Jump to content


  • Content Count

  • Joined

  • Last visited

  • Days Won


Modulus last won the day on January 26

Modulus had the most liked content!

1 Follower

About Modulus

  • Rank
    Double Shot

Profile Information

  • Gender
  • Pronouns
  • Location
  • Application Season
    2020 Fall
  • Program
    Clinical Psychology PhD

Recent Profile Visitors

The recent visitors block is disabled and is not being shown to other users.

  1. I am assuming you mean a different subject from the area of your Bachelor's Degree? Any advice for the direction to take and how difficult the transition will be would be specific not only the field you are interested in entering but also the field from which you came.
  2. For me, this came in a flash--I had for years (and three application seasons) thought I was interested in one area. I could talk passionately about it in abstract, but struggled to come up with specific ideas. I figured those would come in grad school, but they were certainly a limiting factor in interviews. When I pivoted to a different area, the difference was immediately apparent. This area was one I'd been naturally drawn to and was already engaged in research in. It wasn't a theoretical disposition--it was a proven passion, and each article I read percolated new specific ideas in my head. From my experience, it's important to figure out what that is for you. Read literature--lots of it, and start out more broadly or in areas tangential to what you aim to study--and follow your interest that way, instead of seeking out papers that fit a preconceived notion of your interests.
  3. As @PokePsych said, there are not very many "evolutionary psychology" programs. Like other niche subject areas such as "forensic psychology", researchers who take an evolutionary approach are formally in a variety of of psychology's subfields including biological/neurological, development, and clinical psychology. I would not spend too much time considering whether the field as a whole is "competitive" (virtually all reputable PhD programs are), but instead look at the average qualifications of accepted students are at the universities/programs which house the faculty members whose work most interests you.
  4. You may want to look into the NIH Loan Repayment Program, just for some information about options which currently exist for scientists with student loan debt (can be used for housing, I know that). (I personally do not plan to take out loans.)
  5. Anxiety disorders can be devastating and can unfortunately have consequences in personal and professional life. However, disclosure does not seem appropriate here. In fact, it seems like it might be symptomatic and indicative of a pattern of "reassurance seeking". At any rate, it is unlikely to have positive consequences. Unless your disclosure is necessary to receive a specific accommodation under ADA (or similar law) and made through a university's disability resource center, I would discourage it, especially at this stage in your career and professional relationship with this particular faculty member. I would encourage you to seek Exposure and Response Prevention (ExRP) therapy--the gold-standard, evidence-based treatment for OCD (which your post history indicates you struggle with)--but I understand that equity issues in access to appropriate mental health care, not to mention the current global pandemic, may make this difficult. In the meantime, as I have suggested previously on these forums to others with similar concerns and struggles, you may find these thoughts and feelings easier to navigate and tolerate using the principles of acceptance and commitment therapy. This is a short but great book that takes you through these strategies with various self-reflective exercises.
  6. I was called out (just gentle teasing) by my mentor who was able to identify me on here when browsing. This faculty member's impression is that some faculty might glance on here--especially if they have given informal interview offers with strict instructions not to pass widely--but very few would spend any significant amount of time here. I know for sure that there is at least one DCT on here for a clinical psychology program. I won't call them out, but they are clear about their role and position and are not pretending to be a student.
  7. Probably not very helpful at this point in OP's diss, but I wanted to bring up for anyone else visiting this thread that a pre-registration can be a saving grace in these situations. There are lots of reasons to consider pre-registering your research (whether you're running clinical trials or not), but one that is often understated in these conversations, but which my own mentor brings up often is that it protects you from this sort of never-ending research rabbit hole. Whether that's from picky editors and reviewers, supervisors or co-authors, or even from your own drive to run "just one more analysis" or "but what if I..." until you've spent 3 years ABD, you can always say "That is beyond the scope of the project I pre-registered." Of course, this doesn't actually limit you if there is a crucial point you did not consider beforehand and a good rationale for post-hoc testing, but it can be protective all the same.
  8. If you do decide to go for a Master's, look into programs that fund their students--William and Mary, Wake Forest, and Villanova come to mind.
  9. It is a cram test. You will do very well if you have talent for rote memorization. If you do not, you will struggle. Fortunately, a lot of programs do not require it. (And I have on good authority that you may do well by just not taking it even if they say they do... but I personally did not risk this.)
  10. In my current role, I serve as a mentor and direct supervisor for our laboratory's undergraduate research assistants. Undergraduate students--even the most industrious, bright, and well-intentioned--do not have the same degree of experience in the academic and professional world as graduate students and faculty. At this stage, they likely need a great deal of scaffolding in addition to clear expectations, and progress monitoring. My advice would be to first set up a meeting with your supervisor to discuss this problem and clarify your own role. Mentorship is typically a two-way street, in which a mentee actively seeks advice and guidance and the mentor provides it in return. If this is intended to be your role, it may be that they students are unsure of how to engage in a mentor-mentee relationship and @Sigaba's advice to meet with them one-on-one could be helpful. If they still do not seem interested, that might be teh time to bring this up and open opportunities for other students in the lab. However, if your role is intended to be supervisory, you will need to create structured expectations. Are the students receiving course credit for their involvement in the lab? Are they seeking recommendation letters? Provide examples of the work that will achieve these desired outcomes and support the students in their efforts to move toward these goals. It may be difficult to restructure this as the students seem to have received little or no feedback regarding expected communication frequency, but it can help to be a bit honest with them--say that you are sorry that you were not clearer before about your expectations and show understanding of how the current situation was one reached by miscommunication--but also firm about what everyone's roles are going forward.
  11. It sounds like when your situation is uncertain, you have some urgency to achieve understanding or resolution. I second @Sigaba's advice to practice "right-sizing" of disclosure and to reduce communication to less frequent, but more dense and comprehensive e-mails. I notice that throughout this thread you seem to be looking for direction or reassurance--perhaps because you are not receiving it (or not receiving it as quickly as you might like) from your mentor. You may find these thoughts and feelings easier to navigate and tolerate using the principles of acceptance and commitment therapy. This is a short but great book that takes you through these strategies with various self-reflective exercises. This could work very well with the journaling strategy previously suggested.
  12. Modulus

    NSF GRFP 2019-2020

    Are there any Clinical Psychology PhD students here who navigated applying for GRFP? I would love to pick your brain if so. In a related question, do you have to choose a Primary Field that matches your degree program exactly? For example as a Clinical Psychology student, if my research fell into a basic category (e.g., Cognitive, Social, or Personality), could I just indicate that category as my Primary Field? Additionally, how important is your undergraduate GPA? Specifically, can multiple first author publications, great rec letters, and the passage of time overcome a 3.3?
  13. No problem and thanks! Feel free to PM me with any questions about the application process in general or UGA in particular.
  14. I think it's going to depend on the PI. I had an undergrad transcript with a number of computer sciences courses on it and prior IT employment, so I think that worked for me. I actually learned R on the job. I think my potential and existing skill set was a bonus, but probably would not have gotten me a programming-focused position. I think a basic project up on github would be great. (Consider adding data visualization as well). And put those MOOC on your CV somewhere. If you can talk in detail about what you learned and demonstrate it, why not? Someone really looking for a data analyst (instead of a general RA with data analysis skills) is probably going to search for a traditional programmer/CS graduate and/or go the technical interview route. I'd bill yourself as 'tech-saavy' and' Python fluent', but still, with your ultimate goal, gear your applications toward getting general research experience.
  15. In my experience, many labs are very disorganized when it comes to formal data management. Skills regarding managing and cleaning data are essential and will take you very far on their own. I'm an R person (who should be using my time to learn Python too), so in R terms, learn the tidyverse and the principles for data organization. You will thank yourself later. (And so will your mentors and lab mates). Data visualization is probably the next skill. On the more programming-heavy side, experience working with big data (including interfacing with data on a SQL or noSQL server) or machine learning approaches are particularly attractive draws.
  • Create New...

Important Information

By using this site, you agree to our Terms of Use and Privacy Policy.