I can’t believe it is already October. This process has gone from 0 to 60! Let me give you an update on everything I have done for the internship application process since my last entry. I will write each step I have taken in the general order that I completed them so you get a feel for the process.

1.     Curriculum Vitae: My program has a shared Dropbox with each cohort’s internship application materials, going all the way back to 2015. If you have access to something like this, it will be super helpful to use when creating your own CV and other materials. If you don’t have a shared Dropbox (or Google Doc, etc.), you might consider asking your cohort to start one this year to help future students. Anyways, I went through and fully updated my CV (which takes a RIDICULOUS amount of time, somehow).

I was told by one advisor that rather than immediately beginning with clinical work, then research, or whatever other sections, that it is a good idea to put a section of “Current Positions Held” right up front below education. Then put your current practicum site, any research labs you are currently a part of, boards you are on, and classes you are teaching. This will give your readers an idea of all the things you are balancing at once, right now, and show your range of activities.

I also added a list of measures I have learned to administer at the end. Since I am forensic and want additional neuropsych training, I included sections for neuro/cognitive measures I am familiar with and have training on, along with all the forensic measures I have used. I also included personality/diagnostic measures I have been trained to use. Since I am somewhat more assessment focused (as opposed to therapy), this is a good way to show my experience with numerous types of assessment.

2.    Transcripts: The AAPI application portal is where most of the materials are eventually posted, and where you fill out all your information. You fill out info about all the schools you have attended, and they will want you to submit transcripts for all graduate programs attended. You will NOT need to send undergrad transcripts. The process for ordering transcripts is supposedly straightforward—you click the “order transcripts” link under each school once you’ve listed it, and then choose one of the three services available to complete your order. I had to order a PDF version of my transcripts because I had trouble ordering e-transcripts, so I would recommend doing this early in case you run into issues. Once your transcripts arrive at AAPI, you’ll get notification that they have been uploaded.

3.    Selecting Programs in the AAPI Portal: The AAPI portal allowed us to select our programs earlier than usual this year, so I went ahead and selected the 15 schools I will be applying to. Based on all available research, applying to 12 to 15 schools is the range most people should aim for. Anything after 15 programs does not substantially increase your chance of matching, but less than 12 decreases your chances.

My list of sites ended up being 12 U.S. internship sites and 3 Canadian sites—I have dual citizenship, so this was an interesting option for me. If you are not a Canadian citizen, I would make sure that citizenship is not a requirement for applying to Canadian sites before making a decision to do this.

4.    Submitting Materials to Sites Through AAPI Portal: Now that I have added my 15 sites, I can go in and add materials for each site according to what they require (from reading their current program brochure). Some want a redacted report or a treatment/case summary to have a sample of your writing, so you’ll need to collect appropriate samples from your practicum sites for that purpose. Read each program brochure carefully to make sure you are submitting what they want, and make sure you redact it according to HIPAA guidelines: http://www.hhs.gov/ocr/privacy/hipaa/understanding/coveredentities/De-identification/guidance.html#standard

5.    Letters of Recommendation: I finalized my “cheat sheets” that were tailored to each letter writer. These included work I have done with that writer along with a general overview of other roles I have taken on in my program outside of their supervision. I also wrote about my goals for internship and my long-term career goals, as well as my list of sites. Some students will include information about their strengths and weaknesses, as they see them, to help supervisors fill in this information. Check out the Standard Reference Form – Revised, which is used by all letter writers: https://appic.org/Portals/0/SRF-Revised-3-31-16.doc. You may also want to include how long you have known the writer so they don’t have to try to figure that out. Altogether, I sent my writers their cheat sheet, my CV, and the Standard Reference Form. Per my DCT, ideally you will submit these materials to your writers 1 month before your first letter is due, or earlier.

Once I sent my writers this information, on the AAPI portal I went into each site’s individual section and selected the tab for “letters of recommendation.” There, you can put in your letter writers’ names and emails, select the due date for that letter (I recommend putting the same due date across the board—whenever your earliest due date is), and select whether or not you forego your right to view the letter. You do this for every site, for every letter writer, so get ready to do this 45 times (3 writers for 15 sites) or more!

6.    Hours: Oh man. This is honestly the most annoying part of the entire process for me somehow. If anyone happens to be reading this as they first start doing clinical work in their program, RECORD EVERY HOUR as accurately as possible from day 1! Using https://time2track.com/, you keep track of all your hours, everything from individual therapy and assessment hours to supervision to support hours. I did a terrible job of staying on top of this, so it has been a nightmare trying to figure out what days I did what. Under the “reports” tab in time2track, you’ll see your hours compared to past applicant average low and average high number of hours, for intervention only and total. You’ll probably want to fall somewhere in the middle, or closer to the average high, if possible. You will then connect the AAPI portal to time2track, and once your hours are completely updated, you will submit them for review by your DCT who will approve them. I am waiting to do this closer to the November 1st deadline.

If you had a master’s degree before entering your doctoral program, you may need to submit master’s hours to time2track as well. I didn’t have these readily available, so I emailed my MA program to see if they keep hours logs from my externship site. Hopefully they do, otherwise I will not be able to have those approved (my DCT requires some sort of proof of MA hours).

7.    Essays: I have written 1st drafts of my 4 essays, and I have sent these to several people for review. One of my supervisors/letter writers, a peer who is also applying, and a former peer who successfully matched 2 years ago have all been sent this 1st draft to provide feedback.

8.    Cover Letters: I am slowly starting to put together sets of paragraphs describing my therapy, assessment, research, leadership, and supervisory experience. My goals is to have several well-crafted paragraphs with different focuses for each of these areas, which will allow me to pick and choose sections most appropriate for each site. So, for a site that really focuses on assessment, I will include a more beefed up version of my assessment experience. I am continuing to update my excel document with site details, so I will use this to tailor each cover letter to that specific site.
Whew, this process is exhausting. Staying motivated and finding time to write/review materials is difficult, so I am really trying to focus on self-care in between frantic prepping! On a more personal level, I have been having discussions with my partner about potentially moving with me, and we have been discussing how involved he should be in the ranking process. You may need to consider a partner (or partners), family, or other significant people/factors when making decisions. I would recommend doing this sooner rather than later. Plus, it can be fun to get excited about the possibilities with someone else. I try to stay enthusiastic about the changes that will come, and I know all the hard work of applying will be worth the experiences I will have on internship.
Here are my goals for the next week:

1. Edit my essays using feedback from my reviewers. Send out for a second round.
2. Select reports to submit to sites who require them. Redact and submit through the AAPI portal.
3. Write at least 2 cover letters in full.
4. Follow up on MA externship hours.
5. Collect information about number of integrated reports written and update time2track.
   

Until next time, happy application season!

By Samantha Holdren (Clinical Liaison)

Hello all and welcome to my internship application journey during the year of COVID-19!

This is one strange, unpredictable year, and I have a feeling internship applications and interviews this year are going to reflect that. So I wanted to give you all a step-by-step discussion of my process as I apply and interview this year, with all the nitty-gritty details of what I do each week to prepare and how everything turns out. Since this blog is starting the first week of September and I have already done prep work over the summer, I will fill you in on that first. But thereafter, each week I will cover what I have done for the week and what my goals are for the next week. First, let me tell you a bit about my background, what my ultimate goal is regarding sites, and the specifications I am looking for during this process.

My background: I am in the clinical psychology program at Sam Houston State University, which is extremely forensic focused. I have done my practicums at the Psychological Services Center (PSC; community clinic), Walker County Probation Department, and Austin State Hospital (ASH). I have had the opportunity to do many competency and sanity evaluations through the clinic, and I have done several risk assessments through ASH. I have participated in two Sexually Violent Predator (SVP) evaluations, and I have done therapy primarily with legally involved individuals, many of whom had trauma histories and personality psychopathology. My research has focused on sex offender evaluations, particularly SVP evaluations, and how race effects evaluator decision-making.

What I want out of internship:

1. Sex offender treatment/assessment: Although much of my research has centered around sex offender assessment, I have had very little opportunity to work directly with sex offenders, neither for treatment nor evaluation. This is one of my top priorities during my internship year, as I hope to incorporate sex offender treatment and assessment into my career long-term. Ideally, I would be able to do SVP evaluations on internship, or at least be involved in that process.
2. Risk assessments: Though I have some risk assessment experience, I would like the opportunity to fine-tune my skills in that area. Therefore, the opportunity to complete risk assessments, of both sexual and non-sexual offending, is also a top priority.
3. Neuropsychology experience: While working at ASH, my supervisor has allowed me to do some neuropsychological testing (not full batteries, but enough to peak my interest), and I was able to take a neuropsych testing elective course that exposed me to a wide range of instruments (and required testing checks with a TA). I would love to be placed at an internship site that had a neuropsychology minor rotation or allowed for completion of full neuropsychology batteries.
4. ABFP Experience Waiver: One of my long-term goals is to become board certified in forensic psychology by the American Board of Professional Psychology (ABPP). To achieve this, one needs to have “accumulated 1000 hours of qualifying experience in forensic psychology over a minimum of a five-year period after the date of their doctoral degree in psychology.” However, this requirement can be waived if one successfully completes one of the postdoctoral fellowship programs that have been determined by ABFP to meet specific training standards. The list of accepted postdoc programs can be found here: https://abpp.org/BlankSite/media/Forensic-Psychology-Documents/03_Postdoc-Programs-Accepted-for-ABFP-Experience-Waiver-rev-1-1-2020.pdf. My goal is to complete one of these postdoc programs after internship so that I do not have to wait 5 years before becoming board certified. Ideally, the internship site I match with would also have a qualified postdoc (so I do not have to move, again). However, I am also fine with an internship nearby a qualified postdoc site that I can apply to (within driving distance).

There are a few other criteria that are not quite as important, but they will still factor into my decision-making. Ideally, I would be located somewhere on the West coast (my parents live in Arizona and I grew up in California, so I would love to be closer to that general region). I would prefer to be in a more liberal state than Texas, with progressive ideals and legislature. And of course, money talks. The higher the stipend, the better. Having health insurance provided by the site would be a great bonus, as I have not been able to afford health insurance for many years (thank goodness for my school clinic). Finally, I would prefer to not be required to do a rotation on an adolescent unit.

What I have done thus far:

1. 1). Narrowing down my list of sites: Let me just say, this task is DAUNTING. I have decided to go through every one of the 146 sites listed in the American Psychology-Law Society (AP-LS) Student Committee forensic clinical internship database (https://www.apls-students.org/clinical-internship-database.html). I have created a spreadsheet with the following information: Site name, location, application due date, interview invite deadline, tentative interview dates, program start date, stipend, whether risk assessments are a part of the site experience, if sex offender treatment/assessment can be done, the types of rotations, if neuropsych is a component available, if training with adolescents in required, if the site offers a post-doc, if the post-doc (if applicable) qualifies for the ABFP waiver, if there is a nearby postdoc site that does qualify for the ABFP waiver, if health insurance is offered, and any other benefits offered. As I go through the 146 sites, if a site seems to meet many of my requirements, I have added it to my spreadsheet. My ultimate goal is to narrow down this list to approximately 15 sites.
2. Beginning my essays: I have been brainstorming the “story” I would like to tell when writing my essays. I have spoken with peers and supervisors about the information I would like to convey in my essays. This past week, I wrote a first draft of my autobiographical statement.
3. Letters of recommendation: At the beginning of September, I wrote my letter writers to ask if they would feel comfortable writing a STRONG letter of recommendation. But first, I had to narrow down who I would be asking to write those letters. My first writer was obvious—my dissertation co-chair has been a mentor to me in this program from day one. I completed the two SVP evaluations with him, and he has been my therapy supervisor for one year. My second letter writer was my supervisor while I was at Walker County Probation, so she supervised me for one year doing therapy and psychodiagnostic and/or substance abuse evaluations. I have also done several competency evaluations with her through the PSC. Finally, due to COVID-19, I will be at Austin State Hospital for two years instead of one, though I will have had a different supervisor each year. So I asked both supervisors to co-write a letter of recommendation, with my supervisor from the full year (as the second one will still be supervising me as I’m applying, so only for 4 months by that point) writing the bulk of the letter. I informed my letter writers I will be providing them with “cheat sheets” by September 15th to help them write their letters. This will include information about our work together and anything I want them to highlight in the letter, along with the sites I will be applying to. I gave a due date of November 1st, as several sites I will be applying to have application deadlines for that day.
4. AAPI Applications: I have created my login for the AAPI internship applications: https://aapicas.liaisoncas.com/applicant-ux/#/login. This is free to do, and they only charge you when you submit your applications to your sites ($50.00 for the first application submitted, $32 for applications 2-15; $60 for each additional application above 15.  Total for 15 = $498). I completed all the “Personal Information” section, along with the “Academic History” section. As part of the personal information, you will need to provide your Applicant Match Number, which you obtain through the National Matching Services website.
5. Register for the match: I registered through the National Matching Services at https://appic.matchprogram.org/auth/register. This costs $130 and provides you with a match number, which is your identification number throughout the process on the AAPI website and when ranking your sites through the matching service.

Goals for the week:

1. Complete my initial list of sites from the 147 listed on the forensic clinical internship database, and then narrow them down to approximately 15.
2. Create a list of required documents for each site (e.g., deidentified reports/writing samples, additional essays, etc.) Begin thinking about what reports I might want to submit, from which practicum experience.
3. Develop my “cheat sheets” for my letter writers over the next week so they will be ready to send on the 15th.
4. Write my theoretical orientation and multicultural essay first drafts.
5. Arrange to have transcripts sent to the application service, either electronically or by mail.

By Haley Potts (2020-2021 Chair-Elect)

Graduate school in psychology and/or law is a challenging time for anyone. Your schedule is full, your inbox is overflowing, and your to-do list is never-ending. It’s tempting to fall into an “I’ll do that after grad school” trap, as personal goals (e.g., developing healthy routines, learning a language, or even starting a family) take a backseat to research, coursework, and internships. Summed up in platitudes like “self-care “and “work/life balance,” we know that these sorts of meaningful life choices are what make us full and happy human beings; so, can we really wait these three to seven years (or more!) before we start living?

I wanted to know what parenthood might look like for graduate students, a population that is disproportionately female, overwhelmed, and at or beyond the average child-bearing age (i.e., late twenties to early thirties). So, I asked two psychology and law graduate students to explain how they balance the joys and chaos of parenthood with that of graduate school. A big thank you to Claire and Anna for their honesty and wisdom!

* Claire, Clinical PhD law and psychology student, two children (ages 34 and 28), and one grandchild (age 2)

* Anna, Experimental PhD law and psychology student, two children (ages 3.5 and 11 months)

Finally, make sure to check out @PandemicParent on Twitter, a science-based COVID parenting resource developed by two parents and professionals in law and psychology (Drs. Lindsay Malloy and Amanda Zelechoski).

What are the benefits of having children while in graduate school? Any disadvantages?

Anna: Children, in general, help you take perspective. They remind you of what’s important in life and force you to prioritize those things. They are not flexible or understanding. So, in a moment when you need to choose between an interesting webinar and baking with your toddler, or between a symposium and family dinner, they force you to choose. And I assure you, when you’re sitting in an ER in the late hours of a Sunday night, that research paper you were supposed to complete or that data waiting to be analyzed is the least important thing in your life. Important as it is, it isn’t nearly as essential as your real world, your commitment to your family or your responsibilities as a spouse and parent building a home. Don’t get me wrong – I assign enormous value to the work I do. And in some ways, my children are the very reason I do it – to create more kindness and justice in the world they will occupy. I do what I do so that one day I can tell them that their mother saw injustice and moved heaven and earth to do something about it.

But in the end of the day, my children remind me that my tombstone will not list my academic publications. It will not list the committees in which I participated, or the guest lectures I’ve been invited to teach. But it might reveal that I was a loving, patient, kind parent who loved my children more than life itself. I’m reminded that maybe our part in creating more justice and goodness and love in the world starts at home, raising children who have values of defending and protecting human dignity, of standing up for what’s right, of knowing when to be polite and when to shout at the top of your lungs until someone will hear you demand rightness.

From a more practical lens, being a parent student also has very specific advantages as it pertains to my actual work. I have learned to juggle and to compartmentalize like a pro. Which means that my “work” time is hyper-productive. I sometimes feel like I can get done in one hour what many non-parents get done in four, because I have no choice. Especially these days, when I am literally a stay-at-home parent (I did not sign up for that!!), my workday starts at 8pm and often ends at midnight or 1am. I don’t have the luxury of binge-watching the hottest show, I don’t have the luxury of having time to complain about being too tired. There is no other time. I have no choice. So, I get it done. And I do it well, because my work gets my entire attention when it finally gets my attention at all. No one knows self-motivation and hard work like a sleep-deprived parent.

It’s not all rainbows, though. Parenting – even if your child is in daycare/school all day – is a full-time job. I don’t mean that as a hyperbole: you are literally on call every minute of every hour of every day. And every night. Forever. It’s a privilege, but it’s a huge challenge. It’s a privilege that means sacrifice. You can be a star in school. You can achieve just as much as your colleagues – if not more. You can rise to the top and become number one in your field. But when that phone rings and the school nurse is on the other end of that line, you drop everything and you go.

Claire: My oldest son had already left home when I began college at age 48 (now 56). The youngest was just finishing high school. The only advantage I had was not having to pay for college while I had a dependent at home. I have noticed at my current academic institution, my program provides free healthcare for the graduate student, and reduced healthcare for their family/children. My university also provides and free childcare for families, and a designated location for graduate student family housing.

How has being a parent impacted your research and/or clinical work?

Anna: To be honest, it hasn’t much impacted my research. I think I would probably be doing a bit more research if I were not a parent, but that’s not the life I chose. And I am completely and totally whole with my decision to build a family and raise tiny human beings who themselves will change the world one day. I’m still fully committed to my work, and I am doing my research and moving ahead with my requirements for my degree.

Claire: I noticed how my clinical training impacted my being a parent. My first practicum was in my university's counseling center, and I couldn't help but think about parenting styles. Parents who PUSHED their students to be "perfect" compared to my own style of allowing my sons to follow their own pathway in young adulthood.

Have the heavy or dark parts of the psycholegal world (e.g., researching psychopathy or working with offenders who commit crimes against children) impacted how you parent?

Anna: The dark parts of my work haven’t impacted my parenting in a negative way, they’ve just opened my eyes to some very real challenges in this world. The way I speak to my children about police or about their rights or about what they should expect in the world is now just more informed and well-rounded. Our home is a place where we discuss any topic, and we’re very open with our children about the reality of our world. I think my education has really helped me become a more informed parent in that way.

Claire: The intersection of my research and in law & psychology often causes me to worry about the safety of my sons. My previous and current practicum has placed me in the adult and juvenile justice jails and courtroom. Some of the recounting of police response and behavior at time of arrest of defendants of color (compared to White defendants) are clearly different, and more violent. Although my sons do not look as though they have Black roots, they do and in the current climate of race, policing, and racism in America, I wake up every morning, look at my mobile phone and feel relieved to see there are no messages of concern.

What advice do you have for graduate students about to become parents?

Anna: I’d tell them that no parent is perfect. Far from it. And that the juggle is very difficult. But it is so worthwhile. You don’t get rewarded and you don’t get acknowledged, but you’re doing something extraordinary. I’d also say that having a social support system in place is a huge source of relief and strength when you’re a student parent. Very few fellow students understand what it means to have children while trying to complete graduate school. Even those who want to understand… they just can’t. Find people who do understand and share your struggles and frustrations and joys over a margarita (or three) once in a while. Have at least one person you can text at 3am. And just remember not to compare yourself to anyone else – this is your life, your ride of a lifetime.

Claire: My advice would be to wait until you have finished your program to have children. The stress of clinical work keeps me away from communicating with my sons and granddaughter. Pre-COVID, I only saw her during Fall break (in October) and when the academic year ended (in May). Each visit was generally for a long weekend, and that was it. Only photos and the odd telephone conversation kept me close to my children. If you do decide to have children, try to keep your family very small (I recommend only 1 child) because children need their parents' love and attention (especially when they are not well) to learn and grow. 

What do your kids think of your work? Or what do they tell other people you do for work? (Only if they are old enough for this, of course)?

Anna: They’re a little young to fully understand, but they know that I do work to try to help make the world better. They know that I try to understand why people behave the way that they do, so that we can all understand the world a little better. It’s a little vague, but it works at 3 years old.

Claire: My sons are supportive of my work and research.  They do praise my successes, however, I tend to keep a lot of what I am doing to myself (I don't really know why I do that actually) because I do not want to come across as bragging. However, this week I defended my master's thesis and passed. I shared that news with my sons (via text :( message) and they were both very supportive and caring with their congratulatory words. Basically, I just want my sons to be happy with the fact that I am trying to be an educated mom, grandmother, mentor, and example for women in science, and for women of color in science. I mostly want to have my PhD degree so I can hand it to my one and only grandchild. To be honest, I haven't really asked my sons what they say to other people about their non-traditional, PhD seeking graduate student mom/grandmother. I can only hope they are proud and share any stories about my journey in a positive light.

By Melanie B. Fessinger

Have you ever read an article that said something like, “participants completed a 25-item survey,” but the authors never explained what those 25 items were? Or read a study where the authors only analyzed a subsample, but you weren’t exactly sure why? Or read a paper where all of the authors’ hypotheses were supported, despite a lack of theoretical rationale that would have predicted those patterns? Or had an idea about how to reanalyze authors’ data, but could not get ahold of them? These are among many of the issues that open science is attempting to resolve.
 
Open science is a movement towards accessibility and transparency in the research enterprise. It aims to make science more open and reproducible. It does not describe a single behavior but rather an approach to conducting research.
 
And it is gaining popularity. In a 2019 report, the Center for Open Science sampled 69 psychology departments and nearly 2,000 faculty and found that 35% had accounts on the Open Science Framework.[1] It was particularly popular among social psychologists and younger faculty.

What are the benefits of open science?
 
Open science has benefits for researchers, for fields of study, and for the public at large. At an individual level, open science can help researchers gain visibility through higher citation counts and increased media coverage.[2] It can also help factor into funding acquisition, as some granting institutions (including NIH and NSF) recommend or even require open sharing of funded research. At a field level, open science can promote more confidence in published research findings by allowing for carefully planned studies, rigorous peer review, and opportunities for direct replication. On a societal level, some argue that publicly-funded research should be available to the public, which should both increase the spread of scientific knowledge as well as the trust in science as in institution.[3]
 
How can we participate in open science?
 
There are several ways to move toward making our science more open. Although open science is an approach rather than a single behavior, there are several steps researchers can take to promoting openness and transparency in the research process. Some popular websites to complete these steps are: AsPredicted (aspredicted.org), Open Science Framework (osf.io), and Nature Scientific Data (nature.com/sdata).

• Preregistration allows researchers to publicly explain their research questions, articulate their a priori hypotheses, detail their design and methodology, and create an analysis plan before conducting their study. Preregistrations preserve a record of the researchers’ plan before data collection has begun. It attempts to mitigate issues associated with “p-hacking,” “HARKing,” and “researcher degrees of freedom.”[4] It still allows for flexibility and new discovery, because researchers can adjust their plans as needed by providing justification and can conduct exploratory analyses as long as they indicate their intention to do so. AsPredicted and the Open Science Framework provide templates for the information one can include in a pre-registration on their websites, which include general templates, templates for planned replications, and templates specialized for specific types of research (e.g., pre-registration for social psychology research[5]).

 

• Researchers can also have open access materials. Open materials can facilitate direct replications of the procedure and data analysis by independent researchers.  

 

• Researchers can also have open access data. They will have to plan for this in advance to ensure that assurances to confidentiality are true, that participants have consented to this use of their data, and that they have approval to do so from their human research protection programs. Open data will allow independent researchers to reproduce analyses.

 

• Open access articles allow research reports to be available to the public. The current publication model often puts articles behind paywalls which block access to scientific knowledge without an institutional affiliation or a high cost. Researchers can use open access articles to make their research more widely accessible to broader audiences. Although authors or institutions may have to pay additional fees to make articles open access, some journals are entirely open access (e.g., Applied Psychology, Psychological Science) and some journals may publish open access articles without charging a fee to do so. 

 
Some journals offer badges for open science practices, which appear on the published article and alert readers to the availability of information. In fact, Law and Human Behavior was the first APA-published journal to offer badges for open materials, open data, and pre-registration!
 
 Where can I learn more about open science?
 
Open science is a movement that is gaining traction in psychology and science at large. Although open practices may not be possible or advisable for every research project, it is still important to strive for accessibility and transparency when it is. This article provides a brief—but certainly not comprehensive—overview that can hopefully spark readers’ interest in open science. To learn even more about open science practices, the following resources provide a good starting place:

• APA Science Student Council’s “An Introduction to Open Science”
• Center for Open Science Blog
• Transparency and Openness Promotion (TOP) Guidelines

[1] Nosek, B. (2019). The rise of open science in psychology, a preliminary report. https://cos.io/blog/rise-open-science-psychology-preliminary-report/

[2] McKiernan et al. (2016). How open science helps researchers succeed.

[3] Fecher B., Friesike S. (2014) Open Science: One Term, Five Schools of Thought. In: Bartling S., Friesike S. (eds) Opening Science. Springer, Cham.

[4] Simmons, J.P., Nelson, L.D., & Simonsohn, U. (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant. Psychological Science, 22(11), 1359-1366.

[5] Van’t Veer, A.E. & Giner-Sorolla, R. (2016). Pre-registration in social psychology—a discussion and suggested template. Journal of Experimental Social Psychology, 67, 2-12.



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Victoria Pietruszka is the 2018-2019 Chair-elect for the AP-LS Student Committee! Victoria has spent the last year preparing to take over as Chair, assisted the Conference Co-Chairs with the conference program, and worked on both the student member survey and developing the Diversity Liaison position. Further, Victoria serves as a student member on the Social Media Committee. Before serving as Chair-elect, Victoria was the Communications Officer during the 2017-2018 Term. 

Victoria will become the Chair following the AP-LS Business Meeting at the APA Conference on August 8th. She answered some questions for us below:

If you could only have 3 non-psychology books on your bookshelf, what would they be?
 
This is a difficult question for me! I hope you mean non-psychology textbooks, because my first instinct was One Flew Over the Cuckoo’s Nest by Ken Kesey and Flowers for Algernon by Daniel Keyes. Both of those books gave me some of the most memorable book hangovers I’ve had mostly because they were gut-wrenching. They also happen to be very relevant to psychology. My last one would likely be Wuthering Heights by Emily Bronte because I need to add a sprinkle of English Literature onto the bookshelf. 
 
If you were not in graduate school what would you do?
 
I would like to think I would be doing something creative with my time. During graduate school is actually when I came to realize that in order to keep myself grounded, I have to have a creative outlet in my life. It’s also helped me realize that working creatively is one of the only things I can do for large chunks of time without getting bored or running out of interests. I am a very tactile person, so coming away from a day’s effort with a tangible piece of work to show for it is extremely rewarding for me.
 
Why did you join the AP-LS Student Committee?
 
AP-LS as an organization is unique in the academic world. Generally speaking, I have found its members are welcoming, invested, and down to earth. Most of all, what helped me feel truly grateful for the field was how willing people have been to help and mentor. I joined the Student Committee because I saw it as a way to give back to an organization that I truly value and help provide input for ways to push it forward. I also truly enjoy working with other students from different programs. Someday, we as student affiliates will be colleagues in a more advanced sense and, seeing how close-knit several AP-LS members are, it’s never too early to start building those bonds.
 
What advice would you give undergraduate students thinking about graduate school?
 
There are so many things to say about this, but I will try to boil it down to what I believe are the most important points to take to heart. The first thing I say to most undergraduate students I speak to is this: There is a life on the other side of the application process, and you have to be happy with that life. I think a lot of students applying to graduate school are willing to overlook certain aspects of programs they would not be happy about in order to get into graduate school programs especially given how competitive the process is. I was rejected from several programs that I applied to, and while rejection stings, I sat back at the end of the day and realized that for different reasons I would not have been happy if I had attended—which I would have done if I had been accepted. I have also seen students who made sacrifices to attend a program they were accepted to and regret not taking that honest moment before their decision. So, I think students should take a step back and make sure that a program is truly right for them because fit is crucial. Make sure you have a clear idea of what your ideal career would be like and be honest about whether graduate school (and the type of program you attend) is the optimal way to get yourself there.
 
What is your favorite city and why?
 
So far that answer is Philadelphia. I moved here 5 years ago to attend graduate school. Philadelphians are… quirky to say the least. I mean, just look at our weird run-ins with swiss cheese, our—shall I say passionate?—sports fans, and our mascots (I’m talking to you, Gritty). In all seriousness though, I feel blessed to be in a city with so many opportunities in psychology and law. It is a major city but is surprisingly small and walkable. And on top of that, the food is absolutely amazing. What’s not to love? 

As a student member of the American Psychology-Law Society, you can take advantage of several benefits that we have to offer. Throughout the year, we will be highlighting different resources available to you and how to make the most of them beyond the Annual Conference. This first edition of the series introduces you to one of our many resources offered via our website: webinars and blogs.
 
One of the most exciting times on the Student Committee is election time. Each year, elections are held for one of several positions open on the Student Committee. Student Affiliates are encouraged to submit self-nominations via the Student Committee Election page, where they can also find information on how elections are run, deadlines, and position descriptions.
 
If Student Affiliates want to know who their current Student Committee members are, you can find them under the “About” section or click here. As an Affiliate, serving on the Student Committee is an excellent opportunity to advance initiatives, make strong connections within AP-LS, and gain meaningful leadership experience that directly impacts the field of law and psychology. Other projects that Student Committee members work on include programming during the Annual Conference (e.g., the student social and Fun Run), webinars on topics of the Student Committee’s design, social media presence, and other valuable resources.
 
After submitting nominations and platforms, election surveys will be distributed to Student Affiliates. New Student Committee members will transition at the APA Annual Conference each year to begin their term.
 
Whether you’re a Student Affiliate or you are successfully elected to a Student Committee position, your participation is valuable and we hope you get the most out of your Student Affiliate status with AP-LS. As always, please feel free to reach out with suggestions or questions anytime by e-mailing the Student Committee at aplsstudents@gmail.com.

Jill Del Pozzo is the 2018-2019 Secretary for the AP-LS Student Committee! Jill has worked hard all year to take notes on Committee meetings, always with flare, and aid the Conference Co-chairs with the Conference program. She has also contributed significantly to our decision of add a Diversity Liaison. Jill took some time to answer a few questions for us!

​If you could only have 3 non-psychology books on your bookshelf, what would they be?
 
Harry Potter
The Perks of Being a Wallflower
The Sisterhood of the Traveling Pants
 
Yep, all young-adult books, but definitely the ones that have stuck with me from adolescence and I will always love.
 
If you were not in graduate school what would you do?
 
If I were not in a PhD program, I think I would be a pediatric surgeon. That was always something I considered doing for a long time. I think I would always be in a helping profession in some capacity, as I have naturally gravitated towards those kinds of jobs. Then there’s always being a pro athlete, flipping houses, or owning a donut shop.
 
Why did you join the AP-LS Student Committee?
 
I joined the Student Committee to get involved in AP-LS beyond an individual level and for the opportunity to learn how it operates at an executive level. I also had an interest in helping to increase the resources available to students and networking opportunities through AP-LS. It has been a rewarding experience to serve alongside students from different schools and backgrounds and a great place for student leadership development, which was important to me.
 
What advice would you give undergraduate students thinking about graduate school?
 
Get research experience! This was invaluable to me. I worked in a research lab for four years before applying to graduate school and I felt incredibly prepared when I got there. Not saying you need to stay that long, of course, just get your feet wet. It gives you a chance to interact with different populations, present research, and even co-author publications (depending on the lab). It allows you to see if this is really what you want before committing five years to a program. I was also able to make professional connections that way, which have served me well in graduate school as well.
 
Who is one professional and one personal role model?
 
My professional role model would have to be Dr. Steven Silverstein who is at Rutgers University and who’s lab I was fortunate enough to work in for four years. He is the type of person everyone loves to work for. He does research on schizophrenia and has had an amazing career. He models what it truly takes to be successful in the field. He helps to shape young professionals and students and invests so much of his time in them. He is always there too, whether for support or to hear a research idea you have that he will likely encourage you to run with. He helps you get where you want to be. I am forever grateful for being mentored by him and being a part of the “family” he created in his lab.
 
My personal role model will always be my mom. She is the kindest, most supportive, and strongest person I have ever met. Without her, I truly do not know where I would be. She supports me no matter what I do in life and has always been there for me when I needed her most. She is the type of person who gives, but never asks or expects anything in return. She is patient and calm. She is a light in this world and I hope she knows that.   

Cortney Simmons is the 2018-2019 Experimental Liaison for the AP-LS Student Committee! Cortney has worked hard all year to update the experimental post-doc list database and the grants database. She has also contributed significantly to our decision of add a Diversity Liaison and plan ongoing programming for that summer and next year. Cortney took some time to answer a few questions for us!

​If you could only have 3 non-psychology books on your bookshelf, what would they be?
           The New Jim Crow by Michelle Alexander
           Just Mercy by Bryan Stevenson
           Frankenstein by Mary Shelley

If you were not in graduate school what would you do?
          Become an Instagram influencer (fit teas have absolutely changed my life). Just kidding! I would try to become a private or commercial airline pilot. 

What is your favorite city and why? 
       Austin, TX. It is filled with delicious food, great music, and plenty of dog-friendly activities.

What is one professional goal you have?
       To do meaningful work that can be used to improve the lives of others.

What advice would you give undergraduate students thinking about graduate school?
             Talk with your professors about their career trajectories, your interests, and whether graduate school is the best choice for you. There may be multiple ways for you to achieve the your goals. If graduate school is the route you want to take, then be sure to gain as much relevant research experience as possible! It will strengthen your application and better prepare you to do your own research. 

Emma Marshall is the 2018-2019 Law Liaison for the AP-LS Student Committee! Emma is preparing for the 4th Annual Legal Workshop at the Conference in just a few weeks. She is the voice of law students on our committee and is excited to share the First Amendment with you all on Thursday, March 14th at 10:30AM! Emma answered some questions for us.

If you could only have 3 non-psychology books on your bookshelf, what would they be?
1. Bossypants by Tina Fey
2. Pawnee: The Greatest Town in America by Leslie Knope 
3. The Wit and Wisdom of Will Rogers by Will Rogers

If you were not in graduate school what would you do?
Wait, did they kick me out in this hypothetical? If so, I would likely try to do something with the whole law school thing. But if I had never gone to graduate school in the first place I would like to think I would be working at an Escape Room by day and at a Cheers-style bar by night. 

What is one professional goal you have?
To conquer the whole imposter syndrome thing.

Why did you join the AP-LS Student Committee?
I ran for a position because I genuinely enjoy being hyper-involved in organizations like AP-LS and wanted to give back to a community that has helped me so much in my career thus far. Also, I enjoy designing silly T-shirts and I hoped this committee would vest me with the power to do that. 

Why psychology and the law?
Because when I was a 20 year old directionless college sophomore I was lucky enough to stumble my way into a Psychology and Law course taught by the inimitable incoming AP-LS President Dr. Jennifer Groscup and she got me hooked for life. 

Who is one professional and one personal role model?
Professional role-model: Emily Gilmore
Personal role-model: Also Emily Gilmore

Clinical psychologist Dr. Lauren Kois knows exactly what it’s like to be a student at the Annual Meeting of AP-LS. After receiving her master’s in psychology at New York University, she served as the Chair of the AP-LS Student Committee as a first-year doctoral student. Several years of conference attendance later, Dr. Kois received her Ph.D. in clinical psychology (with a forensic focus) from John Jay College at the City University of New York. In 2017, she accepted a position as an Assistant Professor of Psychology and core faculty of Clinical Psychology (Law Track) at the University of Alabama. Read on to discover what this early career professional has learned about the unique experience of being a student at AP-LS and how students can make the most of their time there.
 
Why should students interested in forensic psychology attend AP-LS?
There are great psychology-law organizations out there, such as the International Association of Forensic Mental Health Services (IAFMHS). Each organization has its own style. AP-LS has a good balance of "experimental" and "clinical" topics, focuses on empirical work, and is the premier forensic psychology organization in the field. It also cares a great deal about students and puts a tremendous amount of resources into student support. 
 
What can students do to get the most of out the conference?
Everyone has a different approach to conferences. This may not be a popular opinion, but here's mine: As a student, you should go to everything. This is what I encourage my students to do. Fill your days with talks, go to the events, and meet people. If your lab studies a topic, you should go to talks in that area. If you don't, you might unintentionally give the impression that you are disinterested or lack curiosity. You will be exhausted, but the experience will help you be a stronger scholar and get socialized to the field, and that's why you're there. 
 
If you have your eye on a specific program or lab, AP-LS is where you can find out some of the research they will be producing over the next few years. The publication process takes a while, so conceptualization and data collection for articles published one month likely took place a year or even years before. If you are interested in a topic or a lab, go to those talks to get a picture of "hot off the press" research. 
 
What events should students make sure to go to?
Talks and events are important of course, but I strongly encourage students to attend the business meeting, which is usually on Thursday evening before the welcome reception. Leadership (e.g., President, Committee Chairs) provides an update about the status of the Division. They explain what they voted on in their executive meeting, talk about our financial status, and where AP-LS is going moving forward. Sounds kind of intimidating, but I promise it is not—all are welcome, it is very casual, and people are friendly. It's a great way to get socialized to AP-LS and realize that you (yes, you!) really do have the opportunity to get involved in AP-LS leadership. 
 
How can networking at the conference help students in reaching their academic and career goals?
I think AP-LS has a lot to do with where I am today. Networking, getting inspired by talks, and the Student Committee were huge for me. I cannot plug it enough – get involved in AP-LS leadership! Run for student committee or a committee liaison (e.g., Professional Development of Women Committee). Committee service is fun but also a great way to network. Several of my close friends are those I met from serving on the Student Committee and we even got a peer-reviewed publication about AP-LS student leadership out of it (Kois, King, LaDuke, & Cook, 2016). 
 
How exactly should students go about networking and introducing themselves to influential professionals? What are some common mistakes that students make in doing this?
This can be tough. For many AP-LSers, the conference is a chance to be with friends (e.g., grad school classmates) they only see once per year – at AP-LS. So, while professionals are usually very student friendly, it's important to remember that they are likely there for a number of reasons. It's nice when students ask questions during paper Q&As, or approach after a paper session or during a poster session. For me, though, I want to spend most of the welcome reception and social hours catching up with friends and past students and advisers. 
 
What would you say to students who feel awkward or socially anxious about networking?
My first AP-LS was 2011. I was the only student from my program who attended AP-LS that year, with one faculty member. I looked around and saw that many of the professionals seemed to be friends, and I knew that couldn't be because they all attended grad school together. So, I thought, "Well, if we're going to be friends in 15 years, why don't we just do it now?" The Student Committee breakfast will help you link up with other new people right off the bat, and poster sessions are a great place to start conversations. Given that it's typical to ask questions about posters, it's unlikely that someone will think you are intrusive or pushy if you strike up a conversation at that time. 
 
What is conference attendance like as an early career professional compared to when you were a student?
Much better! The primary difference is that I have more friends I look forward to seeing, but that's simply from having more AP-LSs under my belt and meeting new people each time (see, it really works). Another difference is that I get to see my students present and their professional development grow, which is incredibly rewarding. 
 
Anything else?
Please do not forget that there are about 1,000 conference attendees in the same city as you, in your hotel, on your flight. Students sometimes forget this. Have fun, be nice, and keep your professional game face on.