Psyche007

'Goodness of fit' is more of a personality thing. Can't really prep for it, outside of a willingness to be honest and recognize that a program that initially looks ideal may in fact not be. Spend some time figuring out who you are, your values, life goals, what gives you meaning. Some applicants like to present a face they think makes them appear desirable, but insincerity and inauthenticity are not impossible to detect. Besides, you won't be able to keep up an act for five years, so you may as well get offers based on who you are rather than who programmes think you are. My personal research interests are quite abstract and unrelated to a specific demographic or discipline within the literature. I read around the subject frequently, delving into general philosophy, philosophy of science, and related disciplines such as neuroscience. This gave me new perspectives from which to analyze and conceptualize my interests. You have to read outside of psychology in order to develop the ability to synthesize and articulate your research questions. I think this was a good way to compensate for a lack of publications, posters, and lab work, because I demonstrated an ability to think for myself.

As non-traditional student, I spent a lot of time working in the field at the Bachelor's level and did a great deal of independent reading. I could speak confidently to multiple interests and topics in the discipline. I have the most clinical experience in my cohort, including the few individuals with a clinical Masters. Completing research seems to be a matter of logistics. Programme acceptance is heavily based on goodness of fit, personally and academically. You don't have to walk the path well-trodden. You can fashion a new road and duck all the stones.

Hey everyone, I hope you're all well during this really strange time. I'm interested comparing graduate school texts used in teaching research methods, specifically 'social science' texts versus life/physical science texts. You can DM or post here titles here. This is purely personal and not for any type of project, study, or publication. I like to study philosophy of science. Thanks.

You might need to steer us to some kind of profile that outlines who you are and what this is for, undergrad, graduate, publication, etc, etc.

I was accepted to a PhD programme without any formal research experience and a pretty good clinical background. I spent years reading and formulating my areas of interest that were directly relevant to what I experienced 'out in the trenches'. If you can clearly summarize and present your research interest and main questions along with describing your experience relevant to developing the research question, I think that can count for a lot. I've talked to many students with great undergraduate and graduate research experience but poor conceptualization or weak and vaguely defined research interests (I hear 'children with trauma' A LOT without any additional details). In my opinion, just working in a lab doesn't mean much if you haven't read and shaped your interest and thought process, but I'm sure you'll hear disagreement with that position. Can you find anyone to advise you through a lit review? Help you perform some basic statistical analyses on a public data set? If you figure out what you want to work on it's easier to push to create your own opportunities, which counts for a lot, because it shows the level of drive necessary to answer your own question and contribute to the field.

One things that has changed is the level of direct scrutiny many professors seem to want over students now that we're virtual. It's exaggerated far beyond what you'd experience in a normal in-person class. There's an insistence on keeping webcams on, can't be seen to use phones/tablets while 'in class', can't be seen to be working on something other than the classwork, using a webcam recording service to record exams, plus new restrictions on exams: not being able to read questions to oneself out loud, can't look away from the screen, can't read through an entire exam prior to beginning, and can't move back and forth between questions. This isn't for every exam yet, considering we've only had one online exam so far, but I wouldn't be surprised if it was adopted as a 'standard'. It's just an additional level of stress that's really unnecessary right now.

The financial impacts are very real and affect many of us. It's an additional stress that everyone could do without, certainly. Good luck with everything, hope it works out for the best.

Thank you for your perspective. I'm also in my 40s, haha. I had taken online classes during undergrad, but they did not involve any live meetings using conferencing applications. They were essay, exam, and discussion board based. I only took those classes if they were only offered online (Medical Terminology, Essentials of Pharmacology) or an area of little interest to me (Principles of Management, Social Psych). I dislike talking on the phone as it is, let alone Skype. I also struggle with staring at the computer screen all day long. Personally, I wouldn't have signed up for a fully online programme, but hey, here we are. It won't be like this forever, it's just somewhat frustrating, especially doing exams with Lockdown/Respondus. It means having to reorganize my work area. The university is using Zoom and we have to continue our role-plays with simulated patients on it. There's just so much missing when you're not in the room with someone. Part of developing clinical intuition is the unconscious detection of NVC, etc, that gives you a feeling to explore. It's much easier to attend to the patient when face-to-face. I'm easily distracted at my desk, by my dogs barking, people in the house, workers outside, etc. The professors are learning to use this, and as some don't even lecture from slides and have their TAs do all their online work (some profs hate technology), it's quite an adjustment. Luckily, APA is being very flexible with accreditation during this time, as our programme was recently re-approved for the current maximum (10 years). I suppose what I'm trying to say is that I struggle to connect with a screen, being used to working face-to-face with people for some time. I'm complaining, I'm grumpy, I'm irritated. I'm sure we all are, to some degree. It's time to practice radical acceptance: accepting reality without condoning it. Stay safe and don't get 'rona, people.

I've taken online classes before and it really depends on the subject. Personally, I thrive in the classroom, debate and discussion being one of my favourite activities. This semester, three of our classes are heavily reliant on roleplay: Adult Intervention I, Diagnostic Interviewing, and Pre-Practicum. Pre-practicum is a Pass/Fail class that is based ENTIRELY on working with simulated patients. It's to get neophyte clinicians comfortable working with people face-to-face. Many of the 1st years, especially the PsyDs who are often young and either directly or recently out of undergrad, have never done so before. This boggles the mind. I don't think you can know how much you'll enjoy clinical practice if you haven't worked with people before. It's a little less relevant for the PhDs because you can forgo licensure and practice to stay in research, but you still have to complete 2 years of practica and a year in internship to graduate. I'm hoping they don't try to run the roleplay sessions via video conferencing. I hate talking on the phone as it is.

My university will have all university classes available online within the next three weeks.

My letters were from: A clinical psychologist I worked alongside who graduated from my university's PsyD programme. A PsyD who taught me at undergrad, offered me an internship, and then hired me (I worked under her for a few years) A microbiology PhD who taught me several science classes and earned her Master's degree from my university. The PsyDs both knew me for about 8 years at the time of writing the letter; the PhD for 4 years. My rationale was that the first letter could speak to my clinical abilities and personal fit for the university. The second could speak to my personal, academic, and clinical abilities. The third could speak to my academic abilities and suitability for a PhD. I declined any opportunity to review the submitted letters, which was an option offered in my application.

Did you guys get a response? What did you want to know? I'm a first year Nova clinical psychology PhD student but I've assisted with both PsyD and PhD interview days. In the meantime, you can look here:

DMing you details.

Dad here with an adult daughter living at home. 40s. 1st year clinical psychology PhD student. It's going to depend on several factors. How old are your kids? What kind of a support structure do you have? Partner? Family nearby? Financially solvent? Travel commitments for any reason? Ailing parents? As PsyDuck90 said, what do you want to achieve with a PhD? This is a highly personal decision. Are you looking to gauge the changes that might affect your family? Things will certainly change. I can't say what a counseling psychology PhD looks like, but a clinical psychology PhD is very different from the one semester I completed in a Mental Health Counseling MS. Way less writing, way more studying, far more presentations. Definitely stressful, but it's rewarding so far.

Think about how you might conceptualize a patient's presenting problems. An eclectic approach, as in having various 'tools in the toolbox', is almost expected in terms of interventions and psychotherapy but case conceptualization is something that comes up in discussion in pre-prac, practica interviews, and Clinical Competency Exams. It's offering insight into your world view, your value system, and how you see yourself and others.

I was invited to participate in this cycle's Clinical Psychology PhD interviews. Here's some basic insight on being interviewed by current PhD students in a group setting: We were looking for people who were open and insightful, as evidenced by some level of self-reflection. I asked students which population they'd have the most personal difficulty working with. Many answers demonstrated a lack of empathy, "I can't imagine why someone would ever do X." The best responses indicated meaningful introspection, offering a personal reaction to something specific. If you're asked strengths and weaknesses, the same applies. By now, everyone should know NOT to humble brag by stating their weakness is taking on 50 different projects because they like to stay busy. We were looking for honest vulnerability over a superficial assessment of deficit. Perfectionism, procrastination, and over-work is par for the course for most students applying for doctoral programmes. You can always offer a genuine weakness first and then illustrate how you use a strength to compensate. Be yourself. Relax. Obviously, be a professional and appropriate version of yourself, but we want to know if you'll fit in as a person. You've already met the academic standard. We want to know if we'll like being around you and working with you. This is a chance to know if you want to be around us. On that note, own who you are. Some people presented as disinterested and unsure of themselves. During the interview, they offered snippets of information that indicated they felt they didn't fit in an academic environment. It was off-putting. The students interviewers came from different years, 1-4. We had to complete a ratings scale that focused on our assessment of applicant personal qualities. We briefly discussed each student and agreed upon the scores. Make sure you present to us what makes you stand out as a person and not just a student, at least for clinical programmes. It's your chance to make a great impression. Don't be forgettable. Out of approximately 20 students, about 8 had very similar research interests. Don't be afraid to get granular in order to differentiate yourself. Be mindful of how you non-verbally react to other applicants responses. We can see if you're annoyed or think something is stupid. Don't be late and don't sit where the other applicants can't really see you, i.e. in the row behind everyone. Think about attending the pre-interview mixer, if there is one. You may end up talking to someone who interviews you the next day, which certainly makes things more comfortable.

Mentorship is certainly necessary. It just doesn't have to be as part of a lab or programme. If you have developed a decent relationship with a professor, see if you can discuss the possibility of some minor assistance with abstracts/posters. In the first semester of my clinpsych PhD, we're being pushed to submit to as many conference as possible. We being told directly to feel free to develop our own work, especially lit reviews to identify gaps in the literature. The senior students are advising us to be proactive and telling us not to rely on faculty guidance for everything. Don't go rogue, but don't be afraid. Create possibilities. Get a mentor excited in something you're produced.

Read this, if you haven't already: https://convention.apa.org/proposals/rules-for-participation

Did you call them?

Dr. John Lewis at NOVA specializes in cross-cultural assessment and psychotherapy. He is working with one of his Syrian grad students to arrange a trip to Syria providing mental health services in refugee camps. He has led many such trips all over the world. He is also the Chair of the Department of Clinical and School Psychology. https://psychology.nova.edu/faculty/profile/lewis.html I can't speak to your chances. I'm a non-traditional student with no formal research experience (no labs, no posters, no publications) with a pretty good clinical background. Honestly, your chances are increased drastically if you make a real connection with faculty. Make sure you attend an open day (if you can afford travel) and see if you can meet any faculty of interest. Many faculty have extreme demands on their time and do not respond to emails. Additionally, NOVA is not a funded programme, which I understand puts people off because they want to avoid student loan debt. If you can go somewhere fully funded that meets your research interests, brilliant!

I went back after undergrad to get a 2nd BS. No Masters. No research experience outside of an undergrad Directed Study, no posters or presentations. Lots of clinical experience. I applied for a single program due to geographic constraints and got in. I have no idea if I would have been remotely competitive for 'top tier' programmes. Research skills are interchangeable, to a degree, but interest and fit aren't. I have demonstrable and irrefutable interest in the field of clinical psychology. I've already been approached by another professor to join a research project in addition to working with my mentor and I'm five weeks in. This is based on several conversations generated by my level of interest in the field. How have you demonstrated an interest in clinical psychology? Why clinical and not social or any other speciality? Have you connected to an area of interest (not just a patient demographic, such as 'children with trauma')? Who is doing that research and where? Based on my personal experiences, the identification and connection with a body of work and potential mentor is of upmost importance, even if it is several individuals. Start talking to people. Reach out to grad students in the labs of the profs you want to work with (before emailing the profs, if you are anxious). They can help point you in the right direction and have already been accepted, so they may have great insight. This approach helps define your goal and highlights if you're not in a position to successfully apply at this stage, as well as help you decide whether pursuing a Master's is a good option.

FIFY.

With less than two weeks before it all starts, I've built myself a spreadsheet to enter all my readings for the semester, with all kinds of bells and whistles to format based on due date, length, etc. This may or may not be useful, but it's the kind of thing I enjoy... Does anyone have any tips on managing the reading load? With what looks to be 4-6 chapters and perhaps 15-20 journal articles per week (based on 2 syllabi I have so far out of 7 classes), I imagine you're just reading something every day.

You did invite this by posting on a public forum. Whatever you decide, I hope you succeed, pass your thesis, and go on to you PhD.

It would probably be better for you. You won't be distracted by the activity here. I should delete a bunch of stuff for the same reasons.