"Don't Do Well on Tests" Contents

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Help for Students Who "Don't Do Well on Tests" Contents

WWW.PSICHI.ORG FALL 2017 | VOLUME 22 | NUMBER 1 EDITOR Susan Iles [email protected] EDITORIAL ASSISTANT Bradley Cannon [email protected] eye DESIGNER Lauren Surmann [email protected] Published by Psi Chi, the International Honor Society in Psychology. Founded September 4, 1929, at the Ninth International Congress of Psychology, Yale University, New Haven, Connecticut. Member of the Association of College Honor Societies. Eye on Psi Chi, ISSN 1092-0803 (print) and ISSN 2164-9812 (online), is published quarterly by Psi Chi, the International Honor Society in Psychology. All contents ©2017 by Psi Chi. The publication schedule follows the academic year: fall, winter, spring, and summer. All opinions expressed in signed articles are those of the author(s) and do not necessarily reﬂect those of the editors and/or Psi Chi.

EDI TO RI AL OFFICE: Psi Chi Central Ofﬁce | PO Box 709, Chattanooga, TN 37401 Street Address: 651 East 4th St., Suite 600 | Chattanooga, TN 37403 Telephone: +1-423-756-2044 | Fax: +1-423-265-1529 Email: [email protected] | Website: www.psichi.org Permission must be obtained from Psi Chi to reprint or adapt a table or figure; to reprint quotations exceeding the limits of fair use from one source, and/or to reprint any portion of poetry, prose, or song lyrics. All persons wishing to utilize any of the above materials must write to the publisher to request nonexclusive world rights in all languages to use copyrighted material in the present article and in future print and nonprint editions. All persons wishing to utilize any of the above materials are responsible for obtaining proper permission from copyright owners and are liable for any and all licensing fees required. All persons wishing to utilize any of the above materials must include copies of all permissions and credit lines with the article submission.

Advertisements that appear in Eye on Psi Chi do not represent endorsement by Psi Chi of the advertiser or the product. Psi Chi neither endorses nor is responsible for the content of third-party promotions. PSI CHI Board of Directors SOCIETY PRESIDENT R. Eric Landrum, PhD Features [email protected] PAST-PRESIDENT Jon Grahe, PhD [email protected] Help for Students Who PRESIDENT-ELECT Melanie M. Domenech Rodríguez , PhD [email protected] "Don't Do Well on Tests" EASTERN REGIONAL VICE-PRESIDENT Mark L. Mitchell, PhD, and Jeanne M. Slattery, PhD Marianne Fallon, PhD [email protected] 12 MIDWESTERN REGIONAL VICE-PRESIDENT Melissa T. Buelow, PhD [email protected] Pride of Ownership: Do You Recognize the ROCKY MOUNTAIN REGIONAL VICE-PRESIDENT Leslie D. Cramblet Alvarez, PhD Value of Your Bachelor's Degree in Psychology? [email protected] Stacie M. Spencer, PhD SOUTHEASTERN REGIONAL VICE-PRESIDENT Christina Sinisi, PhD [email protected] 16 SOUTHWESTERN REGIONAL VICE-PRESIDENT Shawn R. Charlton, PhD Some Factors to Consider Before Attending [email protected] WESTERN REGIONAL VICE-PRESIDENT Graduate School: Intrinsic, Extrinsic, and Elizabeth Campbell, PhD [email protected] EXECUTIVE DIRECTOR Unconscious Motivators Martha S. Zlokovich, PhD 20 Jody A. Thompson, PhD, and Carey J. Fitzgerald, PhD [email protected] Pursuing an Academic Career: Exploring Options During Grad School Susan E. Becker, PhD, Jacob Jones, PhD, Jenny Peil, PhD, and Megan Wrona, PhD ABBREVIATIONS APA American Psychological Association 24 APS Association for Psychological Science EPA Eastern Psychological Association MPA Midwestern Psychological Association NEPA New England Psychological Association RMPA Rocky Mountain Psychological Association SEPA Southeastern Psychological Association SWPA Southwestern Psychological Association WPA Western Psychological Association

Interviews Departments Anxiety and Interracial Dialogue 04 President's Message With Keith Maddox, PhD 05 Giving Campaign 28 Bradley Cannon 36 Chapter Activities A Look at the Real Stanley Milgram: 46 Crossword An Interview With Robert Rosenthal, PhD 48 Merchandise 32 Bradley Cannon Columns Advertisments

Wisdom From the Workplace 11 Argosy University Increase Your Educational ROI With Career Services, Internships, and Mentorships 23 California 06 Paul Hettich, PhD Lutheran University 35 Alliant Advisor Advice You’re Not in Kansas Anymore: More Ways That International University Grad School Is Different From Undergrad 35 An Eye on Amanda Kraha, PhD, Stephanie D. Freis, PhD, and 08 Morgan E. Longstreth Graduate School 47 Career Center

Do More Than Join–Engage Deeply R. Eric Landrum, PhD, President With PSI CHI Psi Chi, the International Honor Society in Psychology

am honored to serve as the 53rd President of Psi Chi and convention of the Rocky Mountain Psychological Association humbled to be a part of this group of leaders in psychology. (RMPA) meeting. At conventions, we participated in chapter My sincere goal for the coming year is to continue to build exchange and leadership programming, as well as attended invited upon the strengths of Psi Chi that so many others before me addresses and symposia that Psi Chi had organized for us. In have labored to achieve. each region of the United States, the Vice-President organizes the I want to urge you to do more than “join” Psi Chi. Of course, programming for the regional convention (an important detail for Iwe want eligible members to join our organization; without mem- later). During my time as advisor, I began to help with RMPA Psi bers, there is no point to our existence. But we need you to be more Chi programming by serving on steering committees, first with than just a “nominal” member. That is, we need you to do more Dr. Carla Reyes and then Dr. Melanie Domenech Rodríguez (now than just pay for a line on your resumé/curriculum vita. I am going Psi Chi President-Elect). to do everything that I can to encourage you, to gently push you, to engage with Psi Chi. Step 3: Leadership The true benefits of membership organizations come from engaging with other members and your faculty advisor, partic- (or Running the Show) ipating in regional conventions, and more. The list of resources After engaging on a regional available to you—whether it be Psi Chi Journal of Psychological level, I ran for and was elected Research; Eye on Psi Chi magazine; the resource-packed website; Vice-President of the Rocky opportunities to apply for grants, awards, scholarships; networking Mountain region for 2009–11. at regional psychology conventions (and more)—is staggering. I was now responsible for the Left: Albert Bandura, PhD, Right: Eric Landrum, PhD To be a member “only” and to not leverage the opportunities of Psi Chi programming for the membership would be such a waste. Personally engaging with the 2010 RMPA in Denver and the 2011 RMPA in Salt Lake City. I organization and its members provides leadership opportunities organized symposia and workshops, leadership events and chapter and access to experiences that can be amazing. Please indulge me a exchange sessions, and I also selected the Psi Chi Distinguished bit and allow me to share my own story with you. Lecturer for each convention. This “responsibility” provided me with opportunities to engage that rarely occur. What do I mean? Step 1: For 2010, the Distinguished Lecturer was Dr. Albert Bandura and, Becoming a Member during his visit, I got the chance to get to know him a little bit over (or Total 80s Rewind) dinner the night before his talk. During my scripted introduction, I distinctly remember my Psi Chi he interrupted me and heckled me—clearly one of the professional induction at Monmouth College highlights of my career! (IL) on December 13, 1983. It was so memorable for a number The Next Step Picture of Psi Chi officers with faculty and invited speaker of reasons: we were invited to at Monmouth College in 1984. I am second from left. (or Emotional Rewards) the home of a psychology faculty It is because of Psi Chi that I was member, all of the inductees (I think about 5) were dressed up, able to meet and genuinely inter- and I remember signing the Psi Chi scroll after taking the oath. act with the most famous male Afterward, we engaged in adult conversations with our fellow stu- and female psychologists alive dents and faculty—it was the first time I felt more like a colleague in the world today. These events than a student. I have never forgotten that personal Psi Chi experi- Left: Eric Landrum, PhD, Right: Elizabeth Loftus, PhD ence! In my senior year, I was elected president of our local Psi Chi occurred only because of my chapter, and I was thrilled that I could help my fellow classmates personal engagement with Psi Chi. During my presidential year, I pursue their education in psychology. look forward to the opportunity to serve and give back to an organization that has so richly given to me. Keep watching www.psichi. Step 2: Mentoring (or Test Drive) org in the coming year to hear more about big ideas and initiatives. After graduate school, I continued my engagement with Psi Chi by The opportunities provided by Psi Chi are like most other serving as the faculty advisor to the Boise State University chapter opportunities in life; you will get out of it what you put into it. in 2003–05 and 2006–11. We worked hard to engage our members, Personally, Psi Chi has been one of the best investments of my life. which is often a challenge for nonresidential/commuter schools. I realize that my story may be atypical; your results may vary. But We organized charitable and fund-raising events on campus, as you will not know how far Psi Chi can take you until you try—step well as supported members to attend the regional psychology up and engage!

PSI CHI Launches Giving Campaign Cynthia Wilson Director of Membership and Development

Honor Society Seeks to Raise $88,000 for Scholarships and More The inaugural Psi Chi Annual Giving Campaign commences in fall 2017. Donations will allow PSI CHI to continue expanding the practice of giving out more than $400,000 in annual awards, grants, and scholarships.

Psi Chi will also begin using donations to increase its Membership Assistance Fund and promote a year-long initiative to destigmatize mental illness as proposed by Psi Chi Board President Dr. R. Eric Landrum. Psi Chi asks for members as well as faculty and other Nadine Kaslow, PhD supporters to “Give Back to Psi Chi” by donating at Emory University School of Medicine www.psichi.org/donations. “Psi Chi offered me a special home with like- Dr. Nadine Kaslow, former APA President and professor at minded, intellectually engaged, and socially Emory University School of Medicine in Atlanta, will chair the active peers in college at the University campaign. of Pennsylvania. For me, giving back to Many Psi Chi members major in psychology because they want Psi Chi through volunteerism reflects my to give back. Now, donors to the Give Back campaign can make a appreciation of its meaningful programs direct impact by helping to fund much-needed research, reward including its newest initiative to destigmatize academic achievement, and help underprivileged students succeed help-seeking on college campuses and its through research grants and scholarships. capacity to truly make a difference in the Psi Chi has set a goal to raise $88,000 in honor of the Society’s lives of psychology majors. Giving back to 88th anniversary. “Our vision is to award 100 scholarships in our Psi Chi is a way to celebrate its history of 100th year,” says Executive Director Martha S. Zlokovich, PhD. remarkable successes, and to empower Psi Chi will also take part in Giving Tuesday on November 28, the organization to continue to nurture the 2017, a day dedicated to giving back to your non-profit(s) of choice. growth of its members and chapters.” Direct donations to our Give Back campaign at www.psichi.org/donations. About Psi Chi Psi Chi is the world’s largest student psychological organization with more than three-quarters of a million members inducted around the globe since 1929. Membership benefits include access to three publications, more than $400,000 in financial support, a career center, and international recognition for academic excellence in psychology. Psi Chi’s mission is recognizing and promoting excellence in the science and application of psychology. Individuals seeking to make a difference in their communities and in the field of psychology may learn about joining Psi Chi at www.psichi.org/?page=become_member.

Increase Your Educational ROI With Career Services, Internships, and Mentorships

Paul Hettich, PhD DePaul University

OI is an acronym for return on investment. You are • Becoming extremely active in extracurricular investing considerable time, money, and effort to activities and organizations. prepare for life and career, but are you using all the • Working on a project that took a semester resources that your tuition and fees can purchase? or more to complete. Have you explored the services that your career center offers, or opportunities for an internship, or the possibility In its current project, Gallup (2016) focused on the roles that Rof establishing a mentoring relationship? There is far more to your career services, internships, and mentoring play in graduates’ per- college education than accumulating credits toward graduation. ceptions of their college experiences. Below is a summary of some Furthermore, creating these experiences during college may con- key findings, but I encourage you to read the full report. tribute significantly to your subsequent workplace engagement and well-being. Career Services In the report, Great Jobs. Great Lives. The 2014 Gallup-Purdue Out of the 61% of the 2010 to 2016 graduates who visited their Index (Gallup, 2014), which I summarized (Hettich, 2017), Gallup school’s career services during college, 17% rated those services identified several college experiences that were associated with as very helpful, 26% as helpful, 37% somewhat helpful, 17% not graduates’ positive levels of workplace engagement (the great job) helpful, and 3% as don’t know or can’t remember. The fact that and well-being (the great life). 80% of the graduates in this sample regarded their visits as helpful • Having a mentor who encouraged you at some level suggests that they obtained a favorable ROI for using to pursue your goals and dreams. that service. Whether they graduated from large or small, public • Having at least one professor who made or private institutions, graduates were equally likely to rate their you excited about learning. experiences with their college career center as helpful or very helpful. The number of graduates who had visited their career ser- • Having professors who cared about you vices differed according to their academic field. Engineering and as a person. business graduates (62% and 58% respectively) were most likely to • Completing an internship that allowed you participate, followed by social sciences (53%), arts and humanities to apply what you were learning in the classroom. (48%), and sciences (45%) graduates (Gallup, 2016).

6 EYE ON PSI CHI FALL 2017 COPYRIGHT © 2017 PSI CHI The report also cited numerous comparisons between grad- skills while gaining work experience in a career field that interests uates who did and did not visit their school’s career services as you; it also allows the employer to evaluate your potential fit in students. its organization. However, the process of acquiring an internship 1. Graduates who visited the career center during college were as involves considerable planning, consultation with your advisor likely to find a good job as those who did not visit, but those and other on-campus resources, interviews, and in-depth research who visited found their job more quickly. on organizations that sponsors them (Hettich, 2012). 2. Graduates who visited their career center during college were Mentoring more likely to be employed full time (67%) than those who did Mentoring is a process in which an experienced and respected not visit (59%), especially Black graduates who visited (66%) individual with expertise in a particular domain (mentor) serves compared to Black graduates who did not visit (54%). as a coach or role model to another person (mentee) who seeks 3. Forty-nine percent of graduates who rated their career services the mentor’s guidance. Gallup (2016) reports that approximately as very helpful found a good job compared to 15% of graduates one fourth of the college graduates in their sample strongly agreed who said career services were not helpful. they had a mentor who encouraged them to pursue their goals 4. About half of those who found the services very helpful were during college. Most mentors were course professors, but friends, more likely to strongly agree that they are deeply interested in faculty/staff, family members, extracurricular advisors, sports their work compared to 34% who reported that career services coaches, and others also served in that role. Because the social were not at all helpful. support gained from family and friends has been linked to student 5. Graduates who reported a high quality (very helpful) persistence in college, Gallup believes that “friend and fami- experience with their career center, were “dramatically more ly-based mentorship is a critical component of a successful college likely to believe that their university prepared them well for life experience” (Gallup, 2016, p. 13). Similar to internships, having a outside of college, to say their education was worth the cost, mentoring experience seemed more important to graduates than to recommend their university to others, and to report making who the mentor was. donations to their alma mater” (Gallup, 2016, p. 8). Teachers serve students in different ways, and some are willing to become a mentor. The mentoring may occur through formal In short, graduates who used their institution’s career services meetings or informally through research projects, teaching when they were students generally benefited more than those who assistantships, or in other situations. To learn more about men- did not; graduates who found the services very helpful benefited the most. Obtaining a high-quality career services experience toring, consult Introduction to Mentoring: A Guide for Mentors depends on the interactions of the student with the career services and Mentees (APA, 2006). Although this guide was written for staff. The report did not discuss specific components of the services graduate students and early career psychologists, undergraduate that graduates found helpful, but chances are the high-quality students can gain a wealth of knowledge about the stages, forms, experiences that many reported were in most instances due to their types of mentors, etiquette, and ethics of mentoring. level of motivation and positive interactions with skilled profes- Finally, Gallup reports that mentoring and internships are sionals working in a supportive environment. In such instances, linked to subsequent “increased employee engagement, higher these graduates likely obtained a relatively high return on their well-being later in life, and graduates’ feeling that their degree was investment. So, when do you plan on visiting your career center? worth the cost” (Gallup, 2016, p. 12). How can you top that for a great return on your investment? Internships Experiential learning and supportive relationships are important References components of a successful college experience. They are linked American Psychological Association. (2006). Introduction to mentoring: A guide for mentors and mentees. Washington, DC. Retrieved from www.apa.org/education/grad/mentoring.aspx later in life to higher levels of employee engagement, well-being, Gallup, Inc. (2014). Great jobs. Great lives. The 2014 Gallup-Purdue Index Report. Washington, DC: Gallup, Inc. Retrieved and the belief that college was worth its cost (Gallup, 2016). from http://www.luminafoundation.org/files/resources/galluppurdueindex-report-2014.pdf Gallup reported that 55% of their respondents held a job or an Gallup, Inc. (2016). Great jobs. Great lives. The value of career services, inclusive experiences and mentorship for college students. Washington, DC: Gallup Inc. Retrieved from internship during college that allowed them to apply what they http://www.gallup.com/reports/199172/gallup-purdue-index-report-2016.aspx were learning. The sources of their internships or jobs included Hettich, P. (2012, Summer). Internships! Eye on Psi Chi, 16(4), 6–7. Retrieved from professor, college/university faculty or staff member, friend, http://www.psichi.org/?164EyeSum12eHettich Hettich, P. (2017, Spring). Is the student parent to the employee? College experiences that lead to a good job and a extracurricular activity advisor, sports coach, or other. However, better life. Eye on Psi Chi, 21(3), 4–5. Retrieved from https://www.psichi.org/page/213EyeSpr17iHettich the data suggested that the particular source of the internship was not as important to graduates as the benefits they received from this applied learning experience. Internships were associated with Paul Hettich, PhD, Professor Emeritus at DePaul University (IL), was an more job offers after graduation and higher starting salaries com- Army personnel psychologist, program evaluator in an education R&D lab, pared to graduates without internships (Gallup, 2016). and a corporate applied scientist—positions that created a “real world” foundation for his career in college teaching and administration. He was Completing an internship could be a critical component inspired to write about college-to-workplace readiness issues by graduates of your undergraduate education and career preparation, and and employers who revealed a major disconnect between university and another opportunity to increase your educational ROI. An workplace expectations, cultures, and practices. You can contact Paul at internship allows you an opportunity to apply your knowledge and [email protected]

You’re Not in Kansas Anymore: More Ways That Grad School Is Different From Undergrad

Amanda Kraha, PhD Stephanie D. Freis, PhD Morgan E. Longstreth Indiana University East Presbyterian College Wyoming University

n our first discussion of this topic, we reviewed several ways One suggestion is to see your peers as a resource and form that graduate school is different from undergraduate studies. study groups. Depending on faculty and program rules, you We suggested following a schedule, setting goals, forming may be able to split the readings between your group members. friendships, and remembering to take care of yourself, Each group member is assigned a section of the readings, and among others (see Freis & Kraha, 2016). In the present reports back to the full group with a written summary and short article, we’ll provide additional considerations for how graduate presentation of the material. These study groups can also be Ischool is different, and suggestions to help you succeed. discussion based, which will help you to think critically about the material—and remember it better. Agree on a format, find a Expectations and Structure way to hold members accountable, and you’ll be able to learn the material much faster. Again, though, check with your faculty to Managing the workload. In your undergraduate studies, you make sure that they are OK with this—some faculty may view this likely covered one or perhaps two chapters per week in each of as academic misconduct. your courses. In graduate school, you may encounter a much Another strategy is to carefully plan your course load. Some heavier workload—sometimes several chapters per week on top faculty recommend frontloading classes to get them out of the of various writing assignments and article reviews. Knowing your way, making more time later to focus solely on research and/or resources and strategically planning ahead will help you success- internship. Others, however, recommend spreading courses out fully complete this work. over time and mixing with practicum and/or research courses. Talk

with students in the program who have finished their courses—how Professionalism. You should always put your best foot forward did they manage it? If they could do it all over, how would they do and exhibit professionalism. This applies in all aspects of graduate it differently? Ask what to expect from different courses—if two school—from how you dress to how you write e-mails. Impressions courses are particularly brutal, you won’t want to take them at the are important and can make or break opportunities for you, so same time. With this information in hand, decide what strategy treat graduate school like your career and work regular hours (i.e., works best with your personality and work style. 9 to 5). Professors need to see you as a colleague, and acting the Keep in mind that, although you do have to take classes, you part will help cement this image. are no longer chasing that perfect grade point average. You should You’ll also need to speak up in class. You may be used to be presenting and publishing your work. Always keep an eye open lecture heavy courses where students have very little input. But in to use your course assignments to further your research or clinical graduate school, you can expect less lecture and more discussion interests. Maybe you have to write a research proposal for your and/or class presentations. You will need to ask questions and par- social psychology class—choose a topic that you might end up ticipate thoughtfully in discussion. To do so, you’ll need to come researching, and then you have your proposal started! You may prepared. This means not only completing the readings ahead of also be able to present course papers at conventions. Presenting at time, but also making notes and coming up with questions ahead regional conventions is highly encouraged because it helps give you of time. Some classes will not allow computers in class and will practice for the job market—public speaking/communication is the reduce your grade if you don’t come with already prepared notes most desirable skill employers want to see (AAC&U, 2013). and questions! The days of reading articles in class while the

professor is lecturing are behind you. Remember to think critically the material and can serve as a confidence boost as well. Further, and speak mindfully. Again, you’ll need instructors to see you as a teaching improves public speaking skills and keeps you connected participating scholar—they may end up on your dissertation com- with the practical applications of your research. If you are a grad- mittee and can offer you additional research opportunities. uate assistant who does mostly course-related work (e.g., grading, holding office hours, etc.), offer to cover a course for that professor Relationships if, for example, they need to go out of town for a conference. Such Professional relationships. In our last article, we spoke about the opportunities will give you that teaching experience you may importance of advisors (see Freis & Kraha, 2016). Mentoring in desire, as well as show faculty that you are willing to go above and general can be a tremendous help in navigating the ambiguousness beyond your outlined duties. of graduate school. Your advisor is a big part of this, but don’t be Personal health. It bears repeating that self-care is the most afraid to cultivate a network of mentors who you can turn to for important way to succeed in graduate school. As you have read a variety of issues. This includes finding friends in the adminis- above, there will be many facets of your life to balance including trative office who can help with financial aid questions, teaching your professional development, your personal relationships, and assignments, course registration, etc. Mentors may be within your the personal growth that goes along with this time of life. Find a department, but they certainly don’t have to be. You may have the hobby, and make time for it—for yourself. It may be watching TV, opportunity to have mentors from various departments, academic running, gardening—whatever it is, be sure to take time for your- disciplines, and universities. You’ll have to seek them out, though, self. Though counterintuitive, this will actually help you be more they will not come to you! productive, and will help protect against burnout. Be open to mentoring others, as well! Once you’re in the pro- In summary, be strategic in how you manage your expectations gram, remember what it was like to be starting out, and do your and structure your work-life balance. Give forethought to the type best to help new students in the program. It is likely that they’ll of relationships that will be most important to you during graduate need your advice and support more than they need you to share school, and above all, treat graduate school like a career— the notes you took a few years ago. professionalism is best. Personal relationships. Graduate school can be a huge drain on your time, energy, and mood. Unsurprisingly, this can cause References Association of American Colleges and Universities (AAC&U). (2013). It takes more than a major: Employer priorities difficulties in personal and romantic relationships. It can be for college learning and student success. LEAP employer-educator compact. Washington DC: Hart Research difficult for individuals not in graduate school to understand the Associates. culture and pressure of this type of academic study. As a result, Freis, S. D., & Kraha, A. (2016, Fall). You’re not in Kansas anymore: How grad school is different from undergrad. Eye on Psi Chi, 21(1), 4–5. Retrieved from https://www.psichi.org/page/211EyeFall16dFreis graduate students should give forethought as to what their priorities are and remind themselves of this frequently. Have frank discussions with those close to you—are they willing and able to Amanda Kraha, PhD, received her doctorate in experimental psychology from the University of North Texas, and her undergraduate degree from Arkansas deal with you being busy, stressed, and pressured? Have they seen Tech University. While in graduate school, Dr. Kraha served on several you under such pressure in the past? Are they supportive of your committees for the American Psychological Association of Graduate Students willingness and desire to work so hard, or do they think you’re a (APAGS). She helped launch the new APA journal Translational Issues in workaholic? Do they feel like you don’t give them enough of your Psychological Science while serving on the APAGS committee. Dr. Kraha is time, before you even start your program? Remember to decide on currently an assistant professor of psychology at Indiana University East, serving as the University Psi Chi advisor. She teaches undergraduate research your priorities, and keep them straight. methods, statistics, and cognitive psychology. Dr. Kraha’s research centers on memory, statistical techniques, and professional issues in psychology. Her most recent publication examines the amount of Last Bits of Advice debt students take on in the course of earning a graduate degree in psychology, and what salaries these Plan ahead. As we’ve discussed, graduate school is another step degree holders can expect upon entering the psychology workforce. toward your career. If you came into graduate school undecided on your career, start asking questions early and seek out opportunities Stephanie D. Freis, PhD, received her doctorate in social psychology from The Ohio State University. She is currently an assistant professor of for networking and job shadowing. (e.g., professional panels, psychology at Presbyterian College. Her research primarily investigates Preparing Future Faculty; PFF). Identify your dream job and start attributes of the self and motivation, particularly focused on the similarities looking at those job ads. Take note of skills these jobs want, but and differences between grandiose and vulnerable narcissism. Current that you lack. From there, use your time in graduate school to get projects explore how both narcissistic subtypes have a high need for distinctiveness but differ in how they regulate that need, either through a these skills. Make an aspirational CV with headings regardless promotion- or prevention-focused orientation. of whether you have anything to put under those headings. These gaps will help you to identify where you need experience, and you Morgan E. Longstreth is currently a first-year doctoral student in the can focus on filling these holes. clinical psychology program at the University of Wyoming. She possesses a Teach. If you’re able, get experience teaching a course. This bachelor of science in psychology and neuroscience from The Ohio State is particularly important if you plan to stay in academia. Unless University and has completed her master’s level coursework at the you’re heading for a career at a research focused university (and University of Dayton. While finishing her master’s thesis on the psychosocial effects of chronic illness stigma on college students, she is beginning her these are difficult to get!), teaching experience is essential for doctoral coursework at the University of Wyoming. Her doctoral dissertation landing a faculty job. Beyond making you more competitive on the will focus on mental health and aging, specifically in regard to individuals job market, teaching is a great way to cement your knowledge of with age-related neurodegenerative disorders including Alzheimer’s and other forms of dementia.

At the College of Clinical Psychology TURN YOUR CALLING at Argosy University, we know how rewarding it is to give back. Our INTO YOUR CAREER. supportive faculty is committed to helping you realize your calling. With our practitioner-scholar model of training, you’ll go beyond books and classrooms Each of our ten locations offers a and receive real-world clinical experience. degree in:

And we’re proud to say that the Doctor of DOCTOR OF PSYCHOLOGY (PSYD) Psychology in Clinical Psychology (PsyD) IN CLINICAL PSYCHOLOGY program at all of our schools has received We are now accepting applications for accreditation* from the American Spring and Fall 2018. Psychological Association (APA). Learn more at: clinical.argosy.edu/psichi

*The Doctor of Psychology in Clinical Psychology Program at Argosy University, Atlanta, Chicago, Hawaii, Orange County, Phoenix, San Francisco Bay Area, Schaumburg, Tampa, Twin Cities and Northern Virginia is accredited by the Commission on Accreditation of the American Psychological Association (APA). Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation, American Psychological Association, 750 1st Street, NE, Washington DC 20002 Phone: (202) 336-5979 / E-mail: [email protected] / Web: www.apa.org/ed/accreditation Argosy University is accredited by the WASC Senior College and University Commission (985 Atlantic Ave., Suite 100, Alameda, CA 94501, wscuc.org). Programs, credential levels, technology, and scheduling options are subject to change. Not all online programs are available to residents of all U.S. states. Administrative office: Argosy University, 601 South Lewis Street, Orange, CA 92868 ©2017 Argosy University. All rights reserved. Our email address is [email protected] See auprograms.info for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important information. Figure 1 EXAM PROBLEMS

Learning/Studying Issues

Do I need to try to Do I use effective study techniques? Do I need to learn the material at Do I know what put in more time a deeper level? is important? studying? Rank concepts Test self frequently. Log study time, Apply, explain, and in order of then increase it. evaluate concepts. importance. Avoid distractions.

Compare self Make outlines or to more serious concept maps. students.

Stress-Related Performance Issues

Did anxiety hurt my ability to focus? Did anxiety lead me to focus on the wrong information?

Know the material "cold" and make Know about set and more positive ways to break set; attributions about for each question, ask anxiety. which course-related concept is most relevant to answering that question. Personal Growth Help for Students Who “Don’t Do Well on Tests” Mark L. Mitchell, PhD, and Jeanne M. Slattery, PhD Clarion University

f you are reading this article to spending 40 hours a week on your “job” of Similarly, just because a professor says the improve your own test scores, you being a college student. Your postcollege test will be multiple-choice, don’t assume have already taken a big step toward job may be much more demanding: In fact, that the professor is interested only in achieving that goal by acknowledg- one study suggested that most American memorization: Multiple-choice tests are ing that test-taking skills, like most professionals work 72 hours a week (Deal, often used to determine whether students skills, can be improved. To use Dweck’s 2013)! know the difference between related I(2006) terminology, you are approaching Besides procrastination, two other fac- concepts and are sometimes used to see test-taking with a growth mindset rather tors may cause you to study less than you whether students can apply concepts. than a fixed one. If you are reading this should. First, you may compare the amount For many upper level courses, students article to help the students you tutor of studying you do to the amount of study- should study by explaining each concept in improve their test scores, your first step ing your friends do—and your friends may a way that is ADEPT: using an Analogy, should be to try to convince your tutees be in majors that require less studying than Diagram, Example, Plain language defi- that they can learn from their mistakes and psychology. Instead, compare yourself to nition, and Technical language definition do better on the next exam. harder working students (thus encouraging (Azid, 2014). Note that, depending on the upward, rather than downward, social course and professor, the definition may Six Common Obstacles comparisons). need to include: (a) the name of the person to Success on Exams Second, the studying you did to per- associated with the concept, (b) how the Unfortunately, improving test performance form well in lower division courses may term differs from related terms, and (c) an involves more than replacing the thought, not be sufficient to do well in some upper evaluation—based on evidence—of the “I don’t do well on tests,” with “I haven’t division courses (when it comes to time concept’s validity. been doing well on tests, but I will get demands, not all courses are created equal). 3. Not knowing what better.” As you can see in Figure 1, there Although initially having to study much are at least six obstacles that could be caus- more than you previously did will seem is important. Professors expect students to know what ing you or your tutees to underperform on demanding, after a few weeks of studying the most important concepts are and to tests. The rest of this article will help you much more than you once did, this higher be able to distinguish main ideas from identify which of those obstacles has been workload will seem normal (Helson, 1964). supporting details. Students having trouble most responsible for your disappointing 2. Thinking you know it when identifying the important concepts should test performance and provide tips for over- start by making a list of key terms ordered coming those obstacles. you don’t. For some students, “knowing” means from most to least important. They might 1. Not studying enough. recognizing that they have seen a term. debate their ordering of those terms with a You will never hear an Olympic medalist For most upper division psychology classmate, which could help both students say, “I practiced for about an hour this courses, on the other hand, “knowing” identify the most important ideas. Students year, so I was ready.” Yet, some students means being able to (a) define the term, having trouble distinguishing main ideas study very little and then act like their poor (b) explain how the term differs from other from details should start by making out- performance is surprising. Obviously, the terms, (c) use the term in a paragraph, and lines of the material, then have a classmate amount of studying students need to do (d) apply it to solve a problem. To perform critique those outlines. depends on many factors, but the average well on your exams, make sure that you college student studies 17 hours a week— know the ideas discussed in class very well. 4. “Studying” without and you don’t want to be merely average. If Students who believe their professor really studying. you spend 15 hours a week in class and 25 requires only memorization should check Students often sabotage their studying by hours a week studying, you are still only to see whether that assumption is correct. not using what psychologists know about

the effects of self-testing, regular reviewing, use apps like FocusBooster, Anti-Social, what grade you might earn. In addition, and multitasking. Study habits should par- and StayFocused, which prevent “acciden- challenge any maladaptive self-talk by allel what students will be asked to do on tal” multitasking. recognizing that everyone else is also being the test. If taking the test will not involve If you are tutoring, start by educating affected by pressure. The points you lose reading over notes or rereading a chapter, your tutees about how research demon- due to panicking are probably similar students should avoid those strategies. strates the benefits of taking frequent to what everybody else is losing, and the Instead, they should study by testing them- tests (Roediger & Karpicke, 2006), points you lose on this test certainly will selves over the material. reviewing material (Dempster, 1988), and have a minimal effect on your overall Surprisingly, although students would studying without distractions (Kuznekoff GPA—much less the rest of your life. not want their favorite sports team to play & Titsworth, 2012). Then, apply those Finally, remember that you have at least five their first game without ever having scrim- findings to make tutoring sessions more strategies for dealing with panic. effective. To take advantage of the testing maged, they often show up for a test with- a. If you feel stressed during the effect, spend less time repeating what you, out having taken exam, try seeing yourself as “psyched” the book, or the professor told students, several practice for the exam rather than nervous. and spend more time asking students tests. Similarly, Remember that the pressure of the questions about the material. To take psychologists exam may improve your performance advantage of the spacing effect, review emphasize the by causing you to be alert, careful, and material from past tutoring sessions and role of testing focused (Jamieson, Mendes, & Nock, have students commit to attending regular in learning (the 2013). testing effect): tutoring sessions: Resist requests to take on that taking tests a new tutee the day before the final exam. b. If you are having trouble over the material To take advantage of what we know about concentrating, take a minute or two is one of the best ways to remember that multitasking, do not allow cell phone use to “hit the reset button” by taking material (Roediger & Karpicke, 2006). during tutoring sessions. a few deep breaths, thinking about Unfortunately, few students do self-test- a particularly happy moment, or ing, even though this strategy has a very 5. Panicking. imagining that you are at home taking high impact. If a text does not come with Of course, not studying enough, not know- a practice exam. Then, return to the practice quizzes, students may find helpful ing what to study, and not knowing how to exam. study can lead to poor test scores. However, quizzes online or test themselves using c. If your thoughts are racing, write some students know the material, but do flashcards or quizlet.com. down those thoughts on your test or on not show what they know on exams. In Because of the spacing effect—that scratch paper. Writing down irrelevant some cases, this is due to panicking during information presented over spaced inter- thoughts may clear those distracting the test. If the pressure of the exam causes vals is learned and retained more easily— thoughts from your head. Writing down you to panic, you are not alone—even the studying and reviewing regularly is a very more relevant thoughts will help you great Michael Jordan did not perform at effective way to study. However, instead focus on information that will help you his best while under pressure (Weisinger & of regularly reviewing material, many answer the question. Pawliw-Fry, 2015). So, what can you do? students cram. Cramming to prepare for a One successful approach is to overprepare, d. If you feel that you don’t know test is like training for a 5K race by running so that you, like Michael Jordan, do not anything related to the test a marathon the night before the race; one need to perform at your best to perform questions, remind yourself that, if you may feel virtuous, but it would have been very well. By testing yourself consistently studied well, you know the material— much better to have run a few miles every in the weeks before the exam, you will be and that your professor wants students day in the weeks leading up to the race. able to confidently say to yourself, “I got who know the material to do well. So, The research on multitasking suggests this.” Another successful approach is to think about what you know (it may that students don’t learn well when they remind yourself that you are someone who help to think back to when you were try to study while distracted by other will probably do well on the test (Rydell, studying the material or to imagine tasks—although many will attempt to do McConnell, & Beilock, 2009). After all, you explaining what you have learned to so. Students probably don’t understand are not just any college student; you are a a friend). After focusing on what you the problem of multitasking because many Psi Chi member. know rather than on what you don’t greatly underestimate how many times Another thing you can do is reduce know, think about how what you have their attention is disrupted by their phones, the pressure you are putting on yourself. learned in class applies to the test social media, or television (Rosen, Carrier, Start by reminding yourself that there is questions. To build up confidence and & Cheever, 2013) and greatly overestimate more to you than your performance on this momentum, scan the test and answer how good they are at multitasking (Ophir, test (Ambady, Paik, Steele, Owen-Smith, the simpler questions first. If your test Nass, & Wagner, 2009). Students who want & Mitchell, 2004). Next, focus on showing has multiple-choice questions, eliminate to avoid multitasking while studying can what you have learned rather than on the obviously wrong answers and see

14 EYE ON PSI CHI FALL 2017 COPYRIGHT © 2017 PSI CHI whether some of the questions contain have retrained System 1 to come up with and then get focused. Right before a test, clues for answering other questions. the right answer. In some cases, this would warm up by quizzing yourself (or having a mean overruling years of experience. The classmate quiz you), then take some deep e. If all the options for a multiple-choice second, and often more practical, option breaths while you imagine yourself doing question seem the same, you can do is to help System 2 override System 1. A well on the test. Good luck! three things. First, turn the multiple- simple—but difficult to implement—strat- choice questions into a fill-in-the- egy is to be well-rested so that the effortful References blank question by writing down an System 2 does not wear out before you Ambady, N., Paik, S. K., Steele, J., Owen-Smith, A., & Mitchell, J. P. (2004). Deflecting negative self-relevant stereotype activation: The effects of answer to the question before you read complete the exam. During an exam, a the options. Then, see which of the individuation. Journal of Experimental Social Psychology, 40, 401–408. simple, easy, and natural way to activate http://dx.doi.org/10.1016/j.jesp.2003.08.003 provided answers matches your answer. System 2 is to frown (Kahneman, 2011). Azid, K. (2014). Learn difficult concepts with the ADEPT method. Retrieved Second, if you are torn between two from https://betterexplained.com/articles/adept-method/ Often, however, helping System 2 stay in Deal, J. J. (2013, September 12). Welcome to the 72-hour work week. Harvard answers, write down an explanation charge is a three-step process. Business Review. Retrieved from for why one answer is more correct https://hbr.org/2013/09/welcome-to-the-72-hour-work-we The first step is underlining key words Dempster, F. N. (1988). The spacing effect: A case study in the failure to than the other. Often, writing such in the question. For multiple-choice apply the results of psychological research. American Psychologist, 43, explanations will help you recognize questions, key words include words like 627–634. http://dx.doi.org/10.1037/0003-066X.43.8.627 that one answer is clearly correct (Dodd Dodd, D. K., & Leal, L. (1988). Answer justification: Removing the ‘Trick’ from not, always, or never. For essay questions, multiple-choice questions. Teaching of Psychology, 15, 37–38. & Leal, 1988). Finally, remember that, if key words include words like describe, https://doi.org/10.1207/s15328023top1501_8 there is only one right answer and two list, define, evaluate, and contrast. When Dweck, D. S. (2006). Mindset: The new psychology of success. New York, NY: Ballantine Books. options are truly identical, neither can an essay question has a key word such as Frederick, S. (2005). Cognitive reflection and decision making. Journal of be correct. They are either not identical evaluate or contrast, match that key word Economic Perspectives, 19, 25–42. or both incorrect. https://doi.org/10.1257/089533005775196732 to the appropriate prewriting activity. For Helson, H. (1964). Adaptation-level theory. New York, NY: Harper & Row. 6. Choking. example, for essay questions asking you to Jamieson, J. P., Mendes, W. B., & Nock, M. K. (2013). Improving acute evaluate a concept, you might first make stress responses: The power of reappraisal. Current Directions in Obviously, panicking—one’s mind going Psychological Science, 22, 51–56. a table listing the concept’s strengths and blank, being completely unfocused, or https://doi.org/10.1177/0963721412461500 weaknesses. Kahneman, D. (2011). Thinking fast and slow. New York, NY: Farrar, Straus being filled with self-doubt—can be a and Giroux. The second step is imagining that problem. However, some students have the Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on you are the professor and are writing the student learning. Communication Education, 62, 233–252. opposite problem—choking. In choking, question. Why did you write this question? https://doi.org/10.1080/03634523.2013.767917 students grab on to their first interpreta- What do you want students to show you? Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media tion of a question or their first approach to multitaskers. Proceedings of the National Academy of Sciences, 106, How would a good student’s answer differ 155583-15587. https://doi.org/10.1073/pnas.0903620106 answering a question and don’t let go. For now from on the first day of class? To help Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking example, consider the following question memory tests improves long-term retention. Psychological Science, 17, you think about what your professor would 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x from Frederick (2005, p. 27): think was a good answer, review the key Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting “A bat and a ball cost $1.10 in total. The concepts your professor has emphasized made me do it: Media-induced task-switching while studying. bat costs $1.00 more than the ball. How Computers in Human Behavior, 29, 948–958. and consider how they could help you http://dx.doi.org/10.1016/j.chb.2012.12.001 much does the ball cost? ____ cents”. answer the question. Rydell, R. J., McConnell, A. R., & Beilock, S. L. (2009). Multiple social identities Most people wrongly respond 10 cents. and stereotype threat: Imbalance, accessibility, and working memory. The third step is imagining that your Journal of Personality and Social Psychology, 96, 949–966. They miss this question because they use a initial approach to the question is wrong. http://dx.doi.org/10.1037/a0014846 heuristic: They substitute an easy question If so, what approach or answer would you Weisinger, H., & Pawliw-Fry, J. P. (2015). Performing under pressure: for a hard one. In this case, instead of The science of doing your best when it matters most. New York, NY: give instead? Imagine that you are the pro- Crown Business. answering the question asked, they answer fessor and are grading your answer. What the question, “What added to $1.00 makes might your professor wish you had done Mark L. Mitchell, PhD, is professor of a $1.10?”When people are encouraged to differently? psychology at Clarion University. He has reflect on the ball question, many realize written several books including Research Design Explained (now in its 8th that the correct answer is 5 cents. To use Final Thoughts edition), Writing for Psychology (in its 4th terms popularized by Kahneman (2011), Preparing to take a test is like preparing edition), and Lifespan Development: A people get the question wrong when their to do anything: Although practice doesn’t Topical Approach. He can be contacted at [email protected] quick, energetic, intuitive System 1 mind make perfect, good practice makes for outmaneuvers their slower, lazier, more better performance. If you have practiced deliberative System 2 mind. Many test Jeanne M. Slattery, PhD, is a professor what you are going to do, you will do better of psychology at Clarion University, questions in psychology are like the ball than if you haven’t. Most people do less where she serves as advisor to Psi Chi. problem, in that your System 1 answer to well than in practice (nerves!), but if you She is a clinical psychologist with a the question is intuitively appealing but have practiced consistently and well, you small private practice, and has written wrong. To answer these questions correctly, should be prepared to do well. three books, Counseling Diverse Clients: Bringing Context Into Therapy; Empathic you have two options. To turn that preparation into perfor- Counseling: Meaning, Context, Ethics, The first option is to study so much mance, do what all successful athletes, and Skill; and most recently, Trauma, Meaning, and Spirituality: and do so many practice problems that you musicians, and performers do—warm up Translating Research Into Clinical Practice.

Pride of Ownership: Do you Recognize the Value of Your Bachelor’s Degree in Psychology? Stacie M. Spencer, PhD MCPHS University

ride of ownership is used in to question. And, many psychology bacca- their bachelor’s degree in psychology real estate to refer to the benefit laureates don’t see a connection between • can describe the knowledge and skills of owning a home and to the the knowledge and skills developed gained through the major; pride homeowners demonstrate through the major and the jobs they get through the maintenance of after college (Borden & Rajecki, 2000). • are aware of the value employers place their property. The term is often used to Whether at a family dinner, when on the knowledge and skills gained Pdescribe a home that is on the market as in through the psychology major; introducing oneself in a social setting, or “this home shows real pride of ownership.” talking to strangers on the bus, there is an • can apply the knowledge and skills Just as investing in a home results in almost requisite set of questions that psy- gained through the major to a job that pride, so should the investment you make chology majors are asked and comments is stimulating and rewarding; and in your bachelor’s degree in psychology. that are made. “You’re majoring in psychol- • can explain the connection between the The financial investment and the care you ogy? What are you going to do with that?” major and their job. take in choosing your courses, developing “You can’t do anything with a psychology knowledge and skills, and adding volun- degree. All the psychology majors I know If you can’t do one (or any) of these, teer, internship, and research experiences aren’t doing anything with their degrees.” don’t worry. By the time you finish reading should result in a pride in your degree that On a much larger scale, the value of the this article, you will be well on your way stands out when you put yourself on the job bachelor’s degree in psychology entered the to developing a strong and threat-resistant market. Twitter world in 2015 when presidential pride in your undergraduate degree. In 2014–15, more than 117,550 students candidate Jeb Bush stated that psychology graduated with bachelor’s degrees in majors (and other liberal arts majors) end Potential Threats to psychology, making psychology the fourth up working at Chick-fil-A (Mills, 2015). most popular major three years in a row Pride of Ownership (National Center for Education Statistics, There are several potential threats to your 2016). If the psychology major is so popu- What Does Pride of pride in having a bachelor’s degree in lar, aren’t psychology baccalaureates proud Ownership Look Like? psychology. These threats can come from of their degrees? Unfortunately, outside of A homeowner shows pride of ownership by others or from within yourself. The first the bubble of the psychology department, taking care of the home and making it look three reflect misperceptions and the fourth the value of the major is frequently called good to others. People who are proud of reflects a lack of knowledge and experience.

16 EYE ON PSI CHI FALL 2017 COPYRIGHT © 2017 PSI CHI Threat #1: A Misunderstanding Job titles, on the other hand, are the Threat #4: Insufficient Career names employers use to identify positions of the Differences Between within their company. In some cases, a job Exploration and Professional Undergraduate Education and title is the same as an occupational title. Development Occupational Training For example, teacher is an occupational Career exploration is the process of learn- Education refers to the development of a title and a job title. In other cases, jobs titles ing about yourself and about jobs that broad knowledge base and a broad set of do not have corresponding occupational fit your values, interests, and strengths. skills that can be applied to a variety of titles. For example, an employer might seek Professional development is the process contexts. Training, on the other hand, refers to hire a Client Liaison, Administrative of developing the knowledge and skills to the development of the skills needed for Coordinator, Student Support Specialist needed to compete for the types of jobs that are a good fit for you. Both processes a specific job or occupation. Students in III, or Research Assistant II. I would be are important. Without knowing yourself liberal arts majors like psychology, political willing to bet that you went to college with (your values, interests, and skills) and science, and math are educated; students the expectation you would pursue a career without learning about a lot of different in bachelor’s degree programs like nursing, with a recognizable occupational title, not jobs, you can’t know if a job or career path accounting, and architecture are educated to get a job with a vague title that includes is appropriate for you. Pride of ownership and trained. Roman numerals that reflect some employ- is at risk when you don’t have a clear idea When someone says, “You can’t do er-defined level. But you shouldn’t devalue of who you are and the ways in which the anything with an undergraduate degree your degree just because a challenging and rewarding position has an unimpressive knowledge and skills you gained through in psychology,” the justification is that job title. the psychology major are connected to the undergraduate degree doesn’t train your job. psychology majors for a specific job. True. A bachelor’s degree in psychology prepares Threat #3: The Expectation psychology majors to succeed in a variety That the Name of the Major of jobs. In fact, psychology majors have the Should Appear in the Job Title broad knowledge and skills that employers Liberal arts majors suffer the curse of want. According to a study conducted by the “ists,” “ians,” and “ers.” For example, Hart Research Associates (2015), employers psychology majors are expected to become prefer employees with broad knowledge psychologists. Math majors are expected in the liberal arts and sciences, and with to become mathematicians. Philosophy communication (oral and written), team- majors are expected to become philoso- work, critical thinking, problem solving, phers. The investment in the major isn’t information literacy, and ethical judgment questioned when the occupational title and decision-making skills. includes the major with the appropriate suffix or when the psychology major Threat #2: A Misunderstanding becomes a psychiatrist, psychological of the Differences Between scientist, psychology teacher/professor, or psychotherapist. Careers, Occupational Titles, Judging the value of the bachelor’s and Job Titles degree in psychology based on whether Many people use the terms career, occu- someone has a position with the word pation, and job interchangeably. A career psychology in the title reflects a pervasive refers to the jobs or occupations a person misunderstanding of the breadth of engages in over a lifetime. Although you the field of psychology. There are many might get a job out of college and stay in jobs that use the knowledge and skills that job for the entirety of your career, it is developed through the psychology major more likely that you will change jobs over but don’t have psychology in the title. For the course of your career. For the most example, software development companies part, occupation and job mean the same need employees who can ensure a new thing; however, an occupational title is app provides a solution to a human need, often very different than joba title. Think is interesting, and is easy to use. I don’t back to kindergarten career day and the know about you, but I don’t care what that ways in which your classmates answered job is called because it sounds awesome. the question “What do you want to be But I’m sure that if I had that job, someone when you grow up?” I bet the answers would try to tell me the job is a waste of my included firefighter, police officer, nurse, undergraduate degree in psychology. doctor, veterinarian, chef/baker, teacher, and anything else that can be drawn easily or comes with a uniform. These are occupational titles. There are many other occupational titles, of course, but the outfits aren’t as obvious or fun (e.g., accountant, lawyer, psychologist). Developing Pride of Ownership and Protecting Yourself From Potential Threats I can tell you to be proud of the knowledge and skills developed through the major, and I can tell you that the knowledge and skills you gain through the major are important for a wide range of occupations and jobs. But pride comes from discovering it for yourself. Doing the following activities will open your eyes to how incredibly valuable your degree is.

Review the Goals Look at Real Explore the Breadth Outlined in Job Postings of the Field of Guidelines 2.0 Psychology 1 3 5

Guidelines 2.0 is short for APA Guidelines Even if you are not ready to seek a full-time One of the best ways to appreciate the value for the Undergraduate Psychology Major, position, search Indeed.com or Monster. of your psychology degree is to learn more Version 2.0 (2013). This document describes com using the term bachelor. As you read about the breadth of the field. Visit the five goals every psychology major should job descriptions, check off the required and websites for the Association for achieve through the undergraduate preferred characteristics that correspond Psychological Science (APS; curriculum. The five goals are (a) a with the five goals outlined inGuidelines psychologicalscience.org) and the knowledge base in psychology, (b) scientific 2.0. Then, mark the qualifications you American Psychological Association (APA; inquiry and critical thinking, (c) ethical already meet and the ones you will meet by apa.org). Read the Monitor on Psychology and social responsibility in a diverse world, the time you graduate. You will discover (apa.org/monitor/index.aspx) and the APS (d) communication, and (e) professional many interesting jobs with uninteresting Observer (psychologicalscience.org; click development. This will help you titles for which you will be qualified with the link at the top of the page) to learn understand why your degree is more than your bachelor’s degree in psychology. about hot topics in research, applications of an accumulation of knowledge and will psychology, and professionals in the field. help you determine which goals you have Explore For a quick view of the breadth of the field, met and which goals you need to work on. Occupational scroll through the list of divisions within APA (apa.org/about/division/index.aspx) Read the Hart Titles and read about the divisions that grab your 4 attention. There are 54 divisions, including Research everything from Development Psychology Associates Report Drew Appleby maintains an extensive list (Division 7) and the Society of Clinical of occupational titles with links to 2 Psychology (Division 12) to the American descriptions and resources. The most As mentioned already, Hart Research recent version (Appleby, 2016) includes 300 Psychology-Law Society (Division 41) and Associates (2015) published a report that titles and can be accessed through the the Society for Media Psychology and describes the knowledge and skills that Society for the Teaching of Psychology’s Technology (Division 46). employers value. After you read the report, Office of Teaching Resources in Psychology you will see that the APA goals align with (see link in references). Another great Think About Why the knowledge and skills valued by resource is the O*NET database through You Chose to Major employers, and you will be able to think which you can search for specific in Psychology about how you can use the skills you occupational titles or within categories develop through the major to sell yourself 6 (e.g., occupations with a bright outlook, to potential employers. education level, industry, and even Which courses interest you most? How occupations within the green economy can your favorite topics be applied to a sector; https://www.onetonline.org/find/). work setting? For example, if you loved Each occupation is described in term of human development, you can become a tasks, skills, knowledge, abilities, child psychologist, teacher, or pediatrician. education, interests, values, work styles, But wouldn’t it also be great to use your and related occupations. Through this, you knowledge of physical, cognitive, and will discover the many ways in which the psychosocial development to determine the knowledge and skills developed through appropriate age recommendations for the psychology major are relevant to a new toys? broad range of occupations.

Prepare an Make Thoughtful Final Comments Elevator Pitch Course Selections Questions and comments about the value & Get Experience in of your bachelor’s degree in psychology are not likely to go away when you develop 7 9 a Variety of Settings pride in your investment. Rather than get

An elevator pitch is a short summary used There should be plenty of room in your frustrated or defensive, help educate the to sell something (in this case, yourself). curriculum to select courses that will people who question your degree. When Use this concept to quickly and concisely strengthen your knowledge and skillset. someone asks what you will do with your explain how your knowledge and skills And, you should make time to include degree or one day asks what psychology has align with a job you are pursuing. You can experiential opportunities. Choosing do with your job, I hope you say, also use this concept to create responses to courses with attention to the knowledge “Oh, my! Where do I begin?” the questions and comments you will and skills that employers seek, and inevitably get about your degree. acquiring diverse work, volunteering, and/ References American Psychological Association. (2013). APA guidelines for the or internship experiences will help you see undergraduate psychology major: Version 2.0. Retrieved from Assess the connections between the major and a http://www.apa.org/ed/precollege/undergrad/index.aspx variety of jobs. Appleby, D. C. (2016). An online career-exploration resource for psychology Yourself majors. Society for the Teaching of Psychology’s Office of Teaching Resources. Retrieved from http://teachpsych.org/resources/ Organize the Documents/otrp/resources/appleby16students.docx 8 Borden, V. M. H., & Rajecki, D. W. (2000). First-year employment outcomes Information You of psychology baccalaureates: Relatedness, preparedness, and Careeronestop (careeronestop.org) prospects. Teaching of Psychology, 27, 164–168. Generate Through http://dx.doi.org/10.1207/S15328023TOP2703_01 provides free online work values, interests, 10 These Activities Hart Research Associates. (2015). Falling short? College learning and skills assessments that link your results and career success. Retrieved from Association of American to the O*NET descriptions for the Colleges and Universities website: http://www.aacu.org/leap/ Collect the resources described here and public-opinion-research occupations that best fit you and will help others you discover as you explore careers, Mills, C. (2015, October 24). Jeb Bush: Psych majors work at Chick-fil-A. you identify the skills you need to develop save interesting occupation descriptions Washington Examiner. Retrieved from http://www.washingtonexaminer.com/ to prepare for specific occupations. Visit and job postings, keep the many versions of jeb-bush-psych-majors-work-at-chick-fil-a/article/2574851 the career center on campus to see what elevator pitches, resumés, and cover letters National Center for Education Statistics. (2016). Bachelor’s degrees other assessments and resources are conferred by postsecondary institutions, by field of study: Selected you draft, and save your self-assessments. years, 1970–71 through 2014–15. Digest of Education Statistics 2016. available. Store all these materials in one place along Washington, DC: U.S. Department of Education. Retrieved from with goals, accomplishments, and notes (I https://nces.ed.gov/programs/digest/d16/tables/dt16_322.10.asp highly recommend OneNote, a virtual ® notebook by Microsoft ). As your collection Stacie M. Spencer, PhD, is a professor grows and you reflect on what you discover of psychology and the director of the BS along the way, I have no doubt your ability in Health Psychology program at MCPHS to articulate the value of your degree will University (formerly the Massachusetts College of Pharmacy and Health improve and your pride will grow. Sciences; Boston, MA). She received her PhD from Northeastern University, MA. Dr. Spencer teaches a series of career exploration and professional development courses, and conducts research on problem-focused learning and interprofessional education. You can contact her at [email protected].

Some Factors to Consider Before Attending Graduate School: Intrinsic, Extrinsic, and Unconscious Motivators Jody A. Thompson, PhD1, and Carey J. Fitzgerald, PhD University of South Carolina Beaufort

here are a number of reasons earning potential, ambition, and loyalty Stress plays a major role in graduate to decide to attend graduate (Wiederman & Allgeier, 1992). This fits school as well. Graduate students are school. Some of the factors with the point of view that seeking out a expected to attend class, help professors are external such as notoriety postgraduate degree shows ambition. Very with their undergraduate courses, con- within one’s field of study and few individuals are accepted into a gradu- duct experiments, and publish findings. monetary compensation. Some are internal ate program, plus those capable of gaining These activities provide daily stressors Tsuch as goal motivation and need for cog- acceptance have to be motivated to do the (Seyle, 1976) but are not the only stressors nition. And some are unconscious aspects work. By obtaining a graduate degree, it involved in pursuing one’s graduate edu- such as personality (Deckers, 2010). Let’s is also true that future earning potential cation. Stressors such as lacking enough explore some individual factors that are increases, which leaves individuals better money to pay for food, bills, and a place from our personal motivations to attend able to provide resources for offspring. to live can be quite common. Depression, graduate school. Behaviors can become addictive. low self-confidence, and negative emotions Although it has been shown that exercise such as anger can surface. Not only do can become addictive (Adams & Kirby, Intrinsic Versus these psychological symptoms emerge, 2002), it is also possible that behaviors to but physical symptoms such as nausea, Extrinsic Factors increase knowledge can become addictive sleep disturbances, and other illnesses can Although this may not be an overtly too. Learning new things and making new app