APAGS Suite
3:00–3:50pm
Presenters:
Candice Conner, MEd, Member-at-Large, Communications Focus, APAGS (Chair)
Renee Romero, MA, Committee Operations and Programs Officer, APAGS (Co-Chair)
Description:
Open meeting for all Division Student Representatives and those interested in learning more about student leadership in Divisions and APAGS.
Advocacy 101: A Comprehensive Introduction to Student Advocacy Efforts
APAGS Suite
4:00–4:50pm
Presenters:
Dawn Brock, MA, APAGS Chair, Advocacy Coordinating Team (Chair)
Lovingly Quitania, MA, North West Regional Advocacy Coordinator, APAGS-ACT
Erin Zerth, MA, North Central Regional Advocacy Coordinator, APAGS-ACT
Description:
The Regional Advocacy Coordinators of APAGS-ACT will provide information to the experienced and novice advocate about student advocacy efforts in the areas of practice and science related psychology public policy. This session also provides students with the opportunity to meet members of the ACT network, ask questions, collaborate on nation-wide efforts, and learn creative ways to disseminate information and get their peers involved. Attendees will also have the opportunity to learn about how to become a member of ACT.
Social Hour
San Francisco Marriot Hotel, Yerba Buena Salons 10 – 12
5:00–6:50pm
Description:
Unwind after a long day of Convention programming by joining us for drinks and refreshments. Mingle with your graduate student peers and APAGS leaders, making new friends while connecting with old friends. All are invited!
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