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wrighna

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Everything posted by wrighna

  1. Just found this additional list Oregon State University (non-clinical only; Kathy Becker-Blease) University of Tulsa (Lisa Cromer) University of Regina (Bridget Klest) University of Illinois at Urbana Champaign (community health, Robyn Gobin) University of California, Santa Cruz (non-clinical only; contact Eileen Zurbriggen) University of California, San Diego (contact Carolyn Allard) Alliant University (contact Constance Dalenberg) Nova Southeastern University (contact Steve Gold) Saint Louis University (contact Terri Weaver) Towson University (Master's degree only; contact Bethany Brand) Penn State-Erie (Master's in Applied Clinical Psychology, Melanie Hetzel-Riggin) APA-Div 56's list of trauma psychology graduate programs ISSTD's list of academic supervisors with trauma focus List of "feminist-friendly" graduate programs and internships in psychology
  2. TBH I crossed off any schools from my list that required it... did not want to take another test. But I had solid grades and majored in psych. I think schools take it most into consideration when you don't have a demonstrable psych background (e.g., are changing fields).
  3. I thought I'd post the top of my list of potential mentors whose work is relevant to my interest in contextualizing experiences of traumatic stress (fairly broad). I applied for Fall 2016 matriculation in PhD programs. I currently attend University of Denver, in their child and adolescent clinical psych track. Not sure if the table will be formatted okay-- I'll post a list afterward if it's wonky. Obviously this is not an exhaustive list of folks working in Trauma, more people who had interests strongly in line with my own. Feel free to post other trauma-related researchers! Sidenote for folks applying this round, this is an example table of how I tracked all my potential mentors. I vaguely ranked them based on how close the fit was, and only ended up applying to four. Some stuff isn't filled in, but feel free to google them! I'd also mention Jennifer Freyd (University of Oregon; interpersonal and institutional betrayal trauma), who I did my undergrad work with, but I'm not sure she will be taking students-- actually not sure about anyone on this list for the coming application cycle, except Dr. DePrince at DU, who is interested in taking a student this year. Person Email School City Match? Interest 1 Anne DePrince Anne.Deprince@du.edu University of Denver Denver, CO 1 individual characteristics/context --> violence/abuse exposure + clinical symptoms 2 Andrew Rasmussen Fordham social-ecologial effects of forced migration/ trauma in humanitarian disasters 3 Patricia A Frazier Minnesotta NOTE! counseling psych program; interface of counseling psychology and social psychology; identify factors associated with adjustment to stressful or traumatic life events. 4 Maryam Kia-Keating UC Santa Barbara socio-ecological!!! culture, immigrant/refugee youth, violence/trauma, PTSD 5 George A. Bonanno Columbia Post-traumatic resilience 6 Inger E Burnett-Zeigler i-burnett-zeigler@northwestern.edu Northwestern Chicago depression, barriers to treatment in racial/ethnic minorities / low-income 7 Sharon Lambert slambert@gwu.edu GW DC internalizing behavior in low-income/"urban" youth; neighborhood effects 8 Esteban V. Cardemil Clark University Worcester, MA Mental health care disparities for minorities, prevention and treatment, cultural adaptations, depression 9 Albert Farrell Virginia Commonwealth University impact of exposure to community violence and peer victimization on adolescents’ development; and identification of protective factors that promote the positive development of youth in high risk environments (e.g., those living in communities with high rates of poverty and violence). 10 Vickie M. Mays maysv@nicco.sscnet.ucla.edu UCLA 3 minority mental health 11 Lauren Cattaneo George Mason applies a community psychology orientation; within the area of intimate partner violence, focused on the key constructs of empowerment and survivor-centered practice to explore the best ways to assist survivors. 12 Laura McKee Clark University Worcester, MA internalizing psychopathology (e.g., depression and anxiety) develops in at-risk children and adolescents.
  4. I don't have them, but my colleagues who have to take comp exams keep an excel file with different tabs for different subjects (e.g., biology, cognitive, etc.), and then have columns of citation, main points, methods, etc. Schools probably differ, but our comps are open-book, so people use these excel docs as efficient ways to find relevent articles to cite, then go back to the actual article for more detail. Obviously customize the excel to your preferences/needs. I *thank goodness* don't have to do comps, so I just skim stuff for classes, sometimes don't read at all and just look at the abstract while we are discussing in class (efficiency, folks). If things are relevant to my research area I have a file I keep things in. I've tried Zotero, but I haven't gotten the hang of it. Otherwise, I just heavily rely on my cohort to keep track of stuff, clarify what I don't understand, etc. We have a running group text that I find super helpful.
  5. I would add that the reason most undergrad theses are PI-driven is because of limited resources. If you're working on a small project contained within an already-collected dataset or are tacking something small onto an existing grant, that is often much more accessible than obtaining funding yourself for a totally new project. Schools or foundations sometims have small undergrad-focused grants for this type of research, but it's going to be the $500-$1,000 range.
  6. Hi all. I'm going into my second year in a child clinical psych PhD program. I'm wondering if anyone has come across general year-by-year guides for what to focus on in each year. Based on our various handbooks and talking to more advanced students I have a vague sense, but I would love to hear what others think. One big thing I keep hearing about 2nd year (what I'm going into) is that you'll be tempted to take on a lot more, but to make sure you are realistic and don't say yes to every single opportunity. I feel like I've also heard mention that you should start to think about dissertation topics/fellowships, but is that too far down the line? Let me know what y'all think.
  7. I have zero clue what the grad programs are like, but University of Oregon's special collections has the complete papers of Ursula LeGuin, James Tiptree/Alice Sheldon, and smatterings of Joanna Russ, Samuel Delaney, and others I'm forgetting! Carol Stabille is the professor I'm familiar with whose done work with these collections, but she teaches in the school of Journalism. Probably not super helpful, but I saw Fem Sci Fi so I thought I'd pitch that in.
  8. Yeahhhhhhhh. Ugh. Thanks for all those thoughts though, these will be bumping around in my head at our next support/commiserate sesh.
  9. I might have read wrong, but it felt like you aren't clear about what the project is about-- and it is really hard to do a focused lit review without that first step. If you're trying to figure out what project to do, I think @hantoo's description is a good place to start. Try to get a sense of what literature exists, and what its general findings are. I keep a running excel doc with columns for the citation, the gist of the findings, things that are particularly relevent to my current project, and notes. This might be overkill for where you're at right now, but an idea. If you already know what project you're doing, it should be a little easier. You have a general sense of the story you need to tell to justify your research. Usually why the general problem is important, and how your work is filling some gap. I usually start with google scholar or a field-specific database and find some relevent articles then follow their citations / the papers that have cited them to grow the circle outward. Also, your advisor probably expects to have this be an ongoing convo/discovery process. They sound understanding and realistic from what you posted!
  10. Sigh, they should tell people that when they are choosing schools. Our department is TINY, so pivoting or adding another advisor isn't really an option. My friend is basically trying to get the heck out of dodge if this other school will take him. It's a bummer, though because he'll have to start over, essentially.
  11. Hi y'all. I'm using latent class analysis for my master's and basically I'm teaching myself. I'll be using MPlus, so I've been watching their instructional vids and free slide handouts, and have poked around in some of the literature. I have a stats professor I can consult with but I want to be prepared/not leaning on her too much. Does anyone have any super helpful resources for becoming more familiar with this method?
  12. @fuzzylogicianTotally understood, re: reviving old threads for the wrong reasons. I don't feel super comfortable sharing the details of my friend's situation, but it's definitely something I'm struggling to support him through. I tried writing it out a bunch of different ways but it keeps getting too identifiable. I guess a more generalized version of the question is: What would you suggest someone do if they don't fit with their mentor on many of the factors you listed AND there are rumors of the person having a bad track record around diversity before you came to the department? The even harder additional bit is having an 80% sure offer to transfer to another program...
  13. Hmmm.... I was kinda hoping y'all would say "Nah, just forget about it." Now I have to seriously consider it. My area is interpersonal violence/abuse/trauma, which tends to be pretty in-your-face clinical. Though I'm doing a focus on developmental cognitive neuroscience, so maybe I can pull in some imaging stuff somehow. Sigh. Though, I will say my advisor basically said I should bang out my master's before I apply for fellowships, so that takes a little weight off.
  14. Yeah, I don't know how reviving old threads works, but I feel like mis-matches between mentors and mentees based on culture could be an important thing to discuss. I have a friend who is really having a hard time because of this (slightly different situation, not an international student) and is HEAVILY considering transferring because of it.
  15. Dang, I'm sorry that's your situation. I'm trying to remember how time-consuming my studying was. I think I did like 3 hours per week for 5 weeks? I'm more of a short burst person, so I would do like 30 min at a time. Also, totally agree, quant is THE WORST. Honestly the study thing I found was the most bang for my buck was taking practice tests and then only reviewing ones I got wrong. The ETS (the people who host/make absurd $ off the GRE) offer 2 free tests: https://www.ets.org/gre/revised_general/prepare/ Another option is to buy the $25 Kaplan prep book, which then gives you access to 6 more tests online. There might be other books that also have online tests, but that was what I used. Kaplan has the advantage of allowing you to only work on quant problems, rather than taking a full test, and then when you get something wrong it marks it and gives you a detailed explanation of how to do the problem. I found that helpful for A) figuring out what was even going to be on the test, and B)learning shortcuts for the problems I continually messed up.
  16. I basically did it on my own, most of the help came from the grad student who was my mini-mentor for the project. I was really jazzed to get it published, so I just kinda powered through. I will say that I didn't end up needing to change much to submit, mostly cut down to the page limit of the journal. If your methods are fairly sound, I think publishing is do-able-- especially if you submit to a more niche journal that is really tailored to the specific topic your project covers. Just anecdotally, I think most people don't end up publishing undergrad stuff because they move onto something else and it doesn't stay at the top of the priority list. :/
  17. Yes! Totally. In my previous position as a research coordinator at a medical school we had volunteers who helped run participants, met with PIs, cleaned and managed data-- a lot of really good research experience. One of them even made connections while volunteering and turned that into a research job. In my current research group (I'm in a clin psy phd, 1st year) we have volunteer RAs who basically do the exact thing undergrad RAs do. Unless there are some big red flags as to why you shouldn't be doing the work, most places won't turn down free labor! If there is a hospital or med school in your area you could consider continually applying to research assistant or research coordinator positions. It might seem like a long shot but I got hired with minimal relevent experience! Good luck to you.
  18. Everyone had really good answers thus far. The one thing I would add is to ask about the culture of the lab / work environment. You may not have the luxury to choose between positions, or to turn down a position that seems dodgy, but if you do, I think the environment is HUGE. Perhaps ask about the current position-holder's typical day. Or what is the manager's leadership style? What opportunities are there to do professional development? When I was working full time as an RA, we would often do group interviews, with the manager and other RAs interviewing the applicant; this gave me a sense of the group dynamics. If there is an opportunity to talk to someone who would be a co-worker, perhaps try to figure out if they are happy, and if not, what's the problem. Is it something you wouldn't take issue with, or are they being over-worked and you would be similarly spread thin?
  19. Is there a med school or large hospital in your area? They might not be specifically psychology/psychiatry related, but research assistant or research coordinator positions pay fairly well and I was able to get one straight out of school with a BA in psych. The fact that you have YEARS of research experience would rank you above many applicants. I felt it was really good preparation for grad school, getting exposure to grant writing, IRB navigating, interfacing with participants, and working in a hospital setting. Not sure if that is an option, given your geography, but wanted to throw that out there because I didn't even know those jobs were out there!
  20. Yeah, I totally agree. I am finishing my first year in a research-focused Clinical Psych PhD program. I worked in the private sector before beginning my program and I try to treat school basically like a job: work ~8-4 every week day and mostly not work otherwise. The difference is that there is less consistency in grad school. If we have a big grant or paper deadline, I might work more than 40 hours. If there is a lull in work, I may work less than 40 in a given week. I study trauma, and my research group and mentor us a feminist lens-- which may contribute to the fact that they prioritize and model for me the importance of having a life outside of school/work. For example, I have had several older students and even a faculty member basically say you can get away with skimming reading for classes, perhaps only reading things that are particularly relevent to your research area. This obviously shaves off significant work. Most days I am able to arrive home by 5 and make dinner and hang out with my partner. Right now I don't do hardly any work on the weekend. In general, I feel WAYYYY more chill in grad school than I did in undergrad. I worked a part time (20 hr/week) job through school, and was probably doing too many extracurricular activities. I've definitely since honed my ability to say no to things! I say this with the caveat that I am in my first year. From what I've observed in older students, my program's work distribution progresses as I describe below. I'm not sure if this is relevent, but it helps me to realize how I'll have to spread my time. First year: focus on getting acclimated; doing well-ish in your classes (2/term); banging out your master's project; doing work in your mentor's lab; your 20-hour per week job (RA or TA)-- this often ends up being less than 20 hours; and minimal clinical training mostly starting with ~6 hours per week at the VERY tail end of the year Second year: finish your master's, keep doing your 20-hour per week job; take on more clinical work the full year (~6-9 hours per week; we begin in our neuropsych clinic this year); continue classes (2/term) Third year: do lots of research & try to publish; keep doing classes (2/term); transition to having more therapy clients (6-9 hours per week); plan for dissertation and/or apply for fellowships Fourth year: big thing is externship (~20 hours at a local hospital/VA/community clinic); possibly take a few straggler classes but probably done with classes; full steam ahead on dissertation planning / begin IRB applications & data collection; we DO NOT have to do comps at my school; continue working in mentor's lab Fifth year: DISSERTATION!!!; continue working in mentor's lab depending on whether you get a fellowship; apply to internships; possibly continue externship to get more clinical hours; continue publishing. I've probably left something out, but that's the gist!
  21. First, I think your confusion and doubt is totally reasonable, and if I were in your position I would try as much as possible to be kind to you. Deciding where to go, and actually going there feels like (and is!) a huge decision. I think it's really exciting you had these two offers-- and I 100% agree with @fuzzylogician that it's okay to have prioritized your material wellbeing over the sensation of being welcomed. I also think it's weird that we get this one in-person glimpse during interviews, and most everything else is on paper. That is to say, there might be things about the school you turned down that were more negative that you didn't experience, and things about the school you've decided to attend that ARE really positive that, for whatever reason, did not come across. Second, while it may feel like bridges were burned, the program or mentor probably won't be holding a grudge. It seems like you communicated in a timely manner, and they understand it's a weird time and that there's a lot of pressure on you. If anything they were probably sad that one of their top candidates wasn't able to attend-- and they likely understand that they would have better drawing power if they had more substantial financial aid. My final thought is that transferring isn't completely out of the question. If you HATE the school you've currently selected, you will be able to navigate those options down the road. But, I agree that it'll be best to go "full steam" toward this school, get the full picture, and find the components about that school that you like and can be excited about!
  22. I use basically the haphazard strategies you mentioned. It occurs to me that I should have a file where I store all of these once I find them so I don't have to do it again for the same measure!
  23. Yeah, I agree with what others have said here: if you are otherwise qualified, they probably won't consider it much. They might ask you at an interview to explain your reasoning, but that would just be to clarify that you weren't transferring for unsavory reasons, as @Clinapp2017 suggested. If you're concerned they might be thinking about it, you could weave it into your personal statement, or some schools' applications will have dedicated separate sections that allow you to explain such unusual factors in your application.
  24. Yeah, I second @eternallyephemeral. A lot of programs will do a first-round sweep and remove people solely based on GREs/GPA. That super sucks, but when they're getting thousands of applications for a handful of positions, they use heuristics that might mean they miss out on awesome people who aren't great test-takers or who have viable reasons for lower GPA. I'm not sure where you are in your education, but if you're still in undergrad, look into completing an honors thesis with a lab. I ended up publishing my thesis work, both as conference posters and as first author in a peer reviewed journal. If you're not in school any more, I don't think it will be fruitful to approach a lab saying, "I'm trying to get publications, please take me on." They'll want you to be of help/service to them, and after building a relationship and demonstrating your research and writing abilities, you may have an opportunity to become a co-author. Another idea I had (that might not be feasible, but no judgement in brainstorming!) is if you have a faculty member mentor who likes you and is invested in your doing well, you probably could be a little more open with them about really wanting to write something up / create a poster and they might take you up on that. Sometimes labs will have old datasets that could still be generative, but there is no one who wants to / has time to do the work to analyze data and write it up.
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