13 Thoughts on 13 Reasons Why

**WARNING: SPOILERS APPEAR IN THIS POST.**

I watched the new Netflix series 13 Reasons Why (based on a book with the same title). This post sums up my reactions, and I am also in the process of recording detailed Jedi Counsel podcast episodes on the series with my co-host. Some people say this is art and entertainment, and therefore, exempt from social responsibility. Nonetheless, many people will watch this series, and that makes it important to view it critically and to consider its implications. My thoughts aren’t fully formed yet, but I wanted to post something as the series came out without waiting until I had it all sorted out. My feelings and opinions may develop more as I process the material for a longer period of time. I’m open and curious about other perspectives.

rainbow

  1. The series is set up as a mystery that quickly pulled me into the story. I finished the whole series within a few days. The framework for the series is that an adolescent, Hannah Baker, has died by suicide and left behind audio tapes detailing every component that she believes led up to her death. In addition, she has a methodical plan for the specific people who should listen to the tapes, how they should be listened to, and the order in which people hear them. While this is a compelling way to reveal a mystery, I believe that it contributes to stigma by painting the picture of a woman who ended her life for the purposes of getting attention from the individuals she believed ruined her life. The tone of her delivery is blaming and feels vengeful. I worry this perpetuates the myth that suicide is typically driven by desire for attention, selfishness, or revenge…which it most certainly is not.
  2. There is a scene that is explicitly blaming of one of the few kind (though not perfect) people in the series (Hannah’s friend and love interest, Clay). Hannah’s friend, Tony, tells Clay that Hannah would have been alive if he had acted differently. He later softens his tone, saying it is not Clay’s fault and Hannah is responsible for the choice that she made. Still, the blame message is there in a scene where Hannah tells Clay repeatedly to leave her alone. He reluctantly leaves the room. The show then depicts a parallel universe where the “right” things happened: Clay insists on staying despite Hannah clearly asking him to leave her alone, he turns the conversation around through persistence, Hannah feels loved, and suicide is prevented. In light of the violations of consent elsewhere in the series (including two rape scenes), I was bothered by Clay being painted as having done the wrong thing when he honored Hannah’s wishes to leave her alone.
  3.  Hannah decides, as her last attempt at help-seeking, to reach out to her school counselor about her suicidal thoughts and being the victim of rape. The counselor, insensitively and against best practice guidelines, implies she may be partially to blame (e.g., asking if she verbally said no to the perpetrator, asking if she had been drinking) and jumps right into telling her that her only choices are to: 1) report the assault or 2) to move on. She leaves the office, and he doesn’t follow-up with her in any way. He doesn’t ask for more details or conduct a suicide risk assessment, and he does not try to reach out to her parents to prevent her from harming herself. Of course, there are some counselors out there who might act in this irresponsible way. However, the vast majority would not. In a show that is viewed by a lot of young people, the depiction of the counselor matters a lot. People are already reluctant to reach out to mental health professionals. I worry people would feel even more discouraged from seeking help after seeing this terrible, judgmental, unethical interaction.
  4. The series accurately portrays some of the risk factors for suicide: social isolation, loneliness, and disconnection from others (including in the painful forms of bullying), perceiving herself as a burden (e.g., she describes herself as a “problem” for her parents and especially feels burdensome after accidentally losing some of their money), family conflict (her parents argue about issues including finances), witnessing and then being a victim of sexual assault, and hopelessness about her future (e.g., with regard to college and other plans).
  5. I appreciated the series emphasizing how crucial social connections are for health and talking about different types of loneliness – including individuals truly isolated and those who feel “lonely in a crowd.” It seemed to make the point that even apparently popular people (like Zack) can feel lonely. I believe this sends the message that anyone is vulnerable to loneliness, and we shouldn’t assume people are doing well just because they appear that way on the outside.
  6. One of the themes of the series is that – at any point – one person listening, reaching out, or doing something differently could have prevented Hannah’s suicide. Ultimately, this is a positive message. Unfortunately, I think it’s lost and distorted because it is used to blame people for their failures to save Hannah rather than demonstrating that one person could have made a difference and changed the story to a hopeful one. If the counselor or one of her parents had connected with Hannah and supported her in seeking help for her struggles, this point would have been much more persuasive. Instead, the story feels more demoralizing than inspiring to me.
  7. Hannah’s death scene is a graphic depiction of her cutting her wrists with razorblades in a bathtub. In a documentary-type episode made about the series, they said that it was to show the painful and hard-to-look-at nature of suicide. To me, it feels like a choice to make a dramatic, visually startling conclusion to the story rather than to deliver a lesson. It makes sense – this is a series meant to be watched and to get people glued to their screens- not a PSA. It’s possible that an individual who feels suicidal might see that and be afraid; however, it’s also quite plausible that an individual feeling suicidal might mistakenly view it as an end to all of Hannah’s emotional pain and problems. Anecdotally, there are cases of suicidal individuals watching scenes of suicide building up to taking their own life.
  8. There are warnings in the beginnings of episodes where there are graphic scenes (e.g., sexual assault, suicidal behavior). It would have been helpful if the episodes had information about resources, such as the National Suicide Prevention Lifeline and the American Foundation for Suicide Prevention, embedded in them too. It would be a simple way to reach a lot of people. Again, the series created a separate short documentary-like episode with mental health professionals and resources in it. However, it appears completely separately from the series (rather than as the 14th episode, for example). It would reach more people if it was connected to the full series.
  9. The pain Hannah’s parents experience after her death is excruciating. I feel this is one of the most realistic aspects of the series. It shows their horror, their confusion, their regret, and their desire to prevent other suicides from occurring. In the documentary afterwards, they suggest that this might show individuals who feel suicidal about the pain that others would experience if they died. I think this may be the case for some, but for certain individuals, tragically, they might imagine that people wouldn’t feel the same way about their death. That’s the cruelty of perceiving oneself as a burden – people struggling with mental health problems may not see how the world is better with them in it.
  10. Related to the second point, several characters clearly violate Hannah. Marcus and Bruce grab her, Tyler and Justin take and share revealing pictures without permission, and Bryce rapes her. When Hannah and Clay are starting to kiss, Clay asks, “Is this okay?” I really liked this scene because it shows how asking about consent is natural and enhances, rather than ruins, the moment. It also shows a welcome contrast in that Clay genuinely respects and cares about her feelings and perspective. Sadly, this positive point gets diminished when the scene turns into Hannah yelling for him to “get the hell out” and the suggestion that if he had only ignored her wishes, he would have saved her life (as described above).
  11. From one perspective, it seems like a point of the series is to teach bullies that their actions can lead to someone dying by suicide. However, most people who are bullied do not die by suicide – people are often remarkably resilent in the face of great adversity. It’s important that people who are on the receiving end of bullying know that. Secondly, most of the people on Hannah’s tapes are more concerned about protecting their own secrets (e.g., that Courtney is attracted to women, that Justin allowed Bryce to rape Jessica, that Ryan published Hannah’s poem without her permission) than how they hurt Hannah. If the message is supposed to be an anti-bullying one, I don’t think it really connects with bullying people in the audience. I guess that it would resonate more with people on the receiving end of bullying who feel a sense of hopelessness about the bullies having any potential for empathy and a sense that there is no help available to them.
  12. On two occasions, two adults (the counselor and the communications teacher) state that the warning signs for suicide include withdrawing from friends and family, changes in appearance, and trouble in group projects. This was a great opportunity to share the real warning signs for suicide, but unfortunately, only the first one really maps onto the list.
  13. A lighthearted, sweet aspect of the series is that Clay is different from his peers in that he cares relatively less about what other people think of him. He still cares what people, including Hannah, think of him to some extent, but he doesn’t try as hard as his peers to be something he’s not. He feels nervous around Hannah, but doesn’t ever really pretend to be someone else. He doesn’t let other people’s opinions make him feel bad about himself. Again, Clay’s not perfect (he says some mean things to Hannah and looks at a revealing picture that Tyler took without consent). But, overall, he’s smart, sensitive, caring, a good student, interested in the world beyond the walls of his school, helps others, takes reasonable caution in his decision-making, and likes geek stuff like Lord of the Rings and Star Wars. During one exchange, Hannah says to Clay, “Wow. You’re an actual nerd. There’s courage in that.” Most of the other characters in the series view themselves and their worth in terms of what their peers think of them. This generally rings true with regard to this developmental period in adolescence. It’s refreshing to see someone who has some self-acceptance and a sense of what’s right in the midst of all of the tragedy.

You can check out our first podcast episode on this series here and our second episode here.

If you or someone you know needs help, please reach out. There is hope and help is available here.

10 Hamilton Quotes for Therapists

Hamilton

Like many people, I am enamored with the music from Hamilton. There are so many things to like – all the hip-hop (e.g., Cabinet Battle #1!), the psychologically complex and nuanced development of the characters, the diversity of the creators, cast, and crew, and the powerful storytelling of US history. Because I like to explore mental health in fictional characters, I was tempted to with Hamilton as well (i.e., why did Burr and Hamilton end up on such different trajectories?). However, they are based on real people and real lives, so I don’t want to speculate about them (at least not in a blog post). So, similar to what I did with Star Wars, I decided to make a list of 10 quotes from Hamilton, that in my opinion, may be useful for therapists working with Hamilton fans (who are numerous these days).

1)  On mindfulness and gratitude:

Look around, look around at how/Lucky we are to be alive right now!

2) On taking healthy risks and decreasing unhealthy avoidance:

Rise up! Time to take a shot!

3) On acceptance, patience, resilience, and meaning-making:

Love doesn’t discriminate
Between the sinners
And the saints
It takes and it takes and it takes
And we keep loving anyway
We laugh and we cry
And we break
And we make our mistakes

Death doesn’t discriminate
Between the sinners
And the saints
It takes and it takes and it takes
And we keep living anyway
We rise and we fall
And we break
And we make our mistakes
And if there’s a reason I’m still alive
When everyone who loves me has died
I’m willing to wait for it
I’m willing to wait for it

4) On self-empowerment/accepting that one cannot change other peoples’ behavior:

I am the one thing in life I can control

5-6) On understanding historical context for clients who may belong to marginalized groups:

You want a revolution? I want a revelation
So listen to my declaration:

“We hold these truths to be self-evident
That all men are created equal”

And when I meet Thomas Jefferson

I’m ‘a compel him to include women in the sequel!

A civics lesson from a slaver. Hey neighbor
Your debts are paid cuz you don’t pay for labor

7) On not equating self-worth with work achievements

I don’t pretend to know
The challenges you’re facing
The worlds you keep erasing and creating in your mind

So long as you come home at the end of the day
That would be enough

We don’t need a legacy

8) On self-compassion:

Look at where you are
Look at where you started
The fact that you’re alive is a miracle

9) On not letting perfectionism interfere with productivity:

Burr (on the U.S. Constitution): And if it fails?
Hamilton: Burr, that’s why we need it
Burr: The constitution’s a mess
Hamilton: So it needs amendments
Burr: It’s full of contradictions
Hamilton: So is independence
/We have to start somewhere

10)  On prioritizing health and balance:

Take a break

Red River Psychology Conference 2016

Undergraduate research assistants, Zoe Citrowske Lee and Branden Smith, presented research from our lab at the 30th Annual Red River Psychology Conference. Zoe’s project examined suicide risk among undergraduate students who belong to ethnic minority groups, while Branden’s project examined the relationships between different facets of emotion regulation difficulties and nonsuicidal self-injury. They did an excellent job sharing our research with conference attendees (see pictures below)!
Zoe1Branden1

 

10 Tips for Writing

giphy

Raymond Tucker, a clinical psychology graduate student at Oklahoma State University, suggested the topic for this blog post and co-wrote it with me.

The late A. P. J. Abdul Kalam, former physicist, aerospace engineer, and president of India once wrote, “Writing is my love. If you love something, you find a lot of time for it. I write two hours a day, usually starting at midnight; at times, I start at eleven.” For me (Ray), this sounds about right… well…. not the first half of the quote… or most of the second half actually… well, really just the starting at midnight part is spot-on. My association with writing during graduate school may not be quite so romantic. Hours of fumbling over sentences, second-guessing work, and responding to endless amounts of track changes, red pen scribbles, and obscene suggestions made by Reviewer 2 (it’s always Reviewer 2) has, at times, left me considering the option of hurling my laptop out of our third story laboratory window.

However, developing skills as an efficient writer is of the utmost importance for a young scientist. It is the goal of this blog post to detail some writing “tidbits” to help young scientists become disciplined writers. Honestly, our goal could most easily be accomplished by telling you to read Dr. Paul Silvia’s book, How to Write A Lot. His book details common misconceptions about writing and important characteristics of highly successful writers. Our hope is to cut some of Dr. Silvia’s thoughts into easy-to-digest chunks, as well as add some insight of our own.

  • Schedule your writing time and guard it ferociously. Schedule when and where you will write. Although this simple scheduling can help you stay more disciplined (even if only 15 words make it onto your Word document), this tip is only helpful if you guard your writing time. Treat it like a meeting with your laptop that simply cannot be rescheduled. Would you cancel a meeting with the Dean? Nope! Heck, name your laptop Dean if that helps. Just guard this time.
  • Writing does not always need to occur in one sitting or during large periods of time. It is easy to get in the habit of saying things like, “I do best when I can sit down and just write the whole paper.” This may feel true, but likely is not. Writing every day, even for 10, 15, or 30 minutes helps keep information fresh in your mind and prevents the dreaded procrastination writing binge that can negatively impact the quality of work produced. Dean Laptop will appreciate more consistent, short periods of attention in comparison to sporadic, long work dates.
  • Know that you are likely to inaccurately predict how long your writing task will take you to accomplish, and just write when you can. This definitely goes along with the previous point, but does expand by noting that predicting time needed to complete a writing task is an imperfect science. One way of behaviorally avoiding a writing project includes feeling like it will take forever to finish and that you need to block off a large chunk of time to write. The opposite can be true. Putting off a writing project because you believe it will only take an hour or two may be another way to avoid buckling down with Dean Laptop and crossing off a project on your to-do list.
  • Be prepared for additional writing time. If you are a graduate student, you know the life of 101 meetings with professors, mentors, clients, and supervisors. These meetings are with pretty busy people which result in them occasionally getting canceled. Always take your writing to meetings or times you work with a client in case you wind up with some unexpected free time. Dean Laptop is highly mobile and enjoys your unexpected company.
  • You learn to write from BOTH writing and reading a lot. This is a sentiment that has been expressed to me (Ray) by advanced graduate students and leaders in the field. Of course, you learn from receiving feedback on your work, but you also learn to write by reading the works of others, especially those who are more advanced than you. I especially appreciate Dr. Thomas Joiner’s advice to make a habit of reading outside of your discipline. This not only helps you develop innovative research ideas, it potentially exposes you to very different writing styles. Read outside of your discipline, not only for content, but for writing structure and style. Dean Laptop is not only a great place to save your written work, but pdfs of others’ works as well.
  • Know that writing distractions can take many different forms. Writing procrastination is definitely a shape-shifter. Sometimes its disguise is fairly easy to see through, taking the form of Netflix binges, texting, and knee-jerk tweeting, pinning, Facebook creeping, and Instagramming. These distractions/procrastination vehicles can be pretty easy to spot. Sometimes the writing procrastination shape-shifter brings its A-game. Nitpicking outlines, fiddling with fonts and formats, and believing that you have not read enough yet to begin writing are all potentially shapes of this behavioral avoidance of the nitty-gritty task of writing. Reflecting on how you might avoid writing can be important. Below are some of our personal ways of avoiding quality time with ol’ Dean Laptop:
    • “I write best when I am at the coffee shop. I will have to go there to finish this.”
    • “I can definitely write with Orange is the New Black on in the background.”
    • “I don’t feel inspired to write.”
    • “My laptop is almost out of battery.”
    • “I haven’t printed out the Gordon et al. (2010) article yet.”
    • “I will write this weekend.” HA!
    • “I am feeling (insert psychosomatic complaint). This wouldn’t be my best work.”
  • Understand that struggles during the writing process are common and that perseverance is key. It’s important that you don’t misinterpret the experience of having difficulty with writing as an indication that you are incapable of writing well. To the contrary, many award-winning, accomplished writers have openly discussed the challenges they have faced. For example, Felicia Day wrote about the process of writing her award-winning web series, The Guild, in her New York Times bestselling book You’re Never Weird on the Internet (Almost).

Every second of writing that script felt like walking barefoot over shards of glass. I would write a bit and then I would sob, wanting desperately to erase what I’d just written…Then I would force my fingers to type more, every word feeling like I was bleeding from every orifice. I was engulfed with fear of making mistakes, of writing something stupid…I was, in short, terrified of the process. It was not fun. What drove me to continue? Sheer obstinate grit. (pp. 142-143)

Similarly, Ta-Nehisi Coates said that during the process of writing Between the World and Me, he felt “total despair” and thought, “I am about to fail and everyone will know it.” He stuck with it, and Between the World and Me went on to become a New York Times #1 Bestseller and earn a National Book Award in 2015. Coates also won a MacArthur Genius Grant in 2015 for his work. Coates shared more of his advice on writing and struggles with the process here and here.

  • Remove obstacles caused by perfectionism. There is an old saying, “Perfect is the enemy of good.” I (Katie) try to keep this in mind as I write. In particular, this means that I start typing what I am going to write well before the sentences are formed “perfectly” in my head, knowing that effective writing is typically the result of a process that involves multiple revisions rather than the first thing that comes to one’s mind on a topic. Secondly, I set time limits on my other tasks (preparation of teaching materials, responding to e-mails, blog posts) that allow for high quality (but not perfect) work, so that I can protect and prioritize writing time.
  • Use exposure to overcome writing anxiety. Worry about writing can come from multiple sources. The biggest areas of anxiety for me (Katie) come from a concern about being unable to complete a project and worry about other people (e.g., co-authors, reviewers, etc.) not thinking my work is good enough. When anxiety strikes, our urge is usually to avoid – avoid writing, avoid sharing your work with others, etc. The most effective way I’ve found to counter this anxiety has been to treat it like I would clinically – repeatedly put myself in these situations until they don’t feel as scary. Putting myself in positions where I need to complete projects with tight timelines and share my work with others teaches me that I can, in fact, handle these aspects of writing, even when it means receiving criticism of my work and other types of pressure.
  • Create interpersonal accountability for your writing. Publishing is often viewed as one of the main responsibilities for academics, and yet, it can be the hardest activity to get to in light of the clearer expected timelines for other responsibilities (e.g., meeting with students, teaching, seeing clients for therapy). For me (Katie, again), one of the most helpful strategies has been to work collaboratively with others who are expecting writing from me within a specific time frame. Setting these dates and goals, particularly when others are aware of them, increases my motivation to find the time to write despite all of my other responsibilities. This group can be other grad students, professors, co-authors, or just other individuals who have projects where they benefit from checking in with others. I often use this strategy with my lab group.

By no means are all of these suggestions easy to accomplish. Just like any good skill, practice is key. We hope you can test drive some of these tips and see what helps you become an effective and disciplined writer. We wish you the best of luck in your academic pursuits!

giphy

10 Star Wars Quotes for Therapists

sw

In anticipation of The Force Awakens, I rewatched all of the Star Wars movies over the last few months. I noticed a number of quotes that I believe exemplify therapeutic concepts and have listed my top 10 below. If you’re trying to build rapport with a Star Wars-loving client, engage students with pop culture examples, or just love psychotherapy and Star Wars, this post is for you. If you’re not interested in any of the above, stay tuned for the next post, which will focus on tips for becoming a disciplined writer!

1. Acceptance

Anakin Skywalker: I don’t want things to change.

Shmi Skywalker: But you can’t stop change any more than you can stop the suns from setting.

2. All-or-Nothing Thinking (Cognitive-Behavioral Therapy)

Darth Vader: If you’re not with me, then you’re my enemy.

3. Autonomy (Self-Determination Theory)

Princess Leia: He’s got to follow his own path. No one can choose it for him.

4. Doing What Works (Dialectical Behavior Therapy)

Anakin Skywalker: Sometimes we must let go of our pride and do what is requested of us.

5. Easy Manner (Dialectical Behavior Therapy)

Han Solo: Fly casual.

6. Mental Filter, Jumping to Conclusions (Cognitive-Behavioral Therapy)

Anakin Skywalker: She hardly even recognized me. I’ve thought about her every day since we parted. And she’s forgotten me completely.

Obi-Wan Kenobi: You’re focusing on the negative, Anakin. Be mindful of your thoughts. She was pleased to see us.

7. Mindfulness

Qui-Gon Jinn: Don’t center on your anxieties, Obi-Wan. Keep your concentration here and now, where it belongs.

Obi-Wan Kenobi: But Master Yoda said I should be mindful of the future.

Qui-Gon Jinn: But not at the expense of the moment.

8. Normalizing Difficult Emotions (Acceptance and Commitment Therapy)

Padmé Amidala: To be angry is to be human.

9. Reframing (Motivational Interviewing)

Padmé Amidala: All mentors have a way of seeing more of our faults than we would like. It’s the only way we grow.

10. Wise Mind (Dialectical Behavior Therapy)

Luke Skywalker: How am I to know the good side from the bad?

Yoda: You will know when you are calm. At peace, passive.

Advice for Aspiring Professors

professor

my colleague, Professor Erin Conwell

Last month, I wrote a post describing my tips for graduate school success. A student suggested that it would be helpful to have a follow-up post featuring advice about becoming a professor, and I thought that was a great idea. As you read through my recommendations for aspiring professors, please keep a few things in mind. First, disciplines, universities, and departments all vary in terms of what they look for when they are hiring. Most of my experience and knowledge come from psychology departments in the U.S. with a primary focus on research and a secondary focus on teaching. Therefore, my advice may be most applicable to people seeking out those types of jobs. Second, most graduate students are already aware that publications are a major way that job applicants are evaluated for professor positions in research-focused departments. Therefore, I have not included direct advice on publishing below, even though it is undeniably an important part of being a competitive job applicant for these types of positions and should be prioritized. Finally, many people take postdoctoral positions before applying to work as a professor and that provides additional opportunities to gain experience in the areas described below.

Programmatic Research When making hiring decisions, faculty select applicants who are likely to succeed at establishing an active research program in their department. One way to increase their confidence in your ability to do that is to have a specific plan for the types of research that you will pursue both in the short-term and the long-term. If you demonstrate that you have a program of research with well-articulated, theory-driven, and well-formed research questions propelling your work, you will be a strong applicant. Alternatively, applicants who have disconnected, poorly planned, and impractical ideas will not be as competitive. 

My advice for graduate students is to think about conceptualizing your research in a programmatic way when preparing your job application materials and job talk (a presentation of your research that most interviews include). I suggest asking to see other people’s materials as samples and consulting with faculty for feedback as you prepare your own. Every piece of work (e.g., publications, presentations) that you have done does not have to fit within one theme, but it helps if you can tie your past, present, and future work together with a (or a few) overriding theme(s).

Grant potential It is also typically important that you demonstrate the ability to obtain grant funding for your work. You can do this by 1) getting a grant in graduate school (they don’t have to be major grants, smaller within-university or department grants can be helpful in this regard), 2) applying for an external grant (e.g., through the National Institute of Health or the National Science Foundation) even if it is not funded, and 3) showing that you have knowledge about grants (e.g., specific ideas about the types that you will pursue once hired).

My recommendation for graduate students is to prepare for your job application and interview by actively seeking out grant information through specialized workshops, research mentors, and websites for relevant funding agencies, which often have tutorials available. It is especially helpful, as I mentioned above, to gain experience by actually applying for grants. Even if your grant applications are not funded, it still reflects positively on you that you applied. You should understand the main types of grants that you would be eligible for and the types of projects that tend to be prioritized for funding.

Teaching potential Job applicants are also usually evaluated on their ability to teach effectively and to fill department needs. You can present evidence that you will be a good teacher through 1) positive ratings and comments from students for previously taught courses , 2) job application materials expressing enthusiasm and citing sources of specific knowledge about teaching (e.g., classes taken about teaching), and 3) letters of recommendation that positively reflect on teaching-related skills. If you are invited for an interview, you can also demonstrate your potential through positive interactions with the department’s graduate and undergraduate students and a willingness to teach a variety of classes.

In addition to seeking out the types of teaching experiences I listed above, I also suggest preparing for your job talk by practicing it for different audiences and getting feedback from a variety of people (e.g., professors both within and outside of your specialty areas). If you didn’t have a lot of teaching experience in graduate school (which was the case for me), it may be especially important to present a polished job talk that displays relevant skills: clearly expressing and connecting ideas, engaging an audience, and responding well to questions.

Collegiality As is the case with most hiring decisions, people seriously consider whether the applicant would be a good colleague. By that, I mean someone who will contribute to the department and university in meaningful ways, act with integrity, and behave respectfully toward others. Evidence that someone is likely to make a good colleague can come from 1) showing interest and enthusiasm for other people’s work in your application and on the interview, 2) being polite and interactive during the interview, and 3) letters of recommendation touching upon your strong interpersonal skills.

For this component, my advice is to be mindful of the ways that you interact with your peers, professors, and others in graduate school, so that these individuals can attest to your collegiality. You can prepare for job interviews by seeking out opportunities to interact with professors and peers in your own department, communicating with conference attendees and presenters, etc. These type of experiences will help you to refine your professional interaction style and increase your comfort level.

Match Beyond the collegiality aspect mentioned above, your goals and priorities and how well they align with the department, your openness to potentially collaborating with others in the department, and your commitment to similar values as the department (e.g., prioritizing evidence-based treatments in clinical psychology programs that have a clinical scientist training model) will all be considered.

My advice is to look closely at information about the department, the faculty, and the university and highlight areas of fit in your cover letter and then expand upon them in more detail if you are invited for an interview. 

I enjoy being a professor and wrote this post to help others who are interested in becoming professors. The application process for these types of positions can be daunting. My hope is that this post makes typical areas that are considered for hiring more transparent, and that the advice will help you to prepare for the process.

Acknowledgements

I am grateful to my graduate school mentor, Dr. Thomas Joiner, for all of his excellent job-related advice. I also want to thank Brandon Saxton for giving me the idea for this post and for feedback on an early version.

NDSU at ABCT

I had the pleasure of attending the 49th Annual Convention of the Association for Behavioral and Cognitive Therapies in Chicago over the past several days, and it was an excellent conference!

Four graduate students from the NDSU Psychological Clinical Science program presented their research. 

myk

Mun Yee Kwan, from our lab, presented on stress generation and bulimic symptoms (details forthcoming in a manuscript that was recently accepted by Journal of Affective Disorders).

brandon

Brandon Saxton, from the Attention and Emotion Lab, presented on differences between anxiety and sadness with regard to dual-attention RSVP performance.

tharaki

Tharaki Siyaguna, from the Attention and Emotion Lab, presented on mindfulness moderating the influence of rumination on depression.

sam

Samantha Myhre, from the Attention and Emotion Lab, presented on trait mindfulness serving as a protective factor against depressive symptoms.

I had the opportunity to catch up with Brooke Ammerman, who was a research assistant and honors thesis student in our lab when she was an undergraduate. She is currently doing important work on nonsuicidal self-injury as a doctoral student at Temple University.brooke

I saw so many compelling presentations on groundbreaking research in the field, including two psychologists who have influenced me as a scientist, instructor, and clinician: Marsha Linehan and Scott Lilienfeld. They each have far too many contributions to list here, but Linehan is best known for creating, developing, and rigorously testing the revolutionary Dialectical Behavior Therapy (DBT). Lilienfeld is well-known for his prolific work identifying and calling out pseudoscience and articulating the importance of identifying and stopping harmful mental health practices, among many other contributions.

Some quotes from Linehan’s presentation (with the disclaimer that they are not exact, but rather paraphrased from the best of my memory and my notes):

  • On understanding the perspective of a client who is experiencing suicidal desire so that you can effectively intervene,”Suicide is viewed as a problem by the therapist and as a solution by the client.”
  • On dialectical thinking and the acknowledgement of multiple truths, “If you ask people what you get when you put black and white together, most will say that you get gray, but that’s not true. Black and white together makes plaid.”
  • On her clinical trial that dismantled different components of DBT to see which components were most impactful (e.g., skills group vs. individual therapy), “I try not to go into research thinking I know the answers because that’s when I usually get the worst outcomes. I was confident that the DBT skills reduced suicide attempts, but I wasn’t going to let people die to make a point. We made sure every client in our clinical trial had the formal DBT system of suicide risk assessment and prevention, regardless of group condition.”
  • A point that seems like it may be helpful for rumination prevention, “If your feelings fit the facts in a situation, you should use problem-solving. If your feelings don’t fit the facts, you should change the emotion through other methods.”

lilienfeld

lilienfeld2

Scott Lilienfeld and NDSU graduate student, Alisson Lass

Some quotes from Lilienfeld’s presentation (with the same disclaimer that I had for Linehan’s quotes):

  • On concern about certain branches of psychology reducing the number of statistics courses required in their graduate programs, “Statistics are the language of psychology.”
  • On the importance of including multilevel analyses of mental disorders such as sociocultural factors, he quoted George Graham, “Mental illness may be ‘in’ the brain, but not ‘of’ the brain.”
  • “Many people think the opposite, but a finding in a low-powered study is actually more likely to be a fluke than the other way around.”
  • “Descartes was so tall, that when he died, he didn’t fit in the casket. They had to cut his head off. In his death, he literally had mind-body dualism.”

We also met Judith Beck, who has made enormous contributions in the area of cognitive behavior therapy, which her father, Aaron Beck, created.

jbeck

And last, but not least, we ate some delicious food while we were there.

goatgirl

the NDSU crew at Girl and the Goat