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PSI CHI Board of Directors
SOCIETY PRESIDENT Susan Becker, PhD president@psichi.org
WESTERN REGIONAL VICE-PRESIDENT Brittany Avila, PhD westernvp@psichi.org
EXECUTIVE DIRECTOR Marianne Fallon, PhD marianne.fallon@psichi.org
ABBREVIATIONS
12 · PERSONAL GROWTH Loneliness and Isolation, and Tips to Be More Connected in College
Ronald Stolberg, PhD
24 · DIVERSITY School Counseling: Case Study of Hispanic Cultural Counseling Libna J. Arroyo
Jocelyn
PThe Transformative Effect of the Psi Chi Community
Susan Becker, PhD Psi Chi President
si Chi changed my life when I helped students in my chapter plan a suicide prevention event on campus. We became a community of Psi Chi members passionate about the application of psychology to people’s well-being. We were all inspired to engage in leadership to continue building that community. One nontraditional-aged member said he had never felt so empowered and embraced by a like-minded community before and that he felt the agency to go forward in his life achieving his goals and dreams (he has since gone on to achieve his doctorate in anthropology). This experience showed me and the other members the transformative effect of a community with a purpose where each individual is supported and encouraged by every other member in a group effort toward positive change in the world.
This experience empowered me to take on more leadership roles where the building of community effort was possible. It led me on a journey to this role as President of Psi Chi—something I would never have believed possible in my less empowered past. My Psi Chi journey
gave me a community of like-minded individuals who share my value of the science of psychology and the power of the application of psychology to change lives for the better. As I think about the ways Psi Chi has impacted my life, I find that I would love to hear about ways Psi Chi might have changed your life. If you feel like sharing your story, you can email me at president@psichi.org.
I have the privilege of working with another community—Psi Chi Headquarters staff—who love what they do to serve our community of members and prospective members. On Psi Chi’s website, in addition to a wealth of information on a variety of topics, you can find information to contact any of them with questions you may have. I am also very privileged to work with the Board of Directors including Past-President Shawn Charlton, President-Elect Jason Young, and Regional Vice-Presidents from each of our regions— Drs. Brittany Avila (Western), Marcie Coulter-Kern (Midwestern), Karenna Malavanti (Southwestern), Rona McCall (Rocky Mountain), Ingrid Tulloch (Eastern), and Tammy Zacchilli (Southeastern). This community of your elected board members is excited to talk to you about Psi Chi and welcome you to our regional communities where you have an opportunity to meet during our regional conventions. There are a lot of exciting plans ahead for this coming spring and the regional meetings.
Our recent summer board meeting was very productive, and we spent a great deal of time considering what it means to have a culture of philanthropy. A culture of philanthropy is in the context of our communities and the gifts that each person brings: their openness to others, their skills, empathy and understanding, as well as a willingness to contribute to the greater good. A culture of philanthropy defines a community where we strive to model the world we want to create. In the case of Psi Chi, our community is organized around the science and application of psychology and the development of students of psychology at ALL levels of our membership. One example of this is the development of a Membership Assistance Program which will involve all of us extending a helping hand to prospective members who may lack the means to join. Stay tuned for more information about this program and how you can help.
As I look forward to celebrating Psi Chi’s 95th birthday on September 4, 2024, I find myself hoping for a great year of renewing relationships with our membership and reaching out to you for your ideas about what Psi Chi can do with and for your Psi Chi community. In all of our efforts, what we value most is your input! Please feel free to reach out with your comments, concerns, and questions at psichi@psichi.org
2024–25 Psi Chi Board of Directors Back row left to right: Shawn Charlton (Past-President), Marcie Coulter-Kern (Midwestern VP), Marianne Fallon (Executive Director), Rona McCall (Rocky Mountain VP), Tammy Zacchilli (Southeastern VP), and Jason Young (President-Elect). Front row left to right: Dr Brittany Avila (Western VP), Susan Becker (President), Ingrid Tulloch (Eastern VP), and Karenna Malavanti (Southwestern VP).
2024 Psi Chi Diversity Article Award Recipients
sponsored by Macmillan Learning
Psi Chi Awards and Grants
Read Dr. Jared Boot-Haury’s Psi Chi Journal article:
Every year, Psi Chi recognizes two individuals for publishing the best diversity-related article in Eye on Psi Chi magazine and Psi Chi Journal of Psychological Research. Congratulations to the two latest recipients for their hard work publishing well-written, competent, relevant, original, and impactful articles! Thanks to Macmillan Learning for supporting this initiative.
Below, the two recipients explain why writing their articles was important to them. Take a moment to reflect on their dedication to creating equality and helping people honor and celebrate their identities. If you would like to help create a more socially just world, consider submitting your own diversityrelated articles. Submissions are open year-round and are automatically eligible for consideration during next year’s Diversity Article Awards.
“Minority Stress and Psychological Distress Among Asexual Transgender and Gender Nonconforming Individuals .”
The intersection of individuals who hold both sexual and gender minority identities has been underresearched. Similarly, the asexual community has been underresearched. Because sexuality is so heavily gendered, research needs to focus on the intersection between asexual and transgender identities. Individuals at the intersection of asexual and transgender identities may face unique minority stressors and risks for psychological distress. However, individuals holding these intersecting identities may also possess unique resilience factors. For these individuals, tailored psychological interventions and practices may be necessary for inclusive and affirming care, as the APA Guidelines for Practice With Sexual Minority Persons and Guidelines for Practice With Transgender and Gender Nonconforming People state. I thank the Psi Chi Diversity Advisory Committee for recognizing this important work at a time when transgender and gender diverse (TGD) people are under increasing legislative and other forms of attack. I hope the recognition associated with the Diversity Article Award brings additional attention to the experiences of underrepresented communities within the broader 2SLGBTQIA+ community. Further, I hope it will inspire other researchers to engage in investigations that will inform therapeutic practice, advocacy, and policy advancement to impact the lives of underrepresented 2SLGBTQIA+ people.
Dr. Jared Boot-Haury (he/they) is the Goldblum-Carr LGBTQ+ Research Fellow at Palo Alto University and an adjunct professor at the University of San Francisco for their Clinical Psychology PsyD program. He is an AASECT Certified Sex Therapist and a World Professional Association of Transgender Health (WPATH) GEI SOC8 Certified Member and Mentor. Their research to date has also focused on improving mental health care experiences for 2SLGBTQIA+ communities and exploring minority stressors within 2SLGBTQIA+ populations with an emphasis on asexual and TGD communities. He was recently awarded the APA Division 44 Transgender Research Award for his work.
Read Dr. Ashley Maureen Diaz’s Eye on Psi Chi article:
“Advocacy Considerations for Addressing Children and Adolescent Mental Health Concerns.”
It is an honor to be a recipient of the 2024 Diversity Article Award. As a counselor educator, I am deeply committed to centering social justice principles at the foundation of everything I do. My teaching practices reflect multicultural competencies as I engage in culturally responsive teaching and create interactive lesson plans and experiential activities that foster self-growth experiences for graduate students. My research interests revolve around topics related to equity and inclusivity as well as training considerations for BIPOC students within counselor education programs. Most recently, my research involves training considerations for school and mental health counselors working with diverse children and adolescents in K-12 settings. As mental health counselors and supervisors, it is our ethical duty to enact advocacy skills and develop initiatives that aim to empower our supervisees and clients. It is imperative that we are dedicated to increasing mental health access for marginalized communities on a systemic level and passionate about connecting marginalized communities to every possible opportunity and resource that will promote their well-being. I hope that my article motivates other mental health professionals to continue to work toward cultivating equity in all spaces and shows them that they are not alone in this work.
Dr. Ashley Maureen Diaz is an assistant professor in the Online MA in Clinical Counseling Program at Alliant International University. She graduated with a PhD in counselor education from the Pennsylvania State University, with a specialty in counseling children, adolescents, and families. She is dedicated to social justice advocacy through teaching, clinical work, and service. In addition, Dr. Diaz regularly presents her research at regional, state, and national conferences. Her clinical experience includes English-Spanish bilingual mental health counseling services in multiple settings, and she has also worked as an Equity Liaison and clinical counselor in a K-12 school district.
Psychological Literacy Is Critical in a World of Generative AI
Shawn R. Charlton, PhD University of Central Arkansas
As I talked with my colleagues regarding the start of the 2024–25 academic year, it was clear that generative AI models such as ChatGPT were at the forefront of their concerns for the new academic year. Given this worry, I felt that this edition of "Psychology in the Headlines" had to begin with a discussion of generative AI and psychology.
There is a diversity of concerns regarding generative AI in schools, the workplace, and our everyday lives. One reason for these concerns is that generative AI is forcing an evolution in our understanding of what it means to be literate. When I think of literacy, I often limit it to the ability to read and write. If literacy is thus limited, then I’m okay, as I’m writing this, and you are good, as you are reading this (unless you have an AI reading to you, then
I’m not sure where you qualify on the literacy scale!). Although reading and writing are part of being literate, literacy has a much broader, and more important, meaning. As Bethany Oxford (2018) defines it, “To be literate in the 21st century, a person must be willing to constantly learn about and adapt to many different areas of life, subjects, and environments.”
In a world where generative AI can summarize, analyze, and report on a stunning breadth of topics and issues, what is the role of literacy in our individual lives? Generative AI allows us to outsource many aspects of processing and production, but it significantly increases the importance of literacy in understanding, interpreting, and applying the outputs. As psychological scientists, practitioners, and technologists, we cannot underestimate the
importance of increased literacy—especially psychological literacy—in a world of algorithmically generated content.
The idea of psychological literacy, as introduced by Alan Boneau (1990) focused on a list of concepts the psychological citizen would be able to understand. Over the years, this definition—as ideas and organisms do—has evolved. Today, a more modern definition of psychological literacy is, “… the ability to apply psychological knowledge to personal, family, occupational, community and societal challenges.” (Roberts et al., 2015, pg. 1). Being psychologically literate is critical in the age of generative AI.
Our cognitive errors and biases create the importance of increased psychological literacy in our modern world. Generative AI models summarize large bodies of knowledge into highly coherent narratives that promote overinflated confidence in the accuracy of the AI-generated. This overestimation of the accuracy of the AI-generated content is due to our tendency to believe content presented in an easily understood way—the belief bias (APA, 2018). Although it is unlikely that an AI algorithm will produce inaccurate facts, it is often the case that it produces faulty conclusions from the information it knits together. It is extremely difficult to identify the errors in the content generated by AI if we are unaware of the errors and biases in how we process that content.
Fortunately, promoting psychological literacy helps combat against cognitive errors in the assessment of AI-generated content. Psychological literacy allows us to understand, identify, and mitigate our individual biases, heuristics, and errors. Because many of these cognitive errors are designed into our brain, we cannot avoid them, we can only correct for them. The greater our psychological literacy, the better we can identify overconfidence in AI-generated content and erroneous conclusions in psychologyrelated AI-generated content.
An increased understanding of the nuances of psychological knowledge and theory allows us to identify complexities in human behavior that AI may not be trained to identify. Understanding nuance in psychological theory is particularly important as AI makes its way into mental health and counseling. Although the current use of AI in mental health centers on office tasks and routine symptom monitoring (Torous, 2024), future generations will likely be designed to connect directly with clients. As AI interacts more with people, highly psychologically literate human programmers and designers must be available to train, monitor, and calibrate these models using nuanced understandings of the complex interactions that produce human behavior (Abrams, 2024).
Generative AI offers a powerful set of tools for automating life tasks, increasing work efficiency, and handling data sets too large and complex for human processing. As a production tool, generative AI is poised to fundamentally shift how we interact with many aspects of our world. Those who are highly literate— including technological and psychological literacy—will be best positioned to harness AI’s power. A nuanced understanding of psychological theory, research methods and philosophy, and the workings of human cognition are requisites for bringing the power of generative AI into our classrooms, jobs, and individual lives in a way that enhances our overall life outcomes.
Although generative AI is an area of great worry and attention, the headlines in this column highlight other areas of recent importance, including addiction, gaslighting and children’s development, how to deal with failure, and ways that pets influence
our experience. The theme of psychological literacy introduced in the preceding discussion of generative AI is evident in all four of the headlines below. Our ability to understand the concepts, theories, and applications of psychology allows us to recognize how psychological science enhances our understanding of the fullness of human experience.
References
Abrams, Z. (2024, January 1). What psychologists need to know about the evolution of generative AI. Monitor on Psychology, 55 (1). https://www.apa.org/monitor/2024/01/trends-generative-ai-evolution-psychology American Psychological Association. (2018). Belief bias. In APA dictionary of psychology. Retrieved online on July 29, 2024, from https://dictionary.apa.org/belief-bias
Boneau, C. A. (1990). Psychological literacy: A first approximation. American Psychologist, 45 (7), 891–900. https://doi.org/10.1037/0003-066X.45.7.891
Oxford, B. (2018, September 22). Redefining literacy in the 21st century. The Medium https://medium.com/literate-schools/redefining-literacy-in-the-21st-century-139894b14fd4
Roberts, L. D., Heritage, B., & Gasson, N. (2015). The measurement of psychological literacy: A first approximation. Frontiers in Psychology, 6 , 126445.
Torous, J., & Blease, C. (2024). Generative artificial intelligence in mental health care: Potential benefits and current challenges. World Psychiatry: Official Journal of the World Psychiatric Association (WPA), 23(1), 1–2. https://doi.org/10.1002/wps.21148
The Genetic Puzzle of Addiction: Exploring the Influence of Genetic Factors on Substance Use Disorders
Zoe Carpenter, Ava Fischer, and Anjerica Thompson University of Central Arkansas
The widespread consequences of addiction are relatable to many. Addiction is a heavily researched complex disease. An estimated 19.7 million people aged twelve or older had an alcohol or illicit drug abuse disorder in 2017 (Cable et al., 2019). Substance abuse comes at a high cost to individuals and society. Recent measures indicate that 1 in 5 individuals develop a substance use disorder in the United States, which is likely to go up as the legality of various drugs is increasing nationally (Dick, 2024). Opioid use disorder results in over 130 overdoses each day and costs the United States billions of dollars through prescription misuse (Freda et al., 2021). Given the significant social and economic costs of drug abuse, understanding the underlying mechanisms of addiction is important.
For a full understanding of addiction, environmental and genetic factors must be considered (Koijam et al., 2024).
Exploring the interplay between environmental versus genetic contribution is a concept familiar to psychologists. Addiction researchers seek to understand the interplay between these environmental and genetic factors as they work to effectively detect, prevent, and treat the substance abuse.
Although environmental factors are highly studied and understood, recent advances in genetic research are allowing for deeper understanding of how drugs may affect brain and behavioral function (Valentino et al., 2024). Over recent years, researchers have identified 47 gene variants linked to various substance abuse disorders (Gold, 2024).
Recognizing how genes affect addiction can also be understood through heredity. Several recent heredity studies provide new insights into addiction risk. Twin studies have shown that the heritability of alcohol use disorders is approximately 50–60% (Reilly et al., 2017). Polygenic risk scores, which analyze different
variations of genes in relation to a specific disease, have recently been found to predict 8% of the risk for opioid dependence. Genome-Wide Association Studies (GWAS) and the Genetic Addiction Risk Score (GARS) predict addictive and compulsive behaviors suggestive of Reward Deficiency Syndrome (Blum et al., 2022). The GWAS are able to pinpoint the genes associated with disease.
In addition to genetics, a variety of environmental circumstances can also affect one’s chances of addiction. Some of these influences include individual background, individual mores, or social status (Popescu et al., 2021). Recent research indicates that environmental factors, such as household income and education level, have significant links to opioid use disorder (Gold, 2024).
References
Blum, K., Han, D., Bowirrat, A., Downs, B. W., Bagchi, D., Thanos, P. K., Baron, D., Braverman, E. R., Dennen, C.A., Gupta, A., Elman, I., Badgaiyan, R. D., Llanos-Gomez, L., Khalsa, j., Barh, D., McLaughlin, T., & Gold, M. S. (2022, October 27). Genetic addiction risk and psychological profiling analyses for “preaddiction” severity index. Journal of Personalized Medicine, 12 (11), 1772. https://www.mdpi.com/2075-4426/12/11/1772
Cable, J., Koob, G. F., & Uhl, G. R. (2019, January 15). The neurobiology of addiction. Annals of the New York Academy of Sciences. https://nyaspubs.onlinelibrary.wiley.com/doi/full/10.1111/nyas.13989
Dick, D. M. (2024, March 21). How to know if you are at risk for addiction. Psychology Today. https://www.psychologytoday.com/us/blog/genes-environments-and-human-behavior/202403/ how-to-know-if-you-are-at-risk-for-addiction
Freda, P. J., Moore, J. H., & Kranzler, H. R. (2021). The phenomics and genetics of addictive and affective comorbidity in opioid use disorder. Drug and Alcohol Dependence, 221 https://doi.org/10.1016/j.drugalcdep.2021.108602
Gold, M. S. (2024, April 18). Genetics and addiction: What we’ve learned. Psychology Today https://www.psychologytoday.com/us/blog/addiction-outlook/202404/genetics-and-addiction
Koijam, A. S., Singh, K. D., Nameirakpam, B. S., Haobam, R., & Rajashekar, Y. (2024). Drug addiction and treatment: An epigenetic perspective. Biomedicine & Pharmacotherapy, 170, 115951. https://doi.org/10.1016/j.biopha.2023.115951
Popescu, A., Marian, M., Drăgoi, A. M., & Costea, R. V. (2021). Understanding the genetics and neurobiological pathways behind addiction (Review). Experimental and Therapeutic Medicine, 21 (5), 544. https://doi.org/10.3892/etm.2021.9976
Reilly, M. T., Noronha, A., Goldman, D., & Koob, G. F. (2017). Genetic studies of alcohol dependence in the context of the addiction cycle. Neuropharmacology, 122 3–21. https://doi.org/10.1016/j.neuropharm.2017.01.017
Valentino, R. J., Nair, S. G., & Volkow, N. D. (2024). Neuroscience in addiction research. Journal of Neural Transmission, 131 (5), 453–459. https://doi.org/10.1007/s00702-023-02713-7
But What Really Happened?
The Importance of Understanding Gaslighting in Child Development
Kelsey
Hulbert and Shawn R. Charlton University of Central Arkansas
Gaslighting has become a popular term to describe “a type of psychological abuse aimed at making victims seem or feel ‘crazy,’ creating a ‘surreal’ interpersonal environment” (Charlton & Charlton, 2023; Sweet, 2019). Most commonly, gaslighting refers to manipulative behaviors between romantic partners, such as denying the veracity of recalled events, challenging a partner’s memories, or making the partner responsible for the other’s behaviors. Gaslighting can occur in any relationship, including parent–child interactions (Bernstein, 2022; Lobel, 2024).
Parental gaslighting can negatively affect a child’s confidence. Lobel (2024) stated, “Any parent can gaslight their children, but most don’t as it is deceptive and destructive to the child, especially during the developmental process of childhood.” Constant gaslighting can be seen as a type of emotional abuse with potentially lifelong consequences, including mental health challenges, emotional difficulties, and relationship issues (Muzammil et al., 2024).
Children raised in a context of parental gaslighting are at risk of developing a lack of trust and/or connection with their parents. Dobric and Patric (2024) argue that a lack of emotional connection with parents in early childhood may produce “trust issues or reluctance towards full engagement in friendships or romantic relationships, culminating in diminished self-esteem and imbalanced interpersonal relations.” Personality traits associated with gaslighting behaviors in parents can include hostility, anger, and dissociative defense mechanisms (Bellomare et al., 2023). Children raised in these emotional contexts may imitate these patterns in their adult lives (Campos, 2023). Children exposed to parental gaslighting may be “more likely to develop psychological and mental health issues, such as depression, anxiety, borderline personality disorder, and somatic symptom disorder” (Farooq et al., 2024).
There are ways to address the challenges of parental gaslighting. Recognizing and accepting parental gaslighting can reduce the
internalization of unwanted outcomes (Lobel, 2024). Another strategy is to actively recognize parental limitations and fallibility. Bernstein (2022) argues, “Seeing your parents as limited will help [children] not take their comments or actions so personally. The more [children] see [their] parents as having limitations, the more [they]can empathize with their struggles.”
The full impact, scope, and severity of parental gaslighting is not well-understood. The psychological literature is limited in its addressing of gaslighting in general, and parental gaslighting in particular. As gaslighting continues to be a popular term and topic of interest, many would benefit from rigorous, controlled, psychological science on this topic, with a particular focus on the childhood development aspect of gaslighting to identify, address, and minimize the effect that gaslighting can have on children.
References
Bellomare, M., Genova, V. G., & Miano, P. (2024). Gaslighting exposure during emerging adulthood: Personality traits and vulnerability paths. International Journal of Psychological Research, 17 (1), 29–39. https://doi.org/10.21500/20112084.6306
Bernstein, J. (2022, December 16). Stopping the pain from your gaslighting parents. Psychology Today https://www.psychologytoday.com/us/blog/liking-the-child-you-love/202211/ stopping-the-pain-from-your-gaslighting-parents
Campos, F. S. (2023, September 22). The impact of destructive parental relationships on children’s mental health. Seven Editora https://doi.org/10.56238/innovhealthknow-023
Charlton, S. R., & Charlton A. (2023). Gaslighting as the word of the year is a subtle nod to the importance of psychology. Eye on Psi Chi, 27 (3), 8.
Dobric, T., & Patric, A. (2024). The hidden face of parenting: Emotional immaturity. SCIENCE International Journal, 3 (1), 145–148. https://doi.org/10.35120/sciencej0301145d
Farooq, M., Kazmi, U. E. R., & Muazzam, A. (2024). Efficacy of assertive training for gaslighting and mental health in university students. Kurdish Studies, 12(2), 5629–5643. https://kurdishstudies.net/menu-script/index.php/KS/article/view/2721
Lobel, D. S. (2024, May 6). The damage done by constant parental gaslighting. Psychology Today https://www.psychologytoday.com/intl/blog/my-side-of-the-couch/202405/effects-of-frequent-parental-gaslighting Muzammil, M., Muzammil, A., & Muzammil W. (2024, May 2). Peace with painful memories. University of Texas Rio Grande Valley https://scholarworks.utrgv.edu/chem_fac/268 Sweet, P. (2019). The sociology of gaslighting. American Sociological Review, 84 (5), 851–875. https://doi.org/10.1177/0003122419874843
Failure Is Not Failing, If We Do It Right
Noah Galway, Anna Heranney, and Aiden Calloway University of Central Arkansas
Reactions to failure involve both reason, which may help us improve, and emotion, which may hamper our progress. Our reactions to failure are learned and are highly impacted by how we react to failure in our pivotal development years.
Our reactions to failure are learned at a young age. EskreisWinkler (2022) explained that, from a young age, people are told there is information in failure and that we need to learn from it, but evidence suggests that people struggle to see the information in failure (Simpson et al., 2019). Simpson et al. (2019) suggested that learning from failure should be included as part of K–12 education, as it could lead people to change their attitudes toward failure from negative to positive. These researchers found that failure is a necessary part of science and exploration. However, response-to-failure training needs to be cautious about framing success after failure. Eskreis-Winkler (2024) found that, while telling people they will succeed after failure may make them feel better, that mindset can have damaging real-world consequences given that success after failure is never guaranteed.
Learning from failure is impacted by intrinsic and extrinsic factors. Carlson and Fishbach (2024) stated that individuals often strive to feel exceptional, but fear of failure can create emotional barriers to learning from mistakes. This can cause individuals to associate failure with negative connotations. While studying the conditions under which airline pilots would learn from failure, Sieberichs and Kluge (2021) found that a lack of assertiveness was the strongest risk factor for judgment and decision-making errors in airline pilots. Flight crews that were more assertive were less likely to make mistakes and when they did, they were more likely to recognize the mistake, report it, and learn from it.
Social learning may be a critical theory in helping others develop strategies for dealing with failure (Atanasiu, 2023). Social learning results from observing the experiences of those close to us and may help reduce negative thinking that prevents us from learning from failure, such as confirmation bias. Confirmation bias prevents individuals from unlearning old perspectives and adapting to new ones, hindering growth from failure (Atanasiu, 2023).
In conclusion, we learn most of our attitude toward failure during childhood. If parents and teachers have a positive attitude toward failure, we learn more from our mistakes. If parents and teachers have a negative attitude, our response will likely contain negative feelings, which impede learning. Promoting social learning and a growth mindset, where failure is seen as a steppingstone to improvement, can shift learners from a negative to a positive frame.
References
Atanasiu, R. (2023, September 28). What exactly do we learn from lailure? Psychology Today https://www.psychologytoday.com/us/blog/to-choose-or-not-to-choose/202309/ what-exactly-do-we-learn-from-failure
Carlson, R. W., & Fishbach, A. (2024). Learning from failure. Motivation Science https://doi.org/10.1037/mot0000338
Eskreis-Winkler, L. (2024, June 10). Benefits of failure are overrated . American Psychological Association. https://www.apa.org/news/press/releases/2024/06/benefits-failure-overrated
Eskreis-Winkler, L., & Fishbach, A. (2022). You think failure is hard? So is learning from it. Perspectives on Psychological Science, 17 (6), 1511–1524. https://doi.org/10.1177/17456916211059817
Sieberichs, S., & Kluge, A. (2021). Why learning opportunities from aviation incidents are lacking: The impact of active and latent failures and confidential reporting. Aviation Psychology and Applied Human Factors, 11 (1), 33–47. https://doi.org/10.1027/2192-0923/a000204
Simpson, A., Anderson, A., & Maltese, A. V. (2019). Caught on camera: Youth and educators’ noticing of and responding to failure within making contexts. Journal of Science Education and Technology, 28 (5), 480–492. https://doi.org/10.1007/s10956-019-09780-0
Simpson, A., & Maltese, A. (2017). “Failure is a major component of learning anything”: The role of failure in the development of STEM professionals. Journal of Science Education and Technology, 26 (2), 223–237. https://doi.org/10.1007/s10956-016-9674-9
Is Pet Ownership Life-Changing?
Recent Research Highlights How Owning a Pet Truly Affects Us
Emily Lawrence, Kailey Terry, and Becky Bandy University of Central Arkansas
Over the past few years, there has been a noticeable surge in scholarly attention devoted to examining the influence of pet ownership on the holistic well-being of individuals (Antonacopoulos & Pychyl, 2010). Researchers have delved deeply into unraveling the multifaceted effects that pets exert on people (Blouin, 2012). This burgeoning area of inquiry entails an expansive and thorough exploration of the psychological dynamics inherent in human-pet relationships, encompassing not only how pets mitigate stress levels (Chin et al., 2024) but also their significant role in furnishing social support to individuals in need (Barker et al., 2020).
Owning a pet has been acknowledged to alleviate stress and enhance overall well-being, serving as a significant social determinant of health by reducing the risk of disease and fostering positive routines (Chin et al., 2024). The companionship pets provide offers invaluable emotional support, with animals displaying a remarkable understanding of human behaviors and emotions. Dogs, for example, excel at comprehending words and interpreting tone of voice, body language, and gestures, akin to a trusted friend who can gauge one’s emotional state (Robinson & Segal, 2024). There is growing evidence that owning a pet has mental health benefits for older individuals (Hui Gan et al., 2019).
Interacting with pets appears to have direct biochemical benefits. For example, pet interactions trigger the release of neurotransmitters such as serotonin and dopamine, the release of which is associated with decreased feelings of depression and loneliness, while boosting self-esteem and happiness (Miller, 2020). Ultimately, the profound emotional connection between pet and owner can mirror that found in human relationships, bestowing similar psychological benefits (McNicholas et al., 2005).
Pets play a significant role in our lives by providing social support akin to human relationships, offering a stable source of attachment security, and fostering emotional closeness comparable to that found in close family bonds (Barker et al., 2020). By examining the interplay between pet ownership and human social support in predicting psychological health, Antonacopoulos and Pychyl (2010) found that dog owners with ample human social support exhibited significantly lower loneliness levels than nonowners. Kanat-Maymon and colleagues (2021) suggest that the psychological well-being of pet owners hinges not only on what they receive from their pets but also on their active support of their pets’ needs. Paul (2015) states that pet owners often anthropomorphize their pets and view them as significant companions, providing care to a dog may yield outcomes akin to supporting a close human relationship. This relationship can even resemble familial bonds, acting as surrogate family members when human counterparts are absent or in addition to them (Wisdom et al., 2009).
The evidence is growing in support of the positive impacts of pet ownership, including mental health and social benefits. Pets are often viewed as a source of unconditional love, companionship, and a constant source of joy for humans.
References
Antonacopoulos, N. M., & Pychyl, T. A. (2010). An examination of the potential role of pet ownership, human social support and pet attachment in the psychological health of individuals living alone. Anthrozoös, 23 (1), 37–54. https://doi.org/10.2752/175303710x12627079939143
Barker, S. B., Schubert, C. M., Barker, R. T., Kuo, S. I.-C., Kendler, K. S., & Dick, D. M. (2018). The relationship between pet ownership, social support, and internalizing symptoms in students from the first to fourth year of college. Applied Developmental Science, 24 (3), 279–293. https://doi.org/10.1080/10888691.2018.1476148
Blouin, D. D. (2012). Understanding relations between people and their pets. Sociology Compass, 6 (11), 856–869. https://doi.org/10.1111/j.1751-9020.2012.00494.x
Chin, B. N., Singh, T., & Carothers, A. S. (2024). Co-sleeping with pets, stress, and sleep in a nationally-representative sample of United States adults. Scientific Reports, 14 (1). https://doi.org/10.1038/s41598-024-56055-9
Hui Gan, G. Z., Hill, A.-M., Yeung, P., Keesing, S., & Netto, J. A. (2019). Pet ownership and its influence on mental health in older adults. Aging & Mental Health, 24 (10), 1605–1612. https://doi.org/10.1080/13607863.2019.1633620
Kanat-Maymon, Y., Wolfson, S., Cohen, R., & Roth, G. (2020). The benefits of giving as well as receiving need support in human–pet relations. Journal of Happiness Studies, 22(3), 1441–1457. https://doi.org/10.1007/s10902-020-00279-9
McNicholas, J., Gilbey, A., Rennie, A., Ahmedzai, S., Dono, J.-A., & Ormerod, E. (2005). Pet ownership and human health: A brief review of evidence and issues. BMJ, 331 (7527), 1252–1254. https://doi.org/10.1136/bmj.331.7527.1252
Miller, L. (2020, October 26). The psychological and physical benefits of having a pet. Psychology Today. https://www.psychologytoday.com/us/blog/the-mind-body-connection/202010/ the-psychological-and-physical-benefits-having-pet
Paul, E. S., Moore, A., McAinsh, P., Symonds, E., McCune, S., & Bradshaw, J. W. (2015). Sociality motivation and anthropomorphic thinking about pets. Anthrozoös, 27(4), 499–512. https://doi.org/10.2752/175303714x14023922798192
Robinson, L., & Segal, J. (2024, February 5). The health and mood-boosting benefits of pets HelpGuide.org. https://www.helpguide.org/articles/mental-health/mood-boosting-power-of-dogs.htm
Wisdom, J. P., Saedi, G. A., & Green, C. A. (2009). Another breed of “service” animals: Stars study findings about pet ownership and recovery from serious mental illness. American Journal of Orthopsychiatry, 79 (3), 430–436. https://doi.org/10.1037/a0016812
Loneliness and Isolation, and
Tips to Be More Connected in College
Ronald Stolberg, PhD Alliant International University
With the proliferation of the internet over the past few decades, it feels like we couldn’t be more connected to other people. Video games, social media, video meetings, and texting make it seem like we are connecting with people in every conceivable manner. Yet, over the past decade, people are feeling lonelier than ever before. The COVID-19 pandemic put the spotlight on loneliness, to the degree that the American Medical Association (AMA) and the US Surgeon General went so far as to call “loneliness” a public health issue. Social isolation, working and doing school from home, and the lack of being in public with others took a toll on most of us. However, with the pandemic mostly behind us, we are still seeing an increase in social isolation and loneliness.
Loneliness impacts people across the demographic spectrum. It is thought of as the feeling of being uncomfortable or distressed with the lack of connections that you would like to have. This is a little different from social isolation, which is someone’s preference to spend more time alone or with a small circle of friends. The big difference is that people who choose to isolate mostly do it because they feel better being away from the social demands of bigger groups.
The isolated individual wishes for more meaningful interactions and is aware that they have fewer connections than they desire.
One of the frustrating things about loneliness is that you can be in a room full of people you know and still feel lonely. If what you really want is to know some of those people in a deeper or more meaningful way, just being around them doesn’t seem to help. It is more about the quality of the relationships that you desire and the negative perception of the superficial relationship that you experience. For some people, this may be a new phenomenon, maybe experienced for the first time in college where you are unlikely to have the comfort of family and long-term friends. For others, feeling lonely is a familiar feeling that becomes even more poignant and distressing when surrounded by thousands of new people.
Before talking about strategies for reducing loneliness, lets discuss ways to increase your likelihood of being around people in the first place. If you don’t find yourself being in the proximity of people, it is going to be especially difficult to make sincere relationships that have a positive impact on you. College happens to be one of the places that you can meet a lot of new people in a short amount of time. All kinds of people are there for you to meet, get to know, and practice making friends with.
Tips for Meeting New People
University sponsored activities.
In the first few weeks of school, universities sponsor all kinds of events to encourage student participation and help them connect with peers. These events provide a great opportunity to meet new people and make friends on campus. It doesn’t have to be only the first few weeks of school as there are numerous university events throughout the year too. Attending as many events as possible is a great idea. You never know who you might come across!
Learn about the clubs on campus.
Another great way to meet people is to join a club. Some colleges have as many as 100 or more student-run clubs to choose from. Campus clubs and organizations are a way to socialize and get to know new people who share common interests. By attending club meetings regularly, you can interact with like-minded individuals and develop friendships. Moreover, being actively involved on campus can have numerous benefits in building a strong sense of community and enhancing your college experience. Being around people with the same interests increases the likelihood that it will be easy to talk to them about a wide range of things.
Invite people to hang out.
You shouldn’t wait for others to come to you. Take the initiative and ask people in your classes or residence hall to
Thoughts on Reducing Loneliness
The delicate balance between finding “your people” and being open to people different than you. A lot of recommendations for establishing social connections start with “finding your people.” This is intended to support the idea that people like you, from the same areas as you, and with the same interests are likely to be a good match interpersonally. College is one of the places, however, where you can meet people from all sorts of backgrounds and with a never-ending array of interests. If you are open to meeting people different than you, it is possible you might find that you share more in common than you anticipated. Keep an open mind about people, and you just might find that new best friend you really need.
Think about the qualities you are looking for in a friend and emulate them. When asked, people usually say that they want to be friends with people that are fun, happy, kind, encouraging, positive, and interested in doing things. But are those the vibes you are giving off? Do you make yourself approachable? Do you lead with unsolicited compliments? And does it seem like it would be fun to hang out with you? If the answer is no, then there is a disconnect between what you offer and what you seek. I am always
grab a meal, get ready for a campus event together, or head to the gym. Don’t worry—asking people to hang out is a very appealing prosocial behavior that people are drawn to. Putting yourself out there is necessary to build connections, and chances are, other people will appreciate the effort.
Say yes to invitations.
If someone invites you to coffee, lunch, a walk, or a party, say yes! While you shouldn’t do anything that goes against your value system, it’s important to get out of your comfort zone to meet new people. For a lot of socially avoidant people, their default response is “no” when asked to do something social or outside their comfort zone. Practice saying yes.
Do your homework in public spaces.
A lot of residence halls and apartment complexes have shared spaces for students to gather. Doing your homework in one of these places makes it more likely that someone will be nearby, ask you questions, or recognize you from class or a club. If you are hiding out in your room or in the distant cubicles of the library, there is little chance for social connectivity. Coffee shops and the university commons are great places to run into familiar faces and start up a conversation too. Being more public increases the chances of meaningful social interactions. And yes, during finals and midterms, find as much privacy for studying as you can.
so impressed with people who make everyone feel special and welcomed. Since it probably doesn’t come naturally to you, try being a little bit more positive and welcoming of others. Invite people to do things, pay attention to them, and be complimentary. Those are the traits they are looking for in a friend too.
College is a great time for a new start. There are thousands of people all trying to make friends and meet new people in one place, and none of them know anything about who you are or your past. Making new friends in college can feel like a challenge for most of us, especially if the thought of talking to someone new makes you nervous. Making new friends and establishing a support system can make the college experience so much easier and much more rewarding. It is a great place to practice the behaviors you seek in others.
Ronald A. Stolberg, PhD, is a professor and associate program director for the Clinical PsyD doctoral program at the California School of Professional Psychology at Alliant International University in San Diego. In addition, he maintains a private practice focusing on family therapy with adolescents and young adults. His favorite work is helping students and their families with the transition from high school to college.
What Not to Do If You Want to Get a Job: Essential Tips for Job-Seeking Success
Diane A. Safer, PhD Albert Einstein College of Medicine
Ihave to admit, this was not the column that I had planned to write for this issue. This article stems from my recent experience hiring someone for an administrative position in my office. After meticulously crafting and promoting a detailed job description, we were inundated with 78 applications—an exciting prospect, or so I thought initially. As I began reviewing the submissions and subsequently interviewing promising candidates virtually, I was dismayed by the widespread lack of preparation. I felt like I was watching a real-life episode of What Not to Wear, but instead of individuals appearing unaware of how unfashionable their attire was for the occasion, job applicants seemed unaware of how unprepared they were to look for a job. Perhaps they did prep for the expected and common interview questions (Oliver, 2021), such as how do you deal with stressful
situations or how do you keep yourself organized when you’re balancing multiple projects. That preparation is certainly important, but job searching and interviewing go far beyond simply finding a job listing that seems somewhat interesting, submitting your onesize-fits-all resumé, and honing your answer to what’s your greatest strength. It requires a deep understanding of the job description, the ability to tailor your resumé and present your skills to highlight relevant experiences, and thorough preparation for the interview to demonstrate your fit for the company and the role.
Just as What Not to Wear hosts teach participants how to refine their style with expert guidance, I wanted to offer some guidance for job seekers who could benefit from understanding the nuances of effective job hunting. If you are applying for an opportunity this year, here are several ideas of what not to do if you want to get a job.
potential employer what you can do for them. Never go into an interview without fully understanding the job. It is crucial to show an understanding of how your skills and experiences align with the responsibilities and goals of the position. To explain why the position and your skills make an excellent fit, you must understand the job description.
1. Don’t apply blindly.
With the ease of online applications, many people adopt a “scattershot” approach. They submit applications to numerous job openings, hoping something will hit. Andrew Moss, Vice President, HR Services at Breakthru Beverage Group, says it’s apparent when a candidate simply applies with the push of a button.
Their lack of effort shows they haven’t given much thought to their application because they don’t address the specific requirements of the job. If applicants don’t put effort into their application or preparation for an interview, it sends a signal to the employer that they may not be committed to going the extra mile to excel in the job if hired. (A. Moss, personal communication, July 5, 2024)
The goal of your resumé and cover letter is to get an interview. Prepare a thoughtful and personalized application to show potential employers that you have taken the time to understand their needs, have the skills they are seeking, and are genuinely interested in the opportunity. Think of it as aiming darts at a target: Instead of tossing them all at once and hoping to hit something, take the time to aim each one carefully, increasing your chances of hitting the bullseye.
3.
Don’t
fail to learn about the company.
Not only should you understand the details about the job, but you also need basic information about the company or institution. During my recent hiring experience, when I asked candidates what they knew about our company, I received answers such as:
• “I drive by it all the time.”
• “I think it was in the news because of a large donation.”
• “Isn’t it connected to several healthcare centers?”
If you want the job, take time to research the company. Visit the company website to review the mission and vision statements to understand company values. Read recent press releases to get up-to-date news. Review company social media accounts, such as their company LinkedIn page, for more insights. Then carefully consider why this company uniquely appeals to you. Be specific, show your knowledge, and explain your fit.
2. Don’t be ignorant about the specifics of the job.
If you land an interview, it likely means you were one of the few selected from a much larger batch of potential candidates and it is time to prepare. For the administrative position for which I was interviewing candidates, my initial question was what specifically drew them to this role to work with graduate students and postdocs. Many had generic answers about wanting to try something new or looking for a different opportunity. Only two could define a postdoc (National Postdoc Association, 2024). The others hadn’t even taken the time to Google this basic information before the interview. The interview is the place where you should relay to the
4. Don’t present yourself carelessly.
Remember, you never get a second chance to make a first impression! There were a few memorable moments from my recent virtual interviews. One candidate’s desk resembled a chaotic buffet of lunch remnants, hand lotions, a makeup mirror, and scattered papers. It was a visual feast, but not the kind you want to present to potential employers. Then there was the candidate with a bright
light behind them, resulting in the mysterious disappearance of half their head during the interview. But that was better than the other candidate who appeared as a dark silhouette, resembling someone in witness protection rather than a job applicant. Another candidate looked like she was on a ride with the way she swayed from side to side in her twirling desk chair. Make a positive and strong first impression by considering these small details:
• Background. A quiet room with a plain and neat background is best, but if you don’t have such a place for your virtual interview, set up a filter or a blur to hide anything in the background.
• Video set-up. It is important for the interviewers to see you. Lights should shine on you, not behind you. Lift the camera to eye level, so interviewers see you head-on (instead of up your nose). Speak looking into the camera to mimic good eye contact.
• Equipment. Don’t forget to test all equipment (camera, microphone, lighting) before the interview. Make sure everything is on and ready to go before the interview starts.
• Body language. Sit in a stable chair, keep your feet on the ground, maintain good posture, and control hand and body movement.
6. Don’t be indifferent about the opportunity.
During the interview, you hopefully learned a lot about the position, and you had the opportunity to ask your questions. Now is the time to express enthusiasm for the position and the company. It is also your last time to pitch yourself and your fit, so don’t miss this opportunity. Ely Bar-Ness, former Chief Human Resources Officer, Revlon Inc. says that during an interview he especially looks for two things. First, he wants to know that the interviewee has a “record of accomplishment”; what she or he accomplished in their previous roles, not just the job responsibilities. Did they make any improvements, solve a problem, or make a difference? Then he looks for enthusiasm and a positive attitude.
“During the interview, be engaged, positive, curious. Your energy is as important, if not more important, than your qualifications.” (E. Bar-Ness, personal communication, July 3, 2024)
Navigating the job search and interview process takes time and effort. Just as the participants from What Not to Wear, transform their wardrobes, candidates must transform their approach— researching companies thoroughly, understanding job roles completely, and confidently expressing interest and fit for the position. Avoid interview missteps as you would avoid a fashion faux pas. From the resumé and cover letter to the interview, remember to showcase your professional style and personality, avoiding those “what not to do” pitfalls. If you approach the process prepared and with enthusiasm, you will be on the path to job seeking success!
5. Don’t be vague about your experience.
Don’t leave your interviewer guessing or needing to pull information from you. It is crucial to clearly articulate your experiences and accomplishments without ambiguity. When you are vague, it can create uncertainty about your qualifications and leave a less-thanideal impression.
Tell a story about your experience and highlight how your skills fit the position. Use the STAR Method for relating your experiences directly to the job requirements (Ryan, 2023). STAR stands for Situation, Task, Action, and Result and it is a structured approach to answering interview questions. When you want to relate an experience, make sure to describe the situation, provide context, and explain the specific task or goal you needed to accomplish. Make sure to outline what actions you took and share the results of your actions—what was achieved or what you learned. By using the STAR method, your responses will highlight your skills and experiences effectively during interviews.
References
National Postdoc Association. (2024). What is a postdoc? Retrieved July 10, 2024, from https://www.nationalpostdoc.org/page/What_is_a_postdoc
Oliver, V. (2021). 10 common job interview questions and how to answer them. Harvard Business Review. Retrieved July 10, 2024, from https://hbr.org/2021/11/10-common-job-interview-questions-and-how-to-answer-them Ryan, R. (2023). Ace your next interview using the STAR Method. Forbes. https://www.forbes.com/sites/robinryan/2023/05/25/ace-your-next-interview-using-the-star-method/
Diane A. Safer, PhD, is the inaugural director of career and professional development for graduate students and postdocs and assistant professor in the Department of Psychiatry and Behavioral Services at the Albert Einstein College of Medicine in the Bronx, NY. A former business professional with more than 20 years of experience in PR firms serving healthcare/biotech companies, Dr. Safer ran her own information consulting company for 10 years before moving to career and professional development. Dr. Safer is actively involved in key professional career organizations, including the Graduate Career Consortium (GCC), where she has cochaired the Mentoring Committee for the past four years, the National Postdoc Association (NPA), and the National Association of College and Employers (NACE). She completed her BA in psychology at the University of Wisconsin–Madison and earned her MA and PhD in social psychology at Columbia University in New York, NY.
Questions (and Answers) About Graduate School Statements of Purpose!
Jocelyn Turner-Musa, PhD Morgan State University (MD)
WJulie Radico, PsyD, ABPP
Radico Psychological and Consultation Services, LLC
riting a statement of purpose for psychology graduate school can be daunting. With so much riding on this crucial document, it is natural to have questions about what admissions committees are really looking for and how to make your application stand out. In the latest edition of our “Three Heads ARE Better Than One” series, our three experts share insights on crafting compelling statements of purpose. From understanding key elements that graduate programs prioritize to ensuring that your personal story resonates, this interview aims to equip you with the knowledge and confidence to present your best self in your application.
Mitch Prinstein, PhD, ABPP University of North Carolina–Chapel Hill
What are graduate programs looking for in my statement of purpose?
Turner-Musa: The statement of purpose provides you with the opportunity to make the connection between your interests and the program to which you are applying. This is your time to “shine.” Your statement of purpose should convey enthusiasm, humility, focus, and dedication to pursuing a graduate degree. Tell your story. Identify themes in your life that pointed you toward your interests in psychology. This includes research experience and other academic or professional experiences that are relevant to your intended career. Mention the kind of responsibilities you
had, who you worked for, and what you learned through these experiences. Talk about your goals and what you hope to learn in graduate school and how the program you’re applying to is a good choice for your career goals. Convey confidence in your ability to be successful without sounding egotistical. Graduate schools are looking for well-rounded students who can contribute to their program and to the profession.
Radico: In building on what Dr. Turner-Musa highlighted, programs would likely want to know what experience you bring that will make you a good fit for the program, how your goals align with the program’s mission, and how your strengths and areas for growth can be assets to and allow you to take full advantage of what the program has to offer.
Prinstein: Assuming your GPA, GRE scores, and the impressions you have made among your referees are relatively unchangeable at this stage, there is not much you can do to improve your chances of getting in. Except for your personal statement. The extent to which you can show that you are not only qualified, but also ready and a fit, are highly influential and can substantially affect your fate. Be sure you develop a clear narrative for how you got from a “student generally interested in psychology” to a student with fairly specific research interests. Don’t just talk about the research work you have done as if it checks a box for requisite experience; instead explain how these prior experiences informed the kinds of hypotheses you want to examine in graduate school. And don’t assume that information contained elsewhere in your application will be noticed by everyone reading it. If you want to make sure someone sees that honor or special experience you had, or understands how best to interpret other parts of your experience, be sure you talk about it explicitly in your statement.
What details are most often left out or underutilized in statements of purpose?
Turner-Musa: Relevant experiences. Some students forget to mention some of the research, job, or even volunteer experiences related to their career goals. It might be a good idea to simply list all of your experiences and speak with your advisor or faculty member to assist you in determining which ones are most relevant to the programs of interest. Another detail that is underutilized is simply reviewing your statement for typographical and grammatical errors. Be sure to review and ask a faculty member, or if your college has a writing center or career development center, ask someone in the center to review.
Radico: It may be helpful to share what is motivating you to apply to the specific program and if those motivators include working with specific faculty (name the faculty).
Prinstein: Too often, applicants treat the statement as an opportunity solely to reiterate their accomplishments and restate their CV. This is a wasted opportunity and an approach that most often leads applicants not to be selected for an interview. Instead, use this statement to demonstrate to the reader how you think like a scientist. What did you learn from your prior research experiences, what papers have you read, what classes have you taken that have shaped your thinking, and what kinds of questions might you want to examine when in graduate school? This may mean that the statement will look a bit different for each person you are applying to work with, and that is a good thing. You are applying to get a personalized mentored experience in a lab that will run just a handful of studies while you are in graduate school. You need to demonstrate how are you are fit and what kind of thinking or ideas you will bring into the lab.
How flowery or detailed should I make my statement of purpose?
Turner-Musa: While this is your time to “shine,” don’t shine so bright that you’re blinding the admissions committee reviewers. This is a professional document, and you should provide specific information about your experiences without embellishing. Provide the facts with an example of your experiences. If you have presented at a research conference, mention that and perhaps write a sentence about your research. This is specific and to the point.
Radico: You could consider finding a unique, though relevant and understandable, hook in the first few lines of your essay. Be certain that you can quickly and clearly explain why this quote/story/anecdote is relevant to who you are and why you are a good fit for the program.
Prinstein: No need to be cute or memorable by using a unique writing style or approach. You are trying to demonstrate that you will be a good fit for academia, which tends to use more formal and professional writing approaches. The personal statement is a good chance to show how you can do so.
How “personal” should my statement of purpose be? Should I include things like mental health, financial, or family struggles?
Turner-Musa: The statement of purpose focuses on the reason why you are applying to graduate school and highlights your academic and professional goals. The personal statement generally highlights your personal background and may or may not include academic and professional experiences. That said, I would use caution in talking about “personal” challenges in the statement of purpose. However, if you strongly believe that such challenges serve as a catalyst for your pursuit of a graduate degree, be sure to explain this and how you overcame these challenges. As always, speak with your advisor or faculty member for more advice.
Radico: Be purposeful in how much you share in your statement of purpose. A helpful framework could be that, for any area of growth that you highlight, you will want to explain how your experience in the program will help you improve or overcome the specific challenge, or persevere in spite of the challenge.
Prinstein: You should absolutely discuss whatever personal factors will affect the kind of scientist you will be (and inform the scientific
questions you will study) in graduate school. Yet, you should not feel compelled to share personal details if you are not comfortable doing so, or if you do not feel that the information is directly relevant to how you will conduct your scientific work. This means that your lived experience with mental health, or other personal struggles, are absolutely valued and welcome to share if you can demonstrate how these experiences have helped you think critically of existing scientific theories and findings. Your own identities also are wonderful to share if you feel it offers you insight for studying underrepresented populations, for instance. But do not feel like you “have to” share information if you don’t want to, and do not discuss your experiences in a way that others may misinterpret as a desire to enter graduate school solely to engage in personal reflection and healing.
If I come from a diverse or lower socioeconomic background, how can I help ensure that my personal statement isn’t overlooked due to institutional racism or outgroup bias?
Turner-Musa: Be yourself and follow the recommendations provided in this column. Your experiences, academic record, professional goals, and fit with the program should be sufficient for the admissions committee’s review. If the application is overlooked due to institutional racism or outgroup bias, then perhaps the program isn’t for you.
Radico: This is a fantastic question, and as Dr. Turner-Musa explained, your job is to present yourself in an accurate way. If a program discounts you based on stereotypes or bias, then that program likely would’ve been an unsafe environment for you to try to thrive in.
Prinstein: Tragically, biases exist in in some cases, and there is not much you can do address them. In the vast majority of cases, however, faculty earnestly want to recognize when they have been biased, look beyond flawed metrics of potential, and they are approaching the process more open-minded than ever before. Discussing your interest in pursuing opportunities, and candidly discussing when no opportunities were available, may help faculty remember that not all students have a chance to get research experience, but the interest and ability to think scientifically is clear nonetheless.
Should
I make a separate statement of purpose for each college
that I apply to?
Turner-Musa: It is a good idea to have a generic statement of purpose that can be tailored to each program you apply to. However, be sure to read, read, and re-read the instructions for the statement of purpose for each program as there may be specific information requested.
Radico: Each program likely has different requirements, so be sure to address all of the questions being asked of you and add in information specific to that program.
Prinstein: Yes! At least the last paragraph should be very specifically tailored to the lab you are applying to. Be careful that the last paragraph does not read like a surprise ending, however. It should still flow from the generic paragraphs that preceded it and tell a coherent story.
Dr. Jocelyn Turner-Musa is a professor and chairperson of the Department of Psychology at Morgan State University (MSU) in Baltimore, MD. She has served as the director of student training on several federally funded grants including a recent grant from the National Institutes of Health, ASCEND: A Student-Centered Entrepreneurship Development Training Model to diversify the biomedical research workforce. She is a member of the American Psychological Association and served as President of Division 1, The Society for General Psychology (2021–22). Her research focuses on understanding the role of psychological and social factors in disease management and health promotion in diverse populations as well as examining student interests in pursuing biomedical research careers.
Julie Radico, PsyD, ABPP, is a Pennsylvania licensed clinical psychologist, board-certified in clinical health psychology. She has extensive experience in multi-disciplinary patient-centered clinical care, education, research, wellness, and leadership. She earned her doctoral degree in clinical psychology and master’s degrees (clinical psychology & counseling and clinical health psychology) at the Philadelphia College of Osteopathic Medicine. Dr. Radico completed her postdoctoral fellowship in the department of Family Medicine at the University of Mississippi Medical Center. Dr. Radico serves in leadership positions for the American Psychological Association, Pennsylvania Psychological Association, American Academy of Clinical Health Psychology, APA Society for Health Psychologists, and the Society of Teachers of Family Medicine (STFM).
Mitch Prinstein, PhD, ABPP, is the Chief Science Officer of the American Psychological Association and the John Van Seters Distinguished Professor of Psychology and Neuroscience at the University of North Carolina at Chapel Hill. He has published over 150 peer-reviewed papers and nine books, including The Portable Mentor: Expert Guide to a Career in Psychology.
Gail Delgado and Kerri W. Augusto, PhD
William James College (MA)
In 2024, as college tuition soars and the utility of nontechnical degrees like psychology is increasingly questioned, many wonder about investing in higher education, especially for fields not directly tied to immediate job prospects or high salaries. These concerns are amplified for someone like me—a 60-year-old who has raised a family and sustained a solid career in business. Why would I choose to delve into an undergraduate psychology program instead of focusing on retirement plans? Why would a college be interested in having me join their community? These were just some of the many questions I faced when I chose to pursue a degree in psychology, decades after most of my contemporaries had finished their studies. The questions gave me pause, but my determination remained unalterable.
The Myth of the Expiration Date
The old idea that personal growth is only for the young and that people in their sixties should be planning leisurely retirements filled with golf, needlepoint, and gardening, is quickly becoming outdated. Yet, it is still rare for someone at this stage of life to take a bold leap from the familiar path of full-time to part-time work to embrace textbooks, term papers, exams, and online Zoom classes. And so, it was not surprising that my plan to make that leap elicited more criticism and bewilderment from peers and colleagues than encouragement and praise. But somewhere along the way, I had learned about Daniel Levinson’s theory of adult development, a model that promotes lifelong evolution and advocates for continuous knowledge acquisition and self-improvement (Levinson, 1986). Revisiting this model and committing to these principles propelled me through self-doubts and trepidation, into the classroom. To my surprise, the person I once believed was not “college material,” the person others saw as “too old” or “too settled,” not only succeeded but excelled. And the lessons learned were far more than I could have anticipated.
Seasoned Scholars: Stirring the Pot in Psychology’s Melting Pot
The field of psychology increasingly values diverse professional practices, which include
not just variations in ethnicity, race, sexual orientation, or gender identity but also in age and prior career experiences. The rich tapestry of a well-lived life, woven with threads of wisdom, experience, and resilience, is invaluable. Older learners like me introduce shades of lived experience that are often missing in both classrooms and professional settings. In academic environments, mature students challenge and expand traditional perspectives, pushing peers and professors to consider a broader range of psychological impacts and solutions than those contained in videos and readings. This makes learning more relatable and grounded for all. Professionally, the ability to genuinely connect with clients undergoing similar life transitions can bridge gaps that textbooks alone cannot. And, personally, mature learners who embark on the study of psychology have an opportunity to reflect on their past with the benefit of new lenses to better understand their own choices. This deeper understanding of the self has the potential to add new depth to old (and new) relationships at school, at home, and in the workplace.
Old Dogs and New Clicks
The apprehension of facing a high-tech academic world is palpable among many mature students. There is a fear that one might be left behind in the digital dust. Yet, this hurdle, like any other, is surmountable. With resources aplenty—from technology workshops to peer tutoring—I found myself coping and thriving in a learning environment as new to me as it was to my younger counterparts. My achievement boosted my confidence and highlighted the adaptability and eagerness to learn that so many mature learners possess. And as bonus, the technological skills acquired in college translated to my current employment setting, something that kept me competitive and engaged with younger employees entering the workforce.
The Financial Leap: Investing in Wisdom
Naturally, there were doubts about the financial wisdom of this endeavor. Education costs are substantial, and the return on investment is often questioned, especially when one is closer to retirement than the beginning of a career. However, this investment is not just financial; it is an investment in personal growth, community
contribution, and the enrichment of the field itself. Educational institutions now offer more support than ever, with scholarships and flexible payment options tailored for students whose savings might originally have been intended for retirement. For older adults, the financial leap can be daunting, but the benefits extend far beyond the monetary aspects.
Returning to school later in life to pursue a bachelor’s degree in psychology presents unique financial challenges, but it also brings unparalleled rewards. Mature students often have to navigate the complexities of balancing tuition costs with other financial responsibilities such as mortgages, healthcare, and supporting family members. The initial financial outlay may seem overwhelming, yet many find that the long-term gains in personal fulfillment and professional opportunities outweigh these costs.
Moreover, the commitment to further education demonstrates to employers a continued dedication to personal and professional development, which can be a significant advantage in the job market. Many older students find that their advanced age and experience can open doors to new career paths in psychology that they may not have considered before. Positions in counseling, therapy, human resources, and even academia can become attainable with the addition of a psychology degree.
Furthermore, the investment in education can also lead to substantial personal growth. The process of learning and engaging with new ideas keeps the mind active and sharp, combating the cognitive decline often associated with aging. The sense of accomplishment and confidence that comes from successfully completing a degree can enhance one’s quality of life and provide a renewed sense of purpose.
From Personal History to Professional Identity: A Legacy in the Making
Integrating one’s storied past with professional aspirations is beneficial and foundational to crafting a niche in psychology that resonates with authenticity. For mature students, each life chapter adds to their professional depth, enabling them to craft practices and research that reflect their journey and appeal to a clientele seeking genuine understanding.
For many mature students, the journey back to education follows a lifetime of significant struggles and moments of triumph. For me, I entered the classroom with a legacy of childhood trauma and domestic violence. I had been a single mother caring for a profoundly disabled child and fighting for the rights of a second child with less visible disabilities. I had lived on minimal funds and provided 24/7 care to my children, while their father expressed anger, fear, and disappointment and was only intermittently present. I had depended on alcohol and sex to cope with my circumstances, to my own detriment. And I had found faith in a higher power and the support of a community that showed me a path to recovery. With some training in human services, I was able to find work as a direct service professional, work that filled an emptiness in my heart. But something was still missing, and studying psychology filled that gap.
For mature learners, the psychology classroom can become a sanctuary where storied past experiences are not only accepted but studied and celebrated as foundations for future contributions to the field. For me this renaissance—referring to a period of renewed growth, vigor, and creativity—reframed my later years as dynamic opportunities to exercise agency
and create a positive future, transforming my twilight years into a period of growth and opportunity.
The Encore Career
Starting this educational journey later in life has led to what I see as an encore career. It is a phase where life’s experiences are translated into academic lessons. It is not about winding down but gearing up, using the wealth of experience to inspire new generations of professionals in human services and psychology. This journey at 60 isn’t just about fulfilling a personal dream or expanding professional skills; it is about proving that education and growth are lifelong processes that do not recognize age as a barrier.
For anyone considering returning to school later in life, particularly in a dynamic and essential field like psychology, I am living proof of the substantial rewards that await. I encourage you to embrace the challenge, for the investment reaches far beyond the classroom—it enriches every aspect of life. To quote centenarian yogi, Tao Porchon-Lynch, “Don’t breathe in the negative... Materialize what you want to happen and know that it’s possible... You will never gain anything just sitting there
wondering what you should do.” (Adler, 2018). Commit to your education, and make it happen. Psychology needs you.
References
Adler, P. (2018, September 24). This 100-year-old yoga instructor shares her extraordinary life story. Westchester Magazine https://westchestermagazine.com/ life-style/100-year-old-yoga-tao-porchon-lynch/ Levinson, D. J. (1986). A conception of adult development. American Psychologist, 41 (1), 3–13. https://doi.org/10.1037/0003-066X.41.1.3
Gail Delgado is a senior in the Bachelor of Science in psychology and human services completion program at William James College. Before coming to William James College, she earned an AS in human services and is a certified Direct Support Professional who served as the Metro and Southeast Region Coordinator for MASS Advocates Standing Strong. Gail currently works as a job developer and advocate for individuals with disabilities in south central Massachusetts. Gail is a member of the Psi Beta Chapter Honor Society for Community Colleges, is the elected secretary for the William James Chapter of Psi Chi, and is pursuing her goal of becoming a recovery coach.
Kerri W. Augusto, PhD, is a clinical psychologist who serves as Director of Undergraduate Studies and Associate Professor of Psychology at William James College in Newton, MA. She has been a member of Psi Chi since 1994, and serves as faculty advisor for the newly-formed William James Chapter.
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School Counseling: Case Study of Hispanic Cultural Counseling
Libna J. Arroyo Liberty University
Case Vignette for School Counseling Applicants
The potential impact of a school counselor upon a student’s mental health along with an effective treatment plan cannot be overstated (Knapp & Jongsma, 2002). The case study evaluated in this vignette is of a girl named Larissa, who is 12 years old. She is from a Hispanic background with Spanish-speaking parents who have not been in the United States very long. There is current conflict in the home. Furthermore, Larissa is experiencing depression and anxiety-like symptoms such as strong emotions of sadness, hopelessness, and worry. Her grades and her relationships with other children have been affected. Larissa seems unkempt and disheveled when coming to school and has threatened to run away from home. It is important to point out that
Hispanic culture is very collectivistic, and it can be difficult for parents to let go of control. Hispanic children are raised to respect parents and conform to the rules of the house without much negotiation. It can be very frustrating for children to accept their parents’ traditions and control exerted over them (Petersen & Carey, 2003). I am Hispanic, and this case study has brought back many memories of my family immigration to the United States. I was 16 and experienced very similar issues that Larissa is going through. Fortunately, I believe my background and experience can be used as an advantage in this situation to build trust with the parents. Being bilingual is very important in building trust with Hispanic communities. It has helped me to build rapport with parents and create strong relationships between the home and the school staff.
Case Analysis
As we read the case study of Larissa, her symptoms could indicate there is need for intervention individually with the student and create a partnership with Larissa’s parents (see Appendix A for treatment plan). Larissa and her family are a first-generation immigrant family. Larissa can be considered a 1.5 generation as she was young when she moved, and she is experiencing tension between her parent’s culture and the American culture (Pedersen & Carey, 2003). Children tend to adapt or acculturate faster to the mainstream culture than their parents and it brings significant tension to the family (Pedersen & Carey, 2003). I can see this in Larissa’s case. According to Ocampo et al. (1997), children understand by middle and late childhood that they may have an ethnic or racial identity that is different from the mainstream Anglo culture. During this time, children also start to understand that bias can be present towards their ethnicity (Garcia Coll et al., 1996). Hispanic children and adolescents could feel embarrassed to be around their parents in social activities if they don’t speak English (Petersen & Carey, 2003). Furthermore, in another study by Copeland and Hess (1995), it was found that Hispanic teenagers coped better through social activities with friends and by seeking spiritual support from their community.
Parent Collaboration
It is of utmost importance to create a collaboration with the parents in this situation. In several studies, academic achievement, attendance, and reduced dropout rates are correlated with parental involvement from ethnic groups (Herring, 1997). It might also be less threatening for Hispanic parents to come to the school for a meeting to discuss how to help their daughter to participate in counseling at a mental health center (James, 1997). Additionally, it is of great importance for me, as the school counselor, to develop rapport and to help the parents feel comfortable and heard. I would help them understand we all have their daughter’s best interests at heart. Furthermore, I would suggest continuing to meet with Larissa individually and with the parents if they so desire (see Appendix A for treatment plan). Hispanic parents in general tend to support and care about their children’s education (Steinberg, 2022). I know that I can draw on my personal experience to empathize with how hard it is to learn a new language and new culture.
Theoretical Orientations
Counselors who hope to be effective need to be flexible and adapt to their client’s needs by using different theoretical orientations (Corey, 2005). For this case, I would use the Family Systems Therapy orientation when meeting with the parents and Cognitive-Behavioral theory when dealing with Larissa individually.
For the family systems orientations, we can see that there has been a change in that family, and it is affecting the whole family (Corey, 2005). Emphasizing communication—both verbal and nonverbal between the parents and child—is very important. If the parents agree, parenting education sessions can be scheduled. Some of the topics that can be discussed include:
1. Developmental changes for young girls.
Research shows that the ages between 11–14 years old are the hardest years for girls, and family support during this time is very important (Steinberg, 2022).
2. Discussion of parenting styles. It seems that their household is enforcing authoritarian parenting and research has shown that children raised with that parenting style are more at-risk to have
low self-esteem, depression, and low social competence (Tamis-Lemonda, 2022).
3. Discussion of parenting roles. We can discuss the significant role parents have on social interactions outside of school and on extracurricular activities (Santrock, 2013). I can assist the parents in becoming aware of patterns of relationships that are not working and discuss new ways to improve the stress being felt at home (Corey, 2005; see Appendix A for treatment plan).
4. Increasing social interactions. I would also explore ideas with the parents of how to increase social interactions for Larissa. It is crucial to create positive experiences within their Hispanic ethnicity to encourage healthy self-esteem for their daughter and to help her feel a part of their culture (Madigan et al., 2016).
For the Cognitive-Theory Behavioral orientation with Larissa, I would implement a type of inventory such as the Personal Profile to gather full data on the student and/or Mood Dysregulation Inventory to screen for symptoms. To improve her social skills, I would enter Larissa in a social skills group (see Appendix A for treatment plan). This would encourage more interaction with classmates and friends. I would involve her teacher’s support with this goal as well. In my individual meetings with Larissa, I would integrate problem-solving skills to reduce conflict with parents and peers and practice helping Larissa express her feelings with her family, friends, and counselor.
Ethical Considerations
As a school counselor, I must enforce the American School Counselor Association Code of Ethics to ensure that every client is treated with dignity and respect.
School Counselors have the responsibility to: support all students and their development by actively working to eliminate systemic barriers or bias impeding student development. Provide culturally responsive counseling to students in a brief context and support students and families/guardians in obtaining outside services if students need long-term clinical/mental health counseling. (American School Counselor Association, 2022, p.1).
Every counselor who is not bilingual
should provide a translator, study the culture of the family of the student, and avoid dismissing parental concerns based on their cultural background.
Another area to consider is the confidentiality of the student and the ethical responsibilities toward the parents (American School Counselor Association, 2022). As the school counselor in this case study, I would ask Larissa’s parents questions during our first meeting to hear their side of the situation, and I would avoid sharing any confidential information that is not required by state law. Nevertheless, school counselors are mandated reporters and if there is any evidence of abuse in the home, it is my responsibility to alert the proper authorities. When meeting with Larissa’s parents, I would focus on the changes of behavior the school staff has noticed in Larissa such as lower grades, peer relationships concerns, and crying episodes which hopefully would allow the parents to understand that there is a problem in the family dynamic. Additionally, respecting the privacy of parents/guardians in accordance with the student’s best interests is also imperative (American School Counselor Association, 2022).
Another ethical concern is that school counselors have the responsibility to advocate with and on behalf of students (American School Counselor Association, 2022). It is also our responsibility to “collaborate with parents/guardians when appropriate and strive to establish consistent, constructive two-way communication in their preferred language to ensure students’ needs are met” (American School Counselor Association, 2022, p.5).
Future Implications
School counselors must be competent in multicultural counseling. Cultural diversity training should be incorporated at all school levels and school counselors can be called upon to be trainers for their schools. Furthermore, in an ideal world, school counselors would have a caseload of no more than 250 students. In my experience this has not happened in the public-school districts in which I worked, where all my caseloads have been between 500–700 students. In the private school setting, I had a smaller caseload, but there were other responsibilities added such as
teaching. These responsibilities make it difficult for a school counselor to create detailed treatment plans for every student. In an ideal world, counseling should be our only job, because we are qualified to care for students and create treatment plans. As school counselors, we need to advocate for our jobs to be utilized in the correct professional manner.
References
American School Counselor Association (2022). Ethical standards for school counselors.
Copeland, E. P., & Hess, R. S. (1995). Differences in young adolescents’ coping strategies based on gender and ethnicity. Journal of Early Adolescence 15 (2), 203–219.
https://doi.org/10.1177/0272431695015002002
Corey, G. (2005). Theory and practice of counseling & psychotherapy Thomson Learning.
Garcia Coll, C., Crnic, K., Lamberty, G., Jenkins, R., Garcia, H. V., & McAdoo, H. P. (1996). An integrative model for study of developmental competencies in minority children. Child Development, 67 (5),1891–1914. https://doi.org/10.2307/1131600
Herring, R. D. (1997). Counseling diverse ethnic youth: Synergetic strategies and interventions for school counselors. Harcourt Brace College Publishers.
James, D. C. S. (1997). Psychosocial risks of immigrant students. Education Digest,63 (3), 51.
Knapp, S. E., & Jongsma, A. E (2002). The school counseling and school social work treatment planner. John Wiley & Sons.
Madigan, S., Brumariu, L. E., Villani, V., Atkinson, L., & Lyons-Ruth, K. (2016). Representational and questionnaire measures of attachment: A meta-analysis of relations to child internalizing and externalizing problems. Psychological Bulletin, 142 (4), 367–399. https://doi.org/10.1037/bul0000029
Ocampo, K. A., Knight, G. P., & Bernal, M.E. (1997). The development of cognitive abilities and social identities in children: The case ethnic identity. International Journal of Behavioral Development, 21 (3), 479–500. https://doi.org/10.1080/016502597384758
Pedersen, P. B., & Carey, J.C (2003). Multicultural counseling in schools (2nd Ed.)Pearson Education.
Santrock, J. W. (2013). Children (15th ed.). McGraw Hill. Steinberg, L. (2022). Adolescence (13th ed.). McGraw-Hill. Tamis-Lemonda, C. (2022). Child development: Context, culture, and cascades. Oxford University Press
Author Note: The following article is an example of an application research paper for PhD program in the Counseling Supervision and Education Program. As a future PhD graduate student, I had to demonstrate practical skills and capable writing abilities.
Libna Arroyo is an assistant professor of psychology at Pacific Union College where she teaches biological psychology, social psychology, and developmental psychology. She has a bachelor’s in psychology and a masters in school counseling. Libna is pursuing a PhD in counseling education and supervision at Liberty University. She is the daughter of missionaries and has lived in 5 countries. Libna is married to Airforce Chaplain Jonathan Arroyo and is the mom of two teenagers.
Appendix A. Treatment Plan
Definition of Problem: Adjustment Disorder With Depressed Mood
1. Chronic feelings of sadness and/or crying
2. Overwhelming feeling of helplessness and hopelessness
3. Isolation of family and/or peers
4. Deterioration of academic performance
5. Unkempt and disheveled appearance
Long-Term Goals
1. Identify and resolve the underlying causes of depression
2. Enhance level of self-esteem and reduce feelings of excessive fear, anxiety, and sadness
3. Develop feelings of optimism toward present circumstances and the future
Short-Term Objectives/Treatment Interventions
1. Cooperate with comprehensive assessment of symptoms of depression and level of social/emotional functioning. Treatment Intervention: Administer a mood dysregulation inventory to the student and assess/record any other information that is relevant to the student’s symptoms of depression and how these symptoms have affected her school adjustment and academic performance.
2. Parents and teachers meet with the counselor to discuss their concerns about students’ symptoms of depression. Treatment Intervention: In the meeting, the counselor can review the results of the depression inventories completed by the student.
3. Parents verbalize a deeper understanding of the student’s depression, its causes and treatment strategies after attending counseling sessions, joining support groups or reading recommended literature. Treatment intervention: Refer the student and her parents to a bilingual agency to receive family counseling. Refer parents to informational resources in their native language and assign them to read literature that describes depression, its causes, and coping strategies.
4. Teachers, parents, and counselors reassure students about personal security, express awareness and empathy for her fears, and affirm that they will maintain a supportive and loving relationship with her. Treatment Intervention: Help parents plan for a time in which they will meet with their child to discuss feelings, do a check in, and plan fun activities together. Meet with parents without the child to teach them and practice how to listen to the students’ feelings.
5. Identify situations with the student that have triggered feelings of fear, anxiety, or sadness concerning self, parents, family, school, or friends. Treatment Intervention: Use rational emotive techniques to help the student identify situations that have contributed to fearful feelings and reevaluate these events in a more realistic and positive manner.
6. Increase student’s social interactions with classmates and friends. Treatment Intervention: Use puppets to practice social skills with the counselor. Have the student join a lunch group and discuss the experience with the counselor later. Include the student in a social skills group.
Substance and behavioral addictions impact over 20 million Americans (Substance Abuse and Mental Health Services Administration [SAMHSA], 2022). This epidemic not only devastates individuals and families but also strains the healthcare system and economy. Even if you only focus on alcohol and drug addictions, most people you talk to will say that they have known someone with an addiction. When you include behavioral addictions like gambling, gaming, exercise, food, and pornography, it is almost impossible to find someone who has never been impacted by addiction.
The Bureau of Labor Statistics (BLS, 2023) indicates a bright future for aspiring addiction counselors. The field is projected to grow by a staggering 18% from 2022 to 2032, far outpacing the average for all occupations. This translates to approximately 71,500 new job openings each year over the decade. These represent real opportunities right now. As of July 2024, Indeed.com lists over 7,000 open addiction counselor positions across the United States. LinkedIn reports an even more staggering figure, with over 5,024 substance abuse counselor job listings, including 278 new postings in recent days. This abundance of openings means that new graduates have a wealth of options and the potential for rapid career advancement.
A typical day for an addiction counselor working at a treatment center usually involves providing individual and group therapy, psychoeducational groups, crisis management, case management, referral and service coordination, and treatment and discharge planning. Although assessments are generally a big part of the job of a new addiction counselor, once you have some experience, you are usually promoted to a more treatment-oriented position.
One of the most appealing aspects of becoming an addiction counselor is the relatively accessible entry path. Unlike many other mental health professions that require advanced degrees, in most states, you can begin practicing and gaining your work experience hours as an addiction counselor with a high school diploma and 270-360 addiction specific training hours . Then, once you get your bachelor’s degree, you can upgrade your certification or license to practice independently and provide supervision.
Four Main Steps to Becoming Licensed or Certified
1. Find out the requirements of your state board. Search “[Your state] Alcohol and Drug Abuse Counseling Board.” Example: “Tennessee Alcohol and Drug Abuse Counseling Board.” Some states have a licensure board as well as a certification board. Review the requirements of each and decide which one you want to pursue. Certification has the benefit of reciprocity. That means that if you are certified in one state, then you can easily transfer your certification to another state that has a certification board. Licensure is not nearly as portable.
2. Start acquiring your 270-360 clockhours of addiction-specific training. According to AllCEUs.com (n.d.), 44 states allow you to get your training from a NAADAC or International Certification and Reciprocity Consortium (IC&RC) educational provider. Organizations providing these trainings can be found by searching “NAADAC approved addiction specific training” or “certified addictions counselor online courses.” The other five states require the training from a university or only accept their own board-approved training (i.e., California).
3. Get a job at a treatment center as an entry level counselor for your paid internship. (The pay is not great, but it is better than having to volunteer and pay a university for “internship credits.”) All of the hours of direct client contact in this job count toward your internship hours. Most agencies also pay for your ongoing addiction specific training and provide on-site clinical supervision. The job titles for the entry level positions are often something like “counselor 1,” “recovery specialist,” “treatment specialist.”
4. Pass the state exam for the level 1 certification. This will allow you to easily get higher paying jobs working in a treatment facility.
If you want to enter private practice or become a supervisor at an agency, you will need get a level 2 or advanced certification. To do that, you must finish your bachelor’s degree, do some more internship hours (paid of course), and pass another test. After you have held your level 2 or advanced certificate for a couple of years, you can take another course in supervision of addiction counselors, take another test, and get your Qualified Supervisor certification. It sounds like a lot, but it is very nice to get paid the whole time you are training and to have a clear advancement track. Additionally, the ability to get started with a high school diploma and enter private
Careers Comparison
Education: High school diploma for working at an agency and a bachelor’s degree for working in private practice in most states
Additional Requirements
Median Annual Wage (2022)
Diagnose and Treatment
270 clock hours of addiction-specific training, paid internship providing 2,000–3,000 supervised clinical hours, state exam
$53,710
Master’s degree typically required Bachelor's degree for entry-level positions; master's degree for clinical roles
2,000–4,000 supervised clinical hours, state licensure exam
State licensure for clinical social workers
Cannot diagnose or treat mental health issues other than addiction unless under the direct supervision of a professional counselor, such as at an agency
practice (in most states) with a bachelor’s degree allows passionate individuals to start making a difference sooner and at a much lower out-of-pocket cost.
As a counselor educator and a Licensed Professional Counselor, I must point out that there is certainly a case to be made for mental health counseling or social work, so it is essential to compare different paths.
Addiction counselors, professional counselors, and clinical social workers have similar earning potential; however, addiction counselors benefit from being able to start working sooner, have much lower educational costs, and a specialized focus that is in high demand (see Table 1).
Beyond the promising job outlook and accessibility, addiction counseling offers intrinsic rewards that make it a fulfilling career choice:
1. tangible impact: Witness firsthand the transformation of individuals, families, and communities as they overcome their addictions.
2. diverse work settings: Addiction
Can diagnose and treat mental health conditions and addictive disorders; however, most accredited counselor education and psychology programs provide very little specialized training on treating addictive disorders and the family members of someone with an addiction.
counselors can be found in residential and outpatient treatment facilities, jails, pain clinics, and private practices. The variety of work environments keeps day to day work dynamic and engaging.
3. addressing critical societal needs: Contribute to reducing the estimated $600 billion annual economic impact of substance abuse in the U.S. (National Institute on Drug Abuse [NIDA], 2023).
Becoming an addiction counselor is more than a career choice—it's an opportunity to be part of the solution to one of our society's most pressing challenges. With a booming job market, accessible entry requirements, and the chance to make a profound impact on individuals and communities, addiction counseling stands out as a worthy and rewarding endeavor. For those passionate about helping others and seeking a career that offers both personal fulfillment and professional growth, becoming an addiction counselor could be the perfect path forward.
Can diagnose and treat mental health conditions and addictive disorders; however, most accredited counselor education and psychology programs provide very little specialized training on treating addictive disorders and the family members of someone with an addiction.
References:
AllCEUs. (n.d.). Course approval summary for addiction and mental health counselors, family therapists, and social workers. Retrieved July 2, 2024, from https://www.allceus.com/counseling_social _work_ce_psychology_continuing_education_approval/ Bureau of Labor Statistics, U.S. Department of Labor. (2023). Occupational outlook handbook. https://www.bls.gov/ooh/Indeed. (n.d.). Jobsearch data. Retrieved July 2, 2024, from https://www.indeed.com/jobs?q =addiction+counselor&l=USA&from=searchOnHP&vjk =a2df8af48591a209
LinkedIn. (n.d.). Job Search Data. Retrieved July 2, 2024, from https://www.linkedin.com/jobs/search/?currentJobId=3246928209 &geoId =103644278&keywords=Addiction%20Counselor&location =United%20States&origin=JOB_SEARCH_PAGE_SEARCH_BUTTON &refresh=true
National Institute on Drug Abuse. (2023). Trends & statistics. https://nida.nih.gov/research-topics/trends-statistics
Substance Abuse and Mental Health Services Administration. (2022). 2022 National Survey on Drug Use and Health (NSDUH) releases. https://www.samhsa.gov/data release/2022-national -survey-drug-use-and-health-nsduh-releases
Dawn-Elise Snipes, PhD, LPC-MHSP, LMHC, QS, has worked in the field of addiction and co-occurring disorders since 1997. She has worked in for-profit and non-profit organizations, private practice, and currently teaches counselor education courses through AllCEUs, hosts YouTube.com/DocSnipes, Counselor Toolbox Podcast, and Addiction Counselor Exam Review Podcast. She can be reached at dr.snipes@allceus.com
Surviving the Competitive Doctoral Application Process: Applicant Needs and Supervisor Responses
Amy Polinsky
Nathan Kline Institute and Manhattan Psychiatric Center
Rebecca Weiss, PhD
John Jay College of Criminal Justice, CUNY
In his guide, Mitch’s Uncensored Advice for Applying to Graduate School in Clinical Psychology, the author noted that PhD clinical psychology programs admit fewer applicants than other advanced graduate degree programs with highly competitive reputations, including law school and medical school (Prinstein, 2023). This is easily verifiable each year, because the American Psychological Association publishes data on acceptance and enrollment rates. For example, in 2022, the overall acceptance rate was 11%. Put another way, 89% of applicants did not get in— this amounts to roughly 35,000 individuals. Even more prohibitive are popular programs, or programs in sought-after
cities, which can have acceptance rates closer to 1%. This competitive process ensures that many capable, talented applicants will not be accepted each cycle. Numerous guides exist to give applicants every chance at joining the small group of successful doctoral students, but there are fewer resources to navigate the rejection that most applicants will inevitably experience. This article is written from the perspective of a student (Amy) actively seeking acceptance into doctoral school, accompanied by a supervisor’s (Dr. Weiss) advice. Although this journey is personal for each applicant, we wrote this article to provide a path through the expectations and disappointment, along with some suggestions.
Considering the Numbers
Applicant story. Why would anyone in their right mind, and someone who understands basic statistics nonetheless, put themselves in a position where the odds are so drastically stacked against them? I try to convince myself that, despite the odds, there’s still a chance. I mean, someone obviously must get admitted, right? I say this, fully recognizing that I’m falling for the base rate fallacy, “A failure to take account of the base rate or prior probability (1) of an event when subjectively judging its conditional probability” (Oxford reference). For me, the success rate odds are the first hurdle to overcome when I think about putting together my
application. Without much information, I try to parse out what percent of these applicants are truly competitive and how I gauge where I stand on this continuum. Though elusive, I have found talking to peers who have been accepted into my top-choice programs to be a good starting point. Be wary of falling too far into selfdoubt, though, as what we are able to glean does not tell a whole story.
Supervisor advice. Although it is crucial that applicants consider the competitive nature of programs, it is important to balance possible discouragement with realistic worry. Students less likely to see themselves in the role of a clinical psychologist might be less likely to apply after learning about a program’s competitive nature, which would exacerbate existing disparities in the field. Still, glossing over the numbers and the possibility of rejection is a disservice to our mentees. It can be helpful to encourage multiple options, plans A all the way through Z. That might include the addition of a license-eligible MA program application or the possibility of combining a job search with graduate applications. Although programs without financial aid or those that are not APA-accredited might have higher acceptance rates, the implications of those pathways need to be clearly discussed.
Adequate Experience
Applicant story. Everyone has their own journey, and in my case, I was always self-conscious about being late to the party. I did not start college until I was nearly 24. Because of this delay, I completed my first two years at a community college and had to redo several high school math prerequisites. Finally, in my third year, I got into the University of British Columbia. As I had never been there, I did not know there was such a thing as an “honours program,” and it came as a shock when I was informed that I could not get into a competitive clinical psychology PhD program without an honours degree. I was crushed. How was I to know that not applying to an honours program in my second year could mean not getting into the doctoral program of my dreams? The lesson here is that there is always another way. I did everything necessary to have an honours equivalent. This meant taking all required
honours courses (history of psychology and advanced statistics) and writing two directed studies papers (equivalent to an honours thesis). I also tried to make the CV more robust by working as a research assistant in two labs, keeping an A- average volunteering at the BC Schizophrenia Society, using my summers to work at a forensic psychology lab, volunteering with Coast Mental Health, attending numerous conferences, and giving several poster presentations. Then, after graduation, I gained employment at the forensic psychology lab, studied for a year, and wrote the GRE and GRE psychology exams with decent results. Thinking this was enough adequate experience, I then applied to about a dozen PhD programs in clinical psychology.
Supervisor advice. Given the competitive nature of the process, there’s no guarantee of acceptance. Many competitive programs will require high grades in relevant classes (e.g., statistics and research methods). Relevant research and clinical experience are also crucial, not just so that applicants are competitive, but also so that applicants can consider whether they truly love the work they are signing up to do. Research experience and the dissemination of research (e.g., presentations and publications) are prioritized in research programs. Publications often distinguish between applicants who do and do not receive an interview. A nontraditional path, with relevant experience, can be an asset. An applicant can highlight the ways that their personal experiences expand their insight into research and clinical practice. However, even an excellent application will not be considered if a student’s goals and experiences are a poor fit with the program and/or faculty.
Undesirable Results
Applicant story. I did not hear from any clinical PhD programs, meaning, I was not accepted. It stung, but I had to reflect on where progress was possible. The following year, I kept working, but then a pandemic happened. I imagine that, like me, many people struggled during the pandemic years to feel like they were able to make progress in their goals. When attempting something as competitive as getting into a clinical psychology PhD program, even
brief instances of stagnation can breed a lot of shame and stress and push back a projected timeline. I want to state explicitly that in this endeavour, for many, there is no such thing as a standard path. It may take a lot longer than you hope to either get accepted or decide to go a different way. This can be a mental hurdle for some people when revising their expectations. In this regard, be savvy about how to get more experience. A good place to start is by talking to your peers and professors. In my case, I applied again the following year, but this time, I included an application to a master’s program. Again, painfully, I did not hear back from a single PhD program, but I did get into the master’s program.
Two-year master’s program. I finished with an A average, received numerous grants and scholarships, presented my work at a national conference, worked in two research labs, completed 600 hours of clinical externship at a hospital and completed a master’s thesis. Finally, I thought I had the required experience and applied to another 14 clinical PhD programs. I did not receive news from single one. Not one waitlist. Not one interview. I say this not as an exercise in self-deprecation but as a semi complete narrative of what it takes not even to get consideration for a program. I want people to know how truly challenging this is. I see so many talented, hard-working students who are devastated when they don’t know why they are not hearing anything back. Like myself, many of these individuals have heard that it is hard but do not have a clear understanding of what that really entails. For me, part of the difficulty with the rejection is the lack of feedback. In my case, all I ever received were emails in late April telling me I had not been selected, which by that time, was obvious.
Supervisor advice. Rejection can be crushing. In particular, the self-selecting applicants for competitive clinical doctoral programs might not be used to rejection. This was particularly true around the pandemic when research opportunities were unequally distributed, and the rates of acceptance to programs were not diminished. After receiving a rejection, there is a limited amount of time to emotionally process that loss and acquire additional experience to be more competitive for the following round.
Future Plans
Applicant story. So, what now? After any failed attempt, and once the sting of rejection starts to lift, you start to re-evaluate. For me, there were two important questions: First, should I try again? and second, what’s plan B? Having a plan B feels necessary. Not just because the odds are so horrendously stacked against you but also because the work it takes to have a real shot at getting into a clinical PhD program can be gruelling. To be among the shortlisted requires excellent grades, stellar references, scholarships or grants, research experience (specifically independent research and/ or a first-author publication), and hopefully, some clinical experience. The application alone takes hours. Writing individualized statements of interest to each program and endlessly seeking out apt supervisors (and praying they are accepting a student) is exhausting. And, of course, it is recommended that you apply to 10+ schools to maximize your chances (at roughly $100 a pop, no less). So, having a plan B is necessary because it would be too painful to think this was all for nothing. Also, it is nice to have several markers of potential endpoints. The path toward actually obtaining a clinical degree is long and uncertain. Having other viable options helps to ease the stress by showing that there are numerous interesting and fulfilling careers out there (Mitch’s Uncensored Advice has a great section detailing several related career paths. Also, your school’s academic advisers are rife with knowledge in this regard).
One significant benefit of undertaking so many tasks to become a competitive applicant is that it gives insight into the areas you most enjoy and find fulfilling. Experience teaches you not only about the field but also about yourself. Knowing your strengths and weaknesses helps you to navigate areas of growth and ultimately can make you a better candidate. You also get the opportunity to make meaningful connections in the field. I am still fearful as I continue my path forward and consider yet another round of applications. It is scary, never knowing if it will be worth it, not knowing if I have what it takes to make it. This, I think, is where supervisors can be extremely helpful. They know the field. They can encourage you to continue, to change course, and help guide you forward
and build up your CV to where you will have an even better chance. In my case, my master’s thesis supervisor (and coauthor of this article) has been working alongside me to help me gain publications, a glaring omission from my previous applications, as I have been told from numerous sources. She has also kindly introduced me to some previous students who have gone through very similar experiences. Being able to meet people who have been in your situation and have made it can remind you of the fact that it is possible. They can also give tips on what they did to make it finally work. Lastly, they can be a source of reassurance. Rejection can bruise an ego. Having someone in your corner with in-depth knowledge of the process and how difficult it is helps to remind you, at times when it is hard to remind yourself, that this is hard and to keep going.
Advice for Applicants
Applicant story. Be honest with your supervisor about your goals. It is hard for anyone to offer genuine help if they don’t know what you’re after. However, do not expect any supervisor to commit to you right away. What I mean is, if you are interested in doing an honour’s thesis, for example, a professor may not want to agree to supervise you without knowing you better. Good supervisors put in substantial effort to help their students succeed and, therefore, may want you to join their labs as a research assistant for several months to ensure that you are reliable and committed. If there are people whose work you admire, reach out and let them know. If they don’t promise supervision right away, don’t be discouraged but recognize that it is now your responsibility to work hard and show that you are worth investing in. Also, be wary of a bad fit. You might not be the right person for every lab or for every supervisor. Once in a lab or even before, check in with the other members and ask questions about guidance styles and possibilities to do presentations or get publications. This may mean sacrificing your ideal research area for a lab with more ongoing projects and supervisor involvement. Make an informed decision based on the gaps in your particular experience.
Supervisor advice. If a student hasn’t divulged their goals, make sure to ask. It
is validating to help a student achieve their goals, but a poor fit can be frustrating for all involved. Additionally, since supervisors often have doctoral degrees themselves, there can be a bias to encourage students to stay on a similar pathway. As a supervisor, it is important that we acknowledge what we don’t know—and we might not be as informed about professional pathways that differ from our own. For those who do try again and eventually enter the field, particularly in academia, learning to cope with rejection can be a crucial skill. Let applicants know that we face it as well.
Jaremka et al. (2020) wrote a validating paper about repeated rejection, imposter syndrome and burnout in academics. Humility and support can soften the sting of rejection for everyone in the field.
References
American Psychological Association. (2023). Graduate education data tool: Applications, acceptances, and enrollments overview https://www.apa.org/education-career/grad/survey-data/ graduate-education-data-tools
Jaremka, L. M., Ackerman, J. M., Gawronski, B., Rule, N. O., Sweeny, K., Tropp, L. R., Metz, M. A. Molina, L., Ryan, W. S., & Vick, S. B. (2020). Common academic experiences no one talks about: Repeated rejection, imposter syndrome and burnout. Perspectives on Psychological Science, 15(3) 519–543. https://doi.org/10.1177/1745691619898848
Oxford Reference. (n.d.). Base-rate fallacy. In Oxford Reference. Retrieved Jan. 7, 2024, from https://www.oxfordreference.com/view/10.1093/oi/ authority.20110803095449924
Prinstein, M. (2023) Mitch’s uncensored advice for applying to graduate school in clinical psychology https://mitch.web.unc.edu/wp-content/uploads/ sites/4922/2017/02/MitchGradSchoolAdvice.pdf
Amy Polinsky received her bachelor’s degree in psychology from the University of British Columbia and in 2023 obtained her MA in forensic psychology from John Jay University. While at John Jay, she completed her thesis, Linguistic Impact on the Use of the Reliable Digit Span for Performance Validity in a Sample of English-Spanish Bilingual Adults, under the supervision of Dr. Rebecca Weiss. She also completed a clinical externship at the Addiction Institute at Mount Sinai. Currently, she is working as a clinical research coordinator with the Nathan Kline Institute and Manhattan Psychiatric Center in psychopharmacology research for individuals with schizophrenia. She hopes to pursue a PhD in clinical psychology studying psychosocial and cognitive treatments for individuals with Schizophrenia Spectrum Disorders both within the general population and the criminal justice system.
Rebecca A. Weiss, PhD is an associate professor in the Department of Psychology at John Jay College of Criminal Justice, City University of New York. She serves as the faculty advisor for John Jay’s Psi Chi chapter, and helps her students transition to a variety of related careers. In addition, she is a licensed clinical psychologist who primarily focuses on court evaluations.
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Chapter Activities Submission Guidelines
With more than 1,180 chapters, Psi Chi members can make a significant impact in their communities. Reviewing Chapter Activities in Eye on Psi Chi is a great way to find inspirational ideas for your chapter and keep in touch with your chapter after you graduate.
Activities are listed in the following categories:
• COMMUNITY SERVICE
• CONVENTION/CONFERENCE
FUND-RAISING
• INDUCTION CEREMONY
• MEETING/SPEAKER EVENT
• RECRUITMENT
• SOCIAL EVENT
Share your chapter’s accomplishments with others in the next issue of Eye on Psi Chi! Chapter officers and advisors are encouraged to visit https://www. psichi.org/page/eye_activity
Submission deadlines*
Fall: June 30
Winter: September 30
Spring: December 15
Summer: February 28
Reports received (postmarked) after the deadline will appear in the next issue of Eye on Psi
EAST
Albright College (PA)
FUNDRAISER: The chapter hosted a Pie for Purpose event where eBoard members and professors from the psychology department received multiple pies to the face. All donations went to the Christian Ladd Hall Scholarship for Mental Health Advocacy. Pies were delicious and sticky.
INDUCTION CEREMONY: On April 22, the chapter hosted its annual Psi Chi induction ceremony. The chapter introduced 14 new members, dispensed
the psychology department’s annual senior awards to four outstanding students (Alyssa Zerbe, Jason Eidle, Taisha Charles, and Lily Carney), celebrated the contributions of department secretary Cynthia Becker, and ate delicious food.
SOCIAL EVENT: In April, the chapter hosted a trip to Philadelphia’s Franklin Institute. During this trip, students were able to see a live dissection of a sheep heart. The chapter also got to explore the city of Philadelphia, pet puppies, and bond with each other.
Assumption University (MA)
SOCIAL EVENT: In September 2023, the chapter hosted a psychology game night with many different types of board games and card games available. The event was open to all students who wanted to attend. One of the games that we offered was Psychopoly, a psychology-themed version of the game Monopoly. Both students and professors attended. There was a great turnout with lots of students participating in the activities. We brought prizes to give to the winners of each game at the end of the night. People seemed to enjoy it!
MEETING/SPEAKER EVENT: In October 2023, the chapter hosted a resumé night with the Career Development and
Chi
Top: The annual induction ceremony for the Albright College (PA) Psi Chi Chapter saw 14 new members inducted.
Middle left: Albright College (PA) Chapter participating in Pie For a Purpose, March 19, 2024. Left to right: Alyssa Zerbe (president), Dr. Bridget Hearon, Taisha Charles (vice-president), Dr. Keith Feigenson, and Dr. Justin Couchman.
Middle right: Albright College (PA) Psi Chi Chapter’s trip to the Philadelphia Franklin Institute.
Right: The College of New Jersey Psi Chi students engaged in discussions at each psychology lab in the atrium of the Social Sciences Building.
Internship Center (CDIC). The purpose was to help students create a resumé that can be used when applying for jobs or internships. The CDIC presented a slideshow on formatting and what to include. Students brought their laptops so they could make changes to their resumés or start working on a new resumé. Following the presentation, there was time for the CDIC staff to assist students and answer questions. This event allowed students to become aware of services that are offered on campus to support students.
SOCIAL EVENT: In February 2024, the chapter hosted a jeopardy game night, with the goal to prepare psychology
students for midterms and upcoming exams. The chapter reached out to undergraduate professors to determine who had midterms or upcoming exams and what information would be covered. The jeopardy game consisted of multiple categories with various questions to engage students who were taking a variety of psychology classes. The game was played in teams of multiple students, and the winning team was able to choose from a multitude of prizes. Attendance for this event was fantastic, all the students seemed interested, and they got quite competitive for the prizes.
Bay Path University (MA)
COMMUNITY SERVICE: In spring 2024, the chapter held a supply drive on campus to benefit Alianza DV Services. Alianza assists, empowers, and supports those who are impacted by domestic violence. Chapter members collected and delivered two cars full of toiletries, sheets, pillows, cleaning agents, coffee cups, and other personal care items to help the organization support individuals and families in need.
COMMUNITY SERVICE: Chapter members collected 261 pounds of food in fall 2023 to benefit Lorraine’s Soup
Kitchen and Pantry. This organization provides food to members in the community experiencing food insecurity. Donations were collected throughout the university and then delivered to Lorraine’s Soup Kitchen and Pantry.
College of New Jersey
RECRUITMENT: The chapter recently hosted a Psychology Lab Fair. This event provided a platform for psychology research labs to showcase their specific focuses and current projects, offering students a unique opportunity to learn about studies and their latest findings. Additionally, the labs were actively
Left: Fordham University, Rose Hill (NY) Psi Chi sponsored a workshop introducing R and RStudio!
Middle left: Team Assumption (MA) for the Walk MS 2024 event.
Middle right: Psi Chi officers at Assumption University’s (MA) 2023 Induction Ceremony.
Bottom: Assumption University (MA) Psychology Game Night.
recruiting new students to join their teams, which presented an excellent chance for hands-on experience and involvement in essential research.
Eastern University (PA)
MEETING/SPEAKER EVENT: This academic year, the chapter held an event to spread awareness and encourage hope around mental health. Lexie Taylor (Youth and Advocacy Manager) from the National Alliance on Mental Health in Philadelphia (NAMI) came to speak to students about mental health, what the organization does, and how to get involved. Students had the opportunity at the end of the presentation to ask questions and get NAMI merch. Members of the chapter then wrote
cards, or “Letters of Hope,” to those in need of support and encouragement while struggling with mental health.
Fordham University, Lincoln Center (NY)
MEETING/SPEAKER EVENT: In spring 2024, the chapter president, Maria Elisa Vannoni, updated the new chapter webpage: https://mailchi. mp/1e9d941f378a/chapter-history This shared the chapter’s rich history since 1983, and upcoming activities for the Fordham community.
MEETING/SPEAKER EVENT: In spring 2024, the chapter again hosted 14 diverse activities—workshops, forums, and trips featuring a total of 42 experts. Over 35 students from a few schools participated in the 34th
Fordham Forum on Careers in Applied Psychology, where students heard from five experts. A video is online: https://youtu.be/3MXexHuISOw On April 19, the 13th Mentor Forum brought together close to 100 mentors and students from many institutions.
INDUCTION CEREMONY: The chapter held its spring 2024 induction ceremony on April 9, inducting 11 new members from 3 of Fordham’s 10 colleges. New members received Psi Chi regalia and were invited to the next Psi Chi regional activity—the 52nd Hunter College Psychology Convention on May 4.
Fordham University, Rose Hill (NY)
MEETING/SPEAKER EVENT: The chapter sponsored a workshop in
the spring to introduce students to the statistical packages of R and Rstudio. Representatives of the Council on Applied Psychometrics at Fordham University led a two-hour workshop, which 15–20 Psi Chi members attended. Students were able to get R running on their personal laptops. The students were provided with prewritten code as well as lessons on how to write code to perform tests such as t tests and ANOVAs. The workshop was overwhelmingly successful, and the chapter looks forward to organizing more workshops in the future to help in research methods and statistics.
Lasell University (MA)
FUNDRAISER: The chapter fundraised money for the Alzheimer’s Association
Above: On April 19, 100 mentors and students participated in the 13th annual Mentor Forum at Fordham Lincoln Center
Right: On April 9, the Fordham Lincoln Center Chapter inducted 11 new members.
Bottom right: On February 27, 40 students from four colleges participated in Fordham Lincoln Center’s 34th Forum on Careers in Applied Psychology.
of Massachusetts. Their goal was to raise at least $2,000. The fundraiser was shared with the entire Lasell University community and campus families. All proceeds went directly to the association for Alzheimer’s research.
New Jersey City University
INDUCTION CEREMONY: The chapter inducted 22 new members on April 24, 2024! Congratulations on their academic achievements and personal aspirations, which serve as inspirations for others to strive for excellence. The audience, filled with parents, siblings, and children, witnessed this beautiful milestone in the lives of their loved ones, celebrating their dedication and hard work. Lots of wishes for these new members to continue
to grow and positively impact their community as they pursue their goals and inspire others to become better versions of themselves.
CONVENTION/CONFERENCE: The Psychology Society and Psi Chi chapter held the 7th Annual NJCU Pedagogy Day. The Psi Chi coadvisors, Dr. Peri Yuksel and Dr. Wei Zhang, presented preliminary findings from their “Lifestyle Survey.” They discussed the pervasive phenomenon of FOMO (Fear of Missing Out) and provided practical strategies to navigate its impact on student lives. To combat FOMO, they recommended to embrace JOMO (Joy of Missing Out). Hafsa Dawood, NJCU outreach worker, former Psi Chi president, and current educational
psychology graduate student, chaired a student panel with Cristhofer Abreu, Iris Gonzalez, and Nicolette Tsamos, who offered peer to peer guidance on how to excel academically while maintaining a healthy balance. The event concluded with the chapter induction to celebrate excellence in psychology and applaud those who have shown outstanding dedication and achievement in their field
Penn State Behrend INDUCTION CEREMONY: On April 6, 2024, the chapter held its Annual Psychology Banquet to induct the newest members of Psi Chi, converse about psychological concepts, hear from an alumni speaker, and honor faculty with superlatives.
SOCIAL EVENT: The chapter held a Paint and Sip event alongside the Psychology Club in hopes of providing relaxation during a busy semester.
COMMUNITY SERVICE: Members of the Penn State Chapter and Psychology Club worked together to teach local K–12 students about the basics of psychology through innovative activities at the campus’s 9th Annual STEAM Fair.
Purchase College, SUNY
SOCIAL EVENT: On May 1, 2024, the chapter held a celebration in honor of graduating seniors. Seniors offered advice to new inductees, and everyone enjoyed talking about summer plans. It was nice to relax and celebrate the end of the semester.
Left: The New Jersey City University Chapter inducts 22 new members during its annual 2024 Spring Induction!
Middle left: Bay Path University (MA) Supply Drive to Benefit Alianza DV Services.
MIddle right: The Seventh Annual New Jersey City University Pedagogy Day celebrated Psych Week by “Empowering All Minds: Navigating FOMO, Prioritizing Mental Health, and Maximizing College Success?”
Bottom left: Bay Path University (MA) Food Drive to Benefit Lorraine’s Soup Kitchen and Pantry.
Rochester Institute of Technology (NY) MEETING/SPEAKER EVENT: The chapter sponsored an event, titled “The Psychology of Among Us,” based on the popular video game Among Us. Over 25 people attended the event, which included a presentation from Finn Cohen (president) about the psychological science behind deception, moral licensing, and the “magic circle” players enter during the game, which allows them to depart from their real-life moral identity. Attendees were then given an opportunity to play a few rounds of the game with each other!
University at Buffalo, SUNY CONVENTION/CONFERENCE: The chapter hosted the fifth annual Western New York Undergraduate Psychology Conference. There were 40 student posters and 10 oral presentations. The conference included lunch, a keynote speaker, faculty judges, and certificates for the best presenters. Over 150 students, faculty, and guests from 12 different institutions (Alfred University, Buffalo State University, Canisius College, D’Youville University, Daemen University, Erie Community College, Hilbert College, Houghton University, Le Moyne College, Rochester Institute of Technology, SUNY Empire State
College, and the University at Buffalo) were in attendance!
SOCIAL EVENT: In conjunction with the Undergraduate Psychology Association, the chapter kicked off the semester with a board game night. There was pizza and music. The officers pooled together games they owned, which included many classics such as Sorry!, Uno, Monopoly, Jenga, and Rummikub. Approximately 60 students attended this fun and relaxing event!
COMMUNITY SERVICE: The chapter held a thrift exchange as a fun outlet for students to give back to the community and go “clothes shopping” on campus. The week prior, officers
collected gently used clothing donations. Attendees could also bring clothes that they wanted to contribute on the day of. At the event itself, clothes were folded and arranged on tables. Attendees browsed items and picked out pieces that they wanted to take home. At the conclusion, the remaining clothes were donated to a local charity. Students expressed appreciation for the opportunity to clean out their closets in a sustainable manner.
Wilkes University (PA)
COMMUNITY SERVICE: On February 21, seven Psi Chi members and
Above left: 2023–24 Penn State Behrend Psi Chi inductees, board members, and faculty advisor.
Above right: 2024 Penn State Behrend STEAM Fair.
Right: 2024 Penn State Behrend Paint & Sip.
Dr. Thomas (advisor) traveled to a local middle school (Solomon Plane Middle School) to participate in a STEM night for children and their families. Psi Chi members created a hands on activity to teach children and their families that psychologists study the brain and behaviors. Using pipe cleaners, students constructed a neuron and taught them the anatomy of neurons and how they communicate with one another. The chapter also had several plastinated brains (which were loaned from a medical school) to show the students the anatomy of the brain.
MEETING/SPEAKER EVENT: To help psychology students better understand
the graduate school process, chapter members worked together to create a graduate school panel event on March 26. Panelists included current Psi Chi members Mallory Linder, Erin McMonagle, Carolyn Purdy, and a Psi Chi alum, Ethan Warner. The students discussed decisions they made having just been accepted into graduate school and proving advice and sharing their experience with undergraduates.
COMMUNITY SERVICE: Six Psi Chi members participate in the STEM career exploration badge event to help a hundred girls scout earn their STEM Badges. The presentation was a discussion on the several different
career paths people can choose as a psychologist. In addition to discussing career options, Psi Chi also gave a demonstration of hearing and perception and how both can change over time.
William James College (MA) INDUCTION CEREMONY: On April 10, 2024, the chapter conducted an installation and induction ceremony. Dr. Nilda Laboy served as the installation officer. Dr. Kerri Augusto was appointed as the chapter advisor. Fifty-two members were inducted into the chapter, and officers were appointed to the positions of president, co-vice-president, secretary, and treasurer.
MIDWEST
Bradley University (IL)
SOCIAL EVENT: The chapter hosted a Faculty vs. Student Olympics event where students faced off against faculty members in numerous Olympic-style games. Faculty from across Bradley’s campus were invited to participate, even outside of the psychology department, giving psychology students an opportunity to interact with faculty from different disciplines.
SOCIAL EVENT: The chapter hosted a Pizza Palooza social event this fall to welcome students back to the campus for the year.
Far left: University at Buffalo, SUNY Chapter’s Jessica Gurbacki (right; president) and Reilly Diemond (left; vice-president), at the fifth annual Western New York Undergraduate Psychology Conference.
Left: Rochester Institute of Technology student, Romiere Horace, presents his poster at the fifth annual Western New York Undergraduate Psychology Conference hosted by the University at Buffalo, SUNY Chapter.
Bottom left: Hilbert College student Sabrina Tiburzi presents her poster at the fifth annual Western New York Undergraduate Psychology Conference hosted by the University at Buffalo, SUNY Chapter.
Bottom right: Wilkes University (PA) Psi Chi Chapter at STEM night for children and parents.
MEETING/SPEAKER EVENT: The chapter held a combined speaker event and Psi Chi induction ceremony this spring. David Gonzalez, MA, LCPC, was invited to speak about his story and experience in the field of behavioral health.
Cleveland State University (OH)
RECRUITMENT: The chapter hosted an information table event. Members set up a table in a popular place on campus and passed out Psi Chi flyers. These flyers included the requirements to join as well as the benefits of membership. Although most of the people who stopped by weren’t psychology majors, the chapter did manage to get a few students interested and registered.
Drury University (MO)
MEETING/SPEAKER EVENT: Puppies! Puppies! Puppies! The chapter invited representatives from Pet Therapy of the Ozarks to campus. Five dogs were brought to the student center for students to interact with as a stress reliever before finals week.
FUNDRAISER: The chapter held a fundraiser to benefit the local Humane Society. Students reserved time with animals from the shelter, and the times were scheduled during midterms. This was done so that the shelter benefitted from the funds that were raised, but also so that both students and animals benefitted from the time together. People looked to be having a great time,
and there were lots of smiles as the furry friends were eager to meet new people. A total of $150 was raised and donated directly to the Humane Society, money well-earned by the fuzzy workers who were on duty.
Kansas State University
MEETING/SPEAKER EVENT: In the spring semester, the chapter held a “Helping Professions Panel” open to all psychology majors. The panel consisted of a marriage and family therapist, licensed social worker, licensed professional counselor, and clinical psychologist. The goal was for students to ask the panelists questions about their education, career paths, and their day to day responsibilities.
Many students attended and reported that they had a better understanding of the helping profession careers options after the panel. Because the event was so successful, the chapter plans to make this an annual event.
Lindenwood University (MO)
INDUCTION CEREMONY: The chapter inducted 30 new members this spring. The chapter had the largest attendance to date at the induction ceremony, with close to 50 students, friends, and family members! What a great way to highlight students’ dedication and persistence.
CONVENTION/CONFERENCE:
Lindenwood University, located outside of St. Louis, has had a strong history of
Right: Dogs from Pet Therapy of the Ozarks visited the Drury University (MO) campus.
Far right: Two new friends share a smile at Hillsdale College’s Pawsitivity event.
Middle left: Speaker Event with David Gonzalez MA, LCPC, at Bradley University (IL) MIddle right: Bradley University’s (IL) Pizza Palooza. Bottom: Bradley University (IL) Student Tug of War Contest.
taking students to MPA in Chicago in April. The chapter took 12 students to MPA, with 10 Psi Chi undergraduate poster presentations. Students can take the train, explore the city, and attend regional programming as they prepare for graduate school—a wonderful way to end the semester!
Michigan School of Psychology COMMUNITY SERVICE: The Michigan School of Psychology (MSP) Chapter cosponsored a spice drive in support of Forgotten Harvest to collect herbs, spices, and seasonings for holiday meal preparation to assist families in need. Forgotten Harvest is the largest food rescue organization in Detroit fighting hunger and food insecurity by
collecting and distributing 144,000 lb of surplus food per day to local charities. All members of the MSP community, including students, faculty, and staff, participated in donating spices and money to purchase additional seasonings.
COMMUNITY SERVICE: For the second year in a row, the chapter hosted a Psi Chi workshop entitled “So You Want to Teach? Teaching Opportunities with a MA or PsyD.” Presented on March 13, 2024, by core faculty members Drs. Kate Cusick and Kevin Johnson, this presentation included an overview of qualifications needed to teach at different university levels, pay structure, various responsibilities, current job
postings, and tips on how to secure a teaching position.
Missouri State University MEETING/SPEAKER EVENT: The chapter invited Harmony House, a local domestic violence shelter, to guide the chapter through a simulation that brings awareness to the cycle of domestic abuse. The simulation, titled “In Her Shoes,” guides participants through real life experiences of women navigating the challenges of receiving assistance, escaping an abuser, and finding validating support.
COMMUNITY SERVICE: The Psychology Club and Psi Chi joined together to build cat shelters for the stray cats of
Springfield! The chapter was given very specific instructions to create a safe home for these sweet animals, keeping them out of the various weather conditions in the area.
University of Michigan, Flint COMMUNITY SERVICE: On December 16, 2023, the chapter supported the nonprofit, Wreaths Across America, at Great Lakes National Cemetery in Holly, Michigan. Psi Chi members, along with other University of Michigan, Flint students, staff, and faculty, and approximately 2,000 volunteers, laid 20,000 wreaths on the graves of veterans at the cemetery. The chapter also raised funds to purchase wreaths for the event.
Left: Lindenwood University’s (MO) 2024 Psi Chi induction.
Below left: Four Lindenwood University (MO) Psi Chi students presenting at MPA with their faculty advisor.
Below right: Drs. Cusick and Johnson presenting teaching opportunities to MA and PsyD graduate students at Michigan School of Psychology
COMMUNITY SERVICE: On April 12, 2024, the chapter joined the campus Psychology Club to support the Food Bank of Eastern Michigan. Members packed meal boxes to serve the community’s food insecure population.
INDUCTION CEREMONY: In April 2024, the chapter held its first in-person induction ceremony in five years! Members were delighted to be together to celebrate their academic achievement.
University of Nebraska, Lincoln MEETING/SPEAKER EVENT: The chapter’s executive team hosts a research night at the beginning of each semester. We invited psychology department faculty, related departments, and
research entities to recruit undergraduate research assistants to assist with projects. At the event, we presented research opportunities including paid and volunteer assistantships and publication opportunities. Graduate students or current RAs presented on their lab, what opportunities there were for RAs, and how to get involved. At the end of the presentation, attendees were welcome to ask questions and meet the lab recruiters. This most recent research night had 10 labs present with over 30 attendees.
ROCKY MOUNTAIN
COMMUNITY SERVICE: This year the Psychology Club students and friends conducted a Good Neighborhood Cleanup. The purpose of the project was to be a good neighbor and show pride in the campus and surrounding community. Campus dorms and parking lots generate trash that often blows into the streets and surrounding community. The students teamed up to walk the entire perimeter of the campus, filling up many trash bags from the streets and surrounding areas. Enthusiasm was high at the end as the students discussed the various items they collected, then headed to the new coffee shop by campus.
Universidad de Sonora (Mexico)
COMMUNITY SERVICE: In March 2024, the chapter organized Brain Awareness Week activities at elementary schools. Undergraduate and graduate students, as well as professors, discussed different parts of the brain and their function as well as differences in neuroanatomy in human and nonhuman animals. With this knowledge and using modeling clay, children created their own fictional brain and described the matching superpowers of their make-believe animal.
COMMUNITY SERVICE: To celebrate Children’s Day, the chapter organized Children’s Rights Awareness activities in elementary schools. The team of graduate and undergraduate students and professors increased awareness of the specific rights given to children through
Adams State University (CO)
Right: University of Michigan, Flint induction ceremony 2024.
Below left: University of Michigan, Flint serves the Food Bank of Eastern Michigan.
Below Right: University of Michigan, Flint serves Wreaths Across America.
a game of La Loteria. The team explained and discussed the various rights as well as the responsibility and obligations to respect the rights of others.
SOUTHEAST
Charleston Southern University (SC)
COMMUNITY SERVICE: The Psychology Club made sweet notes for the nursing home, Life Care Center at the Elms, on February 9, 2024. They played the movie, Be My Valentine, Charlie Brown, while students worked to craft Valentine’s cards. The club used different artistic materials and filled 70 cards with inspiring and kind words of encouragement. The club delivered them to the residents who received
them with gratitude and excitement.
MEETING/SPEAKER EVENT: The Psychology Club held a Psychology Jeopardy game on February 2, 2024. Dr. Christina Sinisi, professor and chair of the psychology program at Charleston Southern University, created the questions and emceed the game. The club was divided into groups of two or three students who answered questions about topics in psychology including different historical events, theories, and statistics. The teams competed with enthusiasm, and the top-scoring teams won prizes.
MEETING/SPEAKER EVENT: The Psychology Club hosted an informative meeting on January 26 with Dr. Jillian
Dawes. She is an assistant professor at the Citadel and has a PhD in educational psychology. She gave an overview of their school’s psychology graduate program. Her presentation included the application process, course offerings, and graduate track for their students. She also provided information on what the career of a school psychologist looks like after graduation. She informed students on how the Citadel stands out from other programs and of their job connections in the Charleston area. Overall, it was a very helpful and interesting presentation.
Davidson College (NC)
SOCIAL EVENT: The chapter hosted a movie night and psychology education event on March 26, 2024. Members
watched Inception and then explored movie-related topics in emotion and the mind.
SOCIAL EVENT: The chapter also hosted a college favorite event on April 10, 2024: trivia at Summit Coffee Outpost! Members from Psi Chi and the college community enjoyed answering psychology-related trivia and learning more about Psi Chi at our on-campus coffee spot.
Northern Kentucky University
CONVENTION/CONFERENCE: The chapter received internal funding to host a fair to enable interested students to learn about graduate school program options. Representatives were present from the Social Work and Family
Left: Adams State University Psychology Club students showing a few of the many bags of trash they collected in the streets around campus.
Below left: Davidson College (NC) Psi Chi watching Inception during our movie night.
Below right: Davidson College (NC) Psi Chi chatting about Inception-related psychology topics at our movie night.
Science Program at the University of Louisville, the NKU Clinical Mental Health Counseling Program, the NKU Industrial-Organizational Psychology Program, the NKU Occupational Therapy program, and NKU Career Services to answer questions. The chapter provided snacks and soft drinks.
Nova Southeastern University (FL) MEETING/SPEAKER EVENT: On Halloween, the chapter was very pleased to welcome Gesell Gavidia-Layton, MS, BCBA. She serves as the program director for Broward County services at Behavior Analysis, Inc. (BAI). BAI is South Florida’s oldest and most respected behavioral services agency. They employ about 200 behavioral staff members,
including several internationally known behavior analysts. Ms. Gavidia-Layton informed students about professional development opportunities for students at BAI, including free training to become registered behavior technicians (https:// www.behavior-analysis.org/careers/).
University of North Georgia MEETING/SPEAKER EVENT: Each fall, the chapter invites recent graduates to return to campus and discuss life after graduation with current students. In fall 2023, three former officers who were accepted into three different graduate programs returned to answer questions and give advice. They addressed topics including when and how to prepare for graduate school, things they wished
they had known earlier, how graduate classes differ from undergraduate classes, and how to pay for it all.
CONVENTION/CONFERENCE: On April 3, to celebrate the achievements of undergraduate researchers, Psi Chi hosted a poster day for students who presented their work at SEPA or other conferences during the previous year. This provided students with another chance to practice their presentation skills and highlighted opportunities for others who may be thinking about getting involved in undergraduate research. Some professors used the event as an extra credit opportunity for students in introductory psychology courses.
SOCIAL EVENT: On April 24, Psi Chi officers organized a well-attended
Wheel of Fortune themed review game the week before final exams. Teams of students competed for small prizes by guessing phrases from categories including biopsychology, cognitive and social psychology, clinical and counseling psychology, and research methods.
Yerevan State University (Armenia) CONVENTION/CONFERENCE: The ancient city of Yerevan, formed in 782 BC, is the capital city of the Republic of Armenia. Yerevan State University (YSU) learned about Psi Chi in 2019, during its global conference celebrating the 100th anniversary of psychological science at YSU. On August 20, 2020, YSU installed the first Psi Chi chapter
Above: Students at Northern Kentucky University talk with Dr. Phil Moberg about the Masters in Industrial-Organizational Psychology (MSIO) Program.
Above right: The Nova Southeastern University (FL) Chapter of Psi Chi heard from Gesell GavidiaLayton, MS, BCBA, program director for Behavior Analysis, Inc., on Halloween 2023.
Right: Students at the University of North Georgia who attended conferences earlier in the spring were invited to show off their research on campus during a Psi Chi Poster Day event.
Far right: Chloe Wilson (treasurer) at the University of North Georgia plays the role of Vanna White in a psychology-themed trivia game inspired by the popular game show Wheel of Fortune
in the region—among the many nations in Central Asia—in cooperation with Psi Chi international leaders Deborah Harris-O’Brien, Martha Zlokovich, and Lisa Norman.
INDUCTION CEREMONY: On March 19, 2024, the chapter held its latest induction ceremony with Professor Hrant Avanesyan. The chapter also hosted many local activities, including an art exhibit of the Greek “Psi” symbol. These activities are described on the YSU Facebook page: https://www.facebook.com/sss.phipsy MEETING/SPEAKER EVENT: In May 2024, Columbia University Professor Ani Kalayjian, visited YSU in the Republic of Armenia for a 10-day mission to help the recent wave of
displaced refugees from the Artsakh war zone. Dr. Kalayjian is an expert on trauma and a Psi Chi International Ambassador who helped install the YSU Psi Chi chapter in August 2020.
SOUTHWEST
Texas Christian University MEETING/SPEAKER EVENT: The chapter organized a career panel with guest speakers: Dr. Broom, Dr. Lauren Leising, Dr. Cayirdag, and graduate student John Solorzano-Restrepo. The guest speakers introduced themselves and talked about their careers and how they got to where they are today. The speakers also did a Q&A at the end for further information
about the process of schooling and different obstacles they accomplished.
COMMUNITY SERVICE: The chapter arranged a two-event opportunity to bring cans for a food drive. The chapter made the decision to bring the two-event opportunity for more activity during the career panel. A very large number of cans were donated to the chapter’s donation center. Attempted solutions to chapter problems were not having enough people show up to events. The chapter made the decision to bring the two-event opportunity for more activity.
University of Central Oklahoma CONVENTION/CONFERENCE: The chapter hosted the 42nd Annual
Research Conference of the Oklahoma Psychological Society on April 5, 2024. The conference featured almost 50 student presentations, a career and graduate school fair, and a psychology quiz bowl. This year’s keynote speaker was Dr. Ashley Votruba from the University of Nebraska-Lincoln, with a talk entitled, “Understanding the Public’s Engagement with the Civil Justice System: A Social Psychological Lens.” A grant from Psi Chi submitted by Fabiola Bueno, Gabrielle Hamilton, and Aley Hilst (Psi Chi officers) helped cover for some of the conference costs.
University of Texas, Permian Basin
COMMUNITY SERVICE: In April 2024, the chapter volunteered with a local
Far left: Chico State University’s (CA) spring 2023 Induction Ceremony.
Left: Chico State University’s (CA) Chapter’s vice-president and treasurer at WPA with Dr. Meg Warren.
MIddle far left: In 2024, the Yerevan State University (Armenia) art exhibit on the Greek “Psi” symbol for psychology.
Middle left: On March 19, 2024, Yerevan State University’s (Armenia) Hrant Avanesyan (advisor) welcomed new members into the Society.
Bottom far left: Dr. Brady Nelson at California State University, Northridge’s Speaker Series flyer.
Bottom center: The California State University, Northridge spring 2024 Induction Ceremony flyer.
Bottom left: Dr. K. Loette Snead at California State University, Northridge’s Speaker Series flyer.
non-profit, Sharing Hands a Respite Experience (SHARE). Chapter members signed up to participate during one of their respite nights. The organization holds these nights for parents or caretakers of children with special needs, including children with autism. The parents can drop off their children for a few hours and have much-needed time to relax or run errands while their kids are in good hands.
WEST
California State University, Northridge
MEETING/SPEAKER EVENT: The chapter hosted Dr. Brady Nelson, who shared his personal experience as a Psi Chi member and what he wished he knew
so current students could benefit from their membership more. He also shared his journey to where he is today as a neuropsychology clinical researcher.
INDUCTION CEREMONY: The chapter held an induction ceremony to officially welcome 51 new members for 2023–24.
MEETING/SPEAKER EVENT: Dr. K. Loette Snead shared her personal story, hurdles, and dissertation from her PsyD in MFT program. She is a mixed woman of color and is pursuing dual licensure as an MFT and psychologist.
Chico State University (CA) CONVENTION/CONFERENCE: The chapter went to the WPA 2024 Convention with six members where
attendees learned about different studies that were researched. Attendees also met a lot of professionals in the field and were able to network with other Psi Chi and Psi Beta chapters.
MEETING/SPEAKER EVENT: The chapter hosted an annual expert panel, which featured a research professor, MFT program professor, school psychology professor, and health and wellness professor to talk about their experiences.
Oregon State University
SOCIAL EVENT: The chapter participated in the 2024 Rare Disease Day event on campus. In this event, chapter members engaged with other students to bring awareness of rare disease.
SOCIAL EVENT: Mental Health Refresh Festival provided a vibrant celebration of mental well-being and self-care time for all students. Students were able to enjoy fun games, engage in mental health related activities, listen to music, and eat good food. A day filled with empowering activities to enhance one’s mental health journey!
Saint Martin’s University (WA) MEETING/SPEAKER EVENT: The chapter held a speaker event, Slumber Struggles, where students across disciplines came together to learn about the psychology of sleep. Students listened to a presentation from the chapter’s faculty advisor, assistant professor, Dr. Julie Prosser,
Right: Oregon State University Chapter participating in Rare Disease Day!
Far right: A poster for Rare Disease Day by the Oregon State University Psi Chi Chapter.
Below left: Students and faculty at Utah State University’s “peersgiving” event.
Below center: University of Central Oklahoma Psi Chi officers Fabiola Bueno, Gabrielle Hamilton, and Aley Hilst celebrating being awarded a Chapter Activity Grant by Psi Chi.
Below right: Oregon State University Mental Health Refresh Festival!
evaluated their sleep hygiene, practiced yoga, and left with gifts and a readiness to improve their sleep habits.
University of Victoria (Canada) COMMUNITY SERVICE: The chapter held its annual end-of-semester celebration, supporting the Victoria Shoebox Project, on December 6, 2023. Over 30 psychology students came to enjoy pizza, refreshments, and sweets while wrapping and filling shoeboxes to give to women in Victoria impacted by homelessness. Using donations from friends, faculty, and community members, the chapter filled 42 boxes, surpassing both last year’s 27 boxes and the 30-box goal set this
year. This event was highly successful, positively impacting the community and providing the University of Victoria chapter’s students with a bonding opportunity at the end of the semester.
Utah State University SOCIAL EVENT: During fall 2023, the chapter wanted to help create more of a sense of community and engagement among psychology students. The chapter cosponsored a “peersgiving” activity where students were able to eat a meal together and engage with other students as well as Psi Chi council members and faculty within the psychology department. After the food was served, everyone played a jeopardy
style game where students along with faculty in their groups competed to highlight their knowledge of general psychology content. Students had a positive experience and were able to make new connections with others.
Whitworth University (WA)
FUNDRAISER: The chapter sponsored a homemade cookie bake sale. All proceeds went to Hearts in Motion, an organization that sends humanitarian teams to South and Central America to provide medical care, surgery, basic needs, and most importantly, human dignity to people in need. The chapter was incredibly grateful to have completely sold out of cookies and to
have raised just over $400 for Hearts in Motion!
INDUCTION CEREMONY: The chapter hosted a memorable end-of-year party and induction ceremony filled with laughter, camaraderie, and fun! There was pizza, games, rock painting, and formal induction into Whitworth’s Psi Chi Chapter. Additionally, new members and officers were told about the rich history and purpose of Psi Chi and had the opportunity to sign Whitworth’s member log book that dates back to 1990, a symbol of their inclusion in this esteemed community.
Top left: Saint Martin’s University (WA) students across many academic disciplines gathered to learn about the importance of sleep.
Top right: The 42 filled shoeboxes stacked behind Caption 1: Picture of Whitworth University’s (WA) Hannah Kircher (left; treasurer) and Ainsley Ortega (right; social media coordinator) at the cookie bake sale table taken by Grace Olsen (president).
Middle left: Attendees pictured with Saint Martin’s University (WA) Chapter’s faculty advisor, Dr. Julie Prosser, displaying their sleep-related raffle prizes: a weighted blanket, gift card, and sunrise lamp.
Middle right: Saint Martin’s University (WA) Psi Chi officers Kristine Abadilla (left) and Melia Salangdron (right) spin the wheel of names for the weighted blanket raffle prize.
Left: Whitworth University’s (WA) end of year party and Psi Chi induction.
Right: Charleston Southern University (SC) Psychology Jeopardy.
Below left: Charleston Southern University's (SC) Valentine's Day Cards.
Below right: Dr. Jillian Dawes talking about school psychology at Charleston Southern University (SC)
Top left: A group of attendees, including the University of Victoria (Canada) Psi Chi copresidents, Jessica Silverman and Kemmerly Chipongian, kneeling in front of the 42 shoeboxes that University of Victoria (Canada) Psi Chi filled and wrapped to go towards the Victoria Shoebox Project, an organization benefiting women impacted by homelessness.
Top right: Some of the University of Victoria (Canada) Psi Chi board and chapter members participating in and enjoying the event.
Middle left: Universidad de Sonora (Mexico) at Brain Awareness Week activities in Sonora.
Bottom left: Children's rights awareness activities put on by Universidad de Sonora (Mexico).
Psi Chi platinum and dark blue high quality intertwined double cords with a mixed tassel.
Psi Chi silver-colored lapel pin on blue enamel. This is the official membership pin.
Psi Chi 60 inch platinum stole with embroidered Psi Chi seal.
Psi Chi 2 inch with antique finish Attached to a navy 14 inch
