PROFESSIONAL DEVELOPMENT (PD) #2: GRAD SCHOOL ET AL.

Overview  Today’s PD is mainly geared toward preparing for competitive grad programs in psychology, with relevance to other types of programs and non-grad school options  Rationale  Reality of applying to graduate schools  Plan B options  Opting out against immediate, additional schooling

Rationale  Broad critique: Why isn’t higher education supplying students with the knowledge and skills they need to be successful upon graduation?  Narrow critique: Why teach research methods to students who will soon be unemployed?  Today’s lecture should stimulate thought. Follow-up with me/others for more deliberation  Whether it’s terminal cancer or preparing for grad school, most conversations are overly rosy, which hinders decision making and enduring well-being

Harsh Reality  Most programs use (a) regression equations or (b) “multiple hurdles” to triage applications  At many programs, most applications are never reviewed  Some exceptions to this, but it’s hard to know which programs have exceptions  Decision making is more straightforward for medical school and law school than psychmedical schoollaw school

Harsh Reality: GRE/GPA  General Cognitive Ability (g) and Conscientiousness (C) are key predictors of occupational and educational success  GRE and GPA: Approximately equal weight, outweigh all other factors by far  A disservice to think otherwise  Many grad programs define a B- or C+ as “failing,” often with two resulting in dismissal  Extremely rare exceptions: cultural factors, eccentric professors, mentor’s (not family’s) connections  Well-developed life narrative or “spin”: Improvements, Psych GPA

Harsh Reality: Interests/Experience  Key predictors of turnover and dropout  Relevant clinical and/or research background are helpful (or necessary), but mostly after an applicant has made the GRE/GPA cut  Specific interests matter more to some mentors and programs than others

 Hypothetical example of program where typical incoming GPA is 3.6 and highly competitive Many receive offers, decline for better programs. Some don’t receive offers – no guarantee Possible. What percentage of applicants receive offers? 90%? 5%? Triaged

Time Economy  Juniors: Boost GPA, get clinical/research experience, seek concrete products (completed projects, posters, presentations, papers), plan to spend the summer practicing/studying for the GRE, stay in NOLA over the summer!  Seniors: Focus on GPA/GRE, perhaps look for low- commitment clinical/research involvements

Logistics  Background Info: Search Amazon for process books and program description books  Letters: Professors (n = 3) who know you well  >1-month prior to the first deadline, ask if they would be appropriate for writing letters and supply a COMPLETE set of detailed instructions, send reminders 1-2 weeks pre- deadline  How many programs?  Varies considerably. See Background Info  Expensive

Plan B: Many Good Alternatives!  Consider different psychology specializations  Applied/Research: Clinical, counseling, school, I/O  Research-only: Social/experimental, personality, developmental, cognitive, brain/behavior  Other clinical degrees: MD, physician assistant, MSW, marital/family therapy, MSW/MPH  Other research degrees: MPH or similar, human development, Psychology 4+1Psychology 4+1  Business: MBA, MHA, or similar  Masters programs can be university cash-cows, be careful  Avoid for-profit “PsyD” and “PhD” programs (e.g., Argosy, Alliant, Professional School of __). Why?  Internship match rates? “Diploma mills” without diplomas?

Plan B: Many Temporary Alternatives!  Temporary Alternatives  2-year post-Baccalaureate research (or research and clinical) experience as a lab manager, research coordinator, counselor, etc. Use connections and/or NIH ReporterNIH Reporter Join APA Division listservsAPA Division E.g., Division 38 (Health), $23Division 38 (Health)  Increase GRE scores (requires serious behavior change)  If you can’t modify the predictor, achieve the criteria! Get 1-3 first-authored publications (think secondary data analysis!), Ace a grad class or two, research conferences posters/presentations, independent projects

Opting out of Additional, Immediate Schooling  Jobs: Use strategies under “temporary alternatives”  Upside: Employers care about whether you have a degree, only somewhat about where you got it, rarely care about GPA  No additional loans, tests, classes  Can always go back to school later, even much later: Many grad schools and med programs take this seriously  Downside: Lower starting pay and opportunities, worse gradients in both over time