Making the Most of the Graduate School Experience Without Compromising Health and Well-Being

Session Type: Professional Development Session

Abstract

The COVID-19 pandemic along with increased exposure to shared community traumas and social injustice events have elevated feelings of unpredictability and negatively impacted mental health and well-being within our society. These stressors are likely exacerbated within higher education programs that set high expectations for students. Namely, it is more difficult to gain acceptance into U.S. graduate programs in psychology than most disciplines, with some subspecialties having lower acceptance rates than medical or law school. Once admitted, the expectation is that students will be able to successfully juggle multiple responsibilities, while often adjusting to a new location away from loved ones and overcoming imposter syndrome. Unsurprisingly, some estimate that half of all doctoral students do not complete their training (Patterson, 2016). Systemic issues within institutions likely contribute to high attrition and mental distress among graduate students. Moreover, faculty are rarely taught how to effectively mentor and support graduate students. Given the staggeringly high levels of graduate student stress and mental health concerns, it is imperative that spaces exist for mentees and mentors alike to come together to discuss how to create a supportive and inclusive environment that maximizes students’ abilities in achieving their unique learning goals during graduate school. This event will cover three topics: Navigating the Mentor-Mentee Relationship, Engaging in Service and Advocacy, Effective Networking. Small groups facilitated by a faculty member and graduate student will provide an intimate space promoting enriching conversations on making the most of the graduate school experience while prioritizing health and well-being from both perspectives.

Sub Unit

• SECC Conversation Hours

Session Organizer

• Elisa Trucco, Florida International University

Participants

• Noni K Gaylord-Harden, Texas A&M University - College Station

• Sarah Anne Hartmann, Florida International University

• Sarah E. Domoff, Central Michigan University

• Jacqueline Duong, University of Texas at Austin

• Marissa Anne Castellana, Arizona State University