30 Mar 2017

Surviving and Thriving in Academia: A Guide for Members of Marginalized Groups

Surviving and Thriving in Academia: A Guide for Members of Marginalized Groups

Surviving and Thriving in Academia: A Guide for Members of Marginalized Groups, is for women and psychologists of color pursuing careers in academia, including African Americans/Blacks, American Indians/Native Americans, Asian Americans/Pacific Islanders, Latinas/os/Hispanics, White women (in some contexts), and the potential issues regarding intersectionality for these populations with other identities (i.e., sexual orientation, gender identity, disability, age, etc.). 

There are four overarching goals:

  1. Provide an overview of the current political landscape in academia.
  2. Assist new PhDs in seeking and selecting jobs that effectively complement their personal mix of skills and career goals.
  3. Help faculty members maximize their chances of gaining promotion and tenure.
  4. Identify strategies for moving on after the promotion and tenure decision.

It was written and reviewed by psychologists who have experienced or have close personal knowledge of the opportunities and special challenges academia poses for traditionally marginalized groups. It has been developed as a guide, reference, and resource.


The survival guide is an updated and revised edition of a guide first published in 1992 by the American Psychological Association (APA) Committee on Women in Psychology (CWP). In 1998, the guide was updated as the result of a collaborative effort between CWP and the APA Commission on Ethnic Minority Recruitment, Retention, and Training in Psychology (CEMRRAT). This third edition is designed to address changes that have taken place since the production of the second edition in 1998, which may dramatically affect the level of success, even the survival, of women and psychologists of color pursuing careers in academic environments and/or in private practice. This third edition is once again a collaborative effort between the CEMRRAT2 Task Force and CWP.

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28 Mar 2017

Business Fundamentals for Psychologists Booklet

Business Fundamentals for Psychologists Booklet

Psychologists bring unique skills and insights to almost every aspect of business, in industries ranging from health care to technology to manufacturing. Yet many psychologists may be unsure of how to apply their expertise effectively in a business career. This primer on business fundamentals is designed to provide a basic understanding of key business functions and to help you explore opportunities to expand your value as a professional.

Topics covered:

  • Help your organization overcome challenges around operational and cultural issues involving human interaction.
  • Planning and budgeting tasks related to projects and programs.
  • Management responsibilities including hiring staff, assessing performance, training, and team building.
  • Undertaking research and data analysis to develop key information and insights regarding, for example, customer behavior, product design, use of technology, or the benefits and trade-offs of process improvement.

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28 Mar 2017

Jeremy Wolfe Wants to Understand How We See Things

Jeremy Wolfe Wants to Understand How We See Things
Jeremy Wolfe
APA Fellow Jeremy Wolfe's research looks into how people use sight to process information that's out there in the world.

After four decades of investigating how the human eye works, Jeremy Wolfe, PhD, still finds plenty to keep him curious.

“I never get bored,” says Wolfe, head of the Visual Attention Lab at Harvard Medical School (HMS) and Brigham and Women’s Hospital, in Boston, Mass., and an APA Fellow. “There’s always something new to consider. My elevator speech is that for the last 25 years, most of my lab’s work has involved studying visual search. Or, how do you find what you’re looking for? We move back and forth between basic science issues and real-world problems.”

How do you locate the mustard in the refrigerator, pick out the weeds from the posies in your garden, or home in on the cereal you like best from the dozens arrayed on the shelf in your local supermarket? Because your eye conveys so much information in a glance, according to Wolfe, professor of ophthalmology and radiology at HMS, that information has to be processed to make perceptual sense. “If we want to know if a specific object is present, we will often need to search for it, even if it is easily visible,” Wolfe says.

The mechanics of those quotidian quests have fascinated Wolfe for his whole career. In 1989, he first published his influential analysis of the process, which he called Guided Search, building on “the two-stage architecture” — preattentive and attentive — of Anne Treisman’s pioneering feature integration theory, and other works. Guided Search tracks the complex process, conducted in fractions of seconds, by which we find “targets” among the “distractors” in our field of vision by applying certain fairly coarse criteria, such as color, shape, size, orientation and curvature, and then “binding,” or assembling, those traits into a “single representation of an object,” according to Wolfe. Some objects are fairly easy to find, while others, like the proverbial needle in a haystack, can take quite a bit of time and attention.

 “The core of GS was the claim that information from the first (preattentive) stage could be used to guide deployments of selective attention in the second (attentive stage),” Wolfe wrote. He is now tinkering with the fifth iteration of Guided Search, to incorporate new data.

Wolfe’s latest research studies some of the limitations on our ability to see what’s in front of us, specifically problems that arise when people are tasked with looking for “rare events,” or things they are not likely to find — the radiologist examining X-rays for breast cancer, or the airport inspector looking for weapons or bombs in luggage. Radiologists miss 20 to 30 percent of visible cancers; for security purposes, the government doesn’t like to share how airport scanners are doing, Wolfe notes. One of the things that happens to expert “searchers” over time is that their vigilance flags, because most of the time what they’re looking for isn’t there.

“There are really profound limits on the human search engine,” Wolfe says.

Computers do much better, typically finding 100 percent of tumors, for example. However, a very high false positive rate is the computers’ downfall (and also for programs designed to improve searchers’ find rate). That’s a serious problem, because identifying nonexistent cancers activates an expensive, irksome and, for the patients, a terrifying recall process, to no useful end. So, people are better prospects for these jobs than computers, at least for now, and Wolfe’s research is aimed at figuring out how to improve humans’ overall performance on screening for rare events.

What Wolfe calls his own “origin story,” or how he got his start in visual research, begins when he was in high school in New Jersey, at a summer job his solid-state physicist dad got him at his workplace, the Bell Labs facility in Murray Hill, N.J.

“He sold me to his tennis buddy, who was a color vision researcher,” Wolfe recalls. He spent stretches of that summer immobilized in a chair, “looking at barely visible spots of light. My job was to say what color they were. What was cool about that was that I didn’t think I could tell. I thought [I]was guessing,” he says, but the experiment showed that he was able to identify the colors more often than he would have if he were merely guessing. On his many necessary breaks from the tedious work, Wolfe roamed the labs’ halls. He spent hours that summer talking to scientists he later discovered were famous in their fields.

“Many of the issues that have been important to my career I was introduced to then,” he recalls. That exposure was so important to him that Wolfe himself now has “an absolute commitment” to bringing high school students into his own lab, providing internships for half a dozen of them every summer.

Wolfe went on to graduate summa cum laude from Princeton in 1977. His doctorate, in 1981, was from the Massachusetts Institute of Technology, where his doctoral thesis was entitled, “On Binocular Single Vision.” Wolfe taught at MIT for 10 years and won the Baker Memorial Prize for teaching there in 1989. He was denied tenure the following year.

 “I was not the first person to win that prize and the following year lose a tenure battle,” he recalls. “It was seen as a zero-sum game, that if you were devoting the kind of time to your teaching to be winning that prize, you couldn’t really be a serious researcher.”

That episode ended with Wolfe moving his lab to Harvard in 1991 (though he was also a popular lecturer at MIT for 25 years; the podcast version of his “Introduction to Psychology” has been a top offering on iTunes U), and he’s had “quite a nice career, but a rather different career” from the one he had in mind. He’s a medical school professor, not a psychology professor, and “I live entirely on grant money, which is an exciting way to live. I’ve done basic research and use-inspired basic research. I’ve gotten grants every which way.”

Wolfe doesn’t mind that his scientific research is expected to lead to useful applications. He says, “When we’re working on the public dime, we ought to be able to make a decent case for why this is a sensible use of taxpayers’ hard-earned money."

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28 Mar 2017

Game: Monitor Cover Puzzle

How to play:

The cover of The Monitor on Psychology has gotten jumbled. Put it back together by sliding the tiles from square-to-square by tapping on each tile. Note, tiles can only move side-to-side or up-and-down from where they are placed so you'll have to do some strategic thinking to get this puzzle right. Good luck!

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23 Mar 2017

Screening, Brief Intervention, and Referral for Treatment (SBIRT) for Substance Use Disorders and Addictions

Addictions, and in particular substance abuse, represent one of the most important health and mental health problems in our nation. Psychologists frequently encounter addictive behaviors in their practice and consultations. However, most often these behaviors are not the focus of the intake or the encounter with the client. Nevertheless, they complicate treatment and consultations. How can every psychologist responsibly and effectively address substance use without having to become an addiction psychologist? The answer is SBIRT, Screening, Brief Intervention and Referral to Treatment. SBIRT has been used in medical and clinical settings for over 10 years and is recommended practice for many addictive behaviors demonstrating effectiveness in reducing risk and promoting movement through the stages of change. This workshop describes and demonstrates screening and brief intervention strategies that can be used to identify risky involvement with alcohol, marijuana, heroin, cocaine, tobacco, nonprescription medications and gambling behaviors. Most effective referral options is also be explored. The webcast enables psychologists in a variety of settings to address and manage client substance misuse and problems with addictive behaviors more efficiently and effectively.

Learning Objective 1
Identify and use brief screening algorithms for a range of addictive behaviors (alcohol, tobacco, illegal drugs, nonprescription use of prescription medications, and gambling).

Learning Objective 2
Provide feedback about screening data and offer a brief intervention to address positive screens.

Learning Objective 3
Provide advice, negotiate goals, and offer referrals for further assessment and/or treatment.

Carlo C. DiClementePresenter: Carlo C. DiClemente, PhD, ABPP

Dr. DiClemente is a Professor of Psychology at the University of Maryland Baltimore County (UMBC) and directs the MDQUIT Tobacco Resource Center, the Center for Community Collaboration, and the Home Visiting Training Center at UMBC. He is known for his work developing and applying the Transtheoretical Model of Intentional Behavior Change and his contributions to understanding motivation and change. He has published numerous articles and books including Addiction and Change: How Addictions Develop and Addicted People Recover, Changing for Good; and multiple professional books The Transtheoretical Model, Substance Abuse Treatment and the Stages of Change), and Group Treatment for Substance Abuse: A Stages of Change Therapy Manua.


Bruce LieseCourse Director: Bruce Liese, PhD

Bruce S. Liese, PhD, ABPP is Professor of Family Medicine and Psychiatry at the University of Kansas Medical Center, Courtesy Professor of Clinical Psychology at the University of Kansas, and current President-Elect of the Society of Addiction Psychology (SoAP; APA Division 50). Dr. Liese earned his PhD from The University at Albany in 1983. He is a teacher, clinical supervisor, researcher, and clinician.  His work focuses primarily on the diagnosis and treatment of addictive behaviors.  He has been Director of CBT training for a large multi-center NIDA-funded addictions study and over time has supervised hundreds of CB therapists.  Presently he teaches courses on addictive behaviors, psychotherapy, and evidence-based practice in psychology and he supervises more than a dozen psychotherapy trainees.  Dr. Liese has more than 50 publications, and he has co-authored two texts on addictions.  He was Editor of The Addictions Newsletter for ten years, an official publication of APA Division 50.  For his work on this newsletter, Dr. Liese received a President’s Citation from Division 50. He has been chosen to be a member of APA’s Continuing Education Committee, and in 2015 he received the Distinguished Career Contributions to Education and Training award from APA Division 50.

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20 Mar 2017

Should You Save or Invest?

Should You Save or Invest?

For every professional just getting started in his or her career, one of the earliest financial hurdles to clear is the savings versus investing argument. While it would be awesome if there were a silver bullet to this discussion, I can tell you firsthand that there isn't (sorry). You'll have to constantly balance the two strategies over the entire course of your career.

The reality is that the amount you save or invest is completely dependent on your life and career goals. With young professionals especially, this is becoming a lot less structured than previous generations.

For Baby Boomers and many in Generation X, the common plan was to work hard and consistently over 30 plus years while building enough of a nest egg to retire later in life. Millennials on the other hand are completely different, and the idea of early retirement, taking a year off from working, and a bigger focus on working for less money to preserve work–life balance are gaining a lot of ground.

There honestly isn't a right or wrong approach, but there are serious financial implications if a disciplined focus on investing and saving strategies isn't considered in advance.

What is saving?

Saving is the process of setting aside cash in accounts that are safe and allow you to easily access your money (also known as "liquid"). When you first start out, you'll want to make saving money the priority over investing by building a strong cash emergency fund. The reason is fairly simple—having cash on hand allows you to avoid taking on debt in an emergency situation, which can kill your ability to build wealth during your career.

The commonly recommended amount of cash to hold in an easily accessible savings account is three to six months of expenses. The idea is that you would be able to cover yourself in the event of an emergency or short-term period of unemployment.

Please understand—learning how to save is the foundation for everything else that you will do financially throughout your life. It doesn't matter how high your income is; a person who makes a million dollars a year and wastes it has just as much as someone who makes 75 thousand a year and wastes it.

After your emergency fund is set, a good rule of thumb is to continue to save 20% of your income. This will allow you to put funds toward investing and hitting goals like putting a down payment on your first house.

What is investing?

Investing is the process of using your money to achieve a profit. There are countless vehicles for investing (i.e., real estate, stocks, bonds, annuities), and they all have varying degrees of risk associated with them. The risk involved is one of the biggest reasons that investing should become a large part of your overall financial strategy only after you've mastered the ability to save money.

You'll want to use your saved capital outside of your emergency fund to start working for you through investing. The investment vehicle you choose is largely dictated by what you're the most interested in and the type of risk tolerance you possess.

Even though saving should be your first financial priority during your career, investing is arguably more important over time and is a key factor in building real wealth that will allow you to eventually retire.

Are you starting your own business or not?

I've been an employee before, and I'm currently a self-employed business owner. Each one has its benefits, but they also tend to dictate your long-term investing and saving strategies.

Any mental health professional who is considering starting his or her own business needs to know that the first year or so can be a scary period of time. The more cash you can have on hand, the better. Because a self-employed income isn't guaranteed, having an extensive emergency fund helps you sleep better at night and also allows you to make the best decisions for the direction of your business without having to take on excessive debt.

If you are employed through a normal job, you need to take advantage of any type of retirement plan that you are offered. If you were offered a 401k with a match, you'd be smart to contribute the maximum amount allowed (hint: it's essentially free money).

In some professional sectors like public education systems or government jobs, it's really important to assess the type of retirement plan that is offered to you and decide if it's sufficient enough. As a former teacher, I found that the retirement system I participated in through the district wouldn't be enough for me to retire the way I wanted to. It's important to find a way to supplement your retirement funds through a separate investment vehicle if needed.

Time is the most important asset you have

The answer to the original question of "Should you save or invest?" is honestly both, but you'll have to prioritize them differently over the course of your career. The common theme with each is that the more time you spend doing them, the better off you'll be financially down the road.

Take some time as early in your career as possible to define what you want out of your working years and especially what retirement truly means for you. Having a strong idea of what you want to do in life will help you guide your saving and investing goals in an organized and thoughtful manner.

Never forget that money is a tool to increase the quality of your life, and learning how to use it in a disciplined and systematic way early on will be a huge help to you in the future.

-- Bobby Hoyt is a former high school teacher who paid off $40,000 of student loan debt in a year and a half. He now runs the personal finance site MillennialMoneyMan.com full-time, and has been seen on CNBC, Forbes, Business Insider, Reuters, Marketwatch, and many other major publications.

The opinions and advice expressed in this article are those of the author and do not necessarily reflect those held by the American Psychology Association (APA).

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20 Mar 2017

Overview of Substance Use Disorders and Addictions

This introductory webcast presents an overview of basic concepts of substance use and substance use disorders (SUDs), review diagnostic criteria as defined in the DSM-IV, DSM-5 and the ICD-10, and discuss comorbidity between SUDs and other psychological disorders. Major etiological theories highlighting both intra-individual factors (e.g., genetics, personality) and environmental factors will be highlighted with particular attention to the role of development in the onset and course of SUDs (esp. “maturing out” and “natural recovery”). Attention is also be paid to current concepts of “addiction” and its neurobiological foundations and their implications for treatment.

Learning Objective 1
Define and distinguish among basic concepts such as use, problems, dependence, and addiction.

Learning Objective 2
Discuss major etiological theories of SUDs and addiction.

Learning Objective 3
Comprehend SUDs disorders from a developmental perspective.

Presenter: Kenneth J. Sher, PhD

Dr. Sher obtained his PhD in clinical psychology from Indiana University. He is currently Curators’ Distinguished Professor of Psychological Sciences at the University of Missouri. His main areas of research focus on the etiology of alcoholism, refining addiction-related phenotypes, personality and psychopathology, and longitudinal research methods. He has published over 250 papers and is the author of Children of Alcoholics: A Critical Appraisal of Theory and Research (1991), co-author of Binge Drinking and Alcohol Misuse Among College Students and Young Adults (2015), and editor of The Oxford Handbook of Substance Use and Substance Use Disorders (2016).


Bruce LieseCourse Director: Bruce Liese, PhD

Bruce S. Liese, PhD, ABPP is Professor of Family Medicine and Psychiatry at the University of Kansas Medical Center, Courtesy Professor of Clinical Psychology at the University of Kansas, and current President-Elect of the Society of Addiction Psychology (SoAP; APA Division 50). Dr. Liese earned his PhD from The University at Albany in 1983. He is a teacher, clinical supervisor, researcher, and clinician.  His work focuses primarily on the diagnosis and treatment of addictive behaviors.  He has been Director of CBT training for a large multi-center NIDA-funded addictions study and over time has supervised hundreds of CB therapists.  Presently he teaches courses on addictive behaviors, psychotherapy, and evidence-based practice in psychology and he supervises more than a dozen psychotherapy trainees.  Dr. Liese has more than 50 publications, and he has co-authored two texts on addictions.  He was Editor of The Addictions Newsletter for ten years, an official publication of APA Division 50.  For his work on this newsletter, Dr. Liese received a President’s Citation from Division 50. He has been chosen to be a member of APA’s Continuing Education Committee, and in 2015 he received the Distinguished Career Contributions to Education and Training award from APA Division 50.

This five-part series is a collaboration with the American Psychological Association (APA) Office of Continuing Education in Psychology, the APA Science Directorate, the APA Center for Learning and Career Development, the National Institute on Drug Abuse, the National Institute on Alcohol Abuse and Alcoholism, and the Society of Addiction Psychology (Division 50 of APA).

The five two-hour programs focus on: (1) an overview of substance use disorders and addictions; (2) screening, brief intervention, and referral for treatment (SBIRT); (3) understanding the complexities of the SUDs and addictions; (4) evidence-based clinical guidelines for addressing SUDs and addictions, and; (5) the treatment of SUDs and addictions in “the real world.”

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20 Mar 2017

How Did You Get That Job? A Q&A with Legal Consultant Dr. Christina Studebaker

The knowledge, skills, and experience gained through your psychology education and training can successfully transfer to a variety of jobs that you might not have considered. Litigation Consultant Christina Studebaker, PhD, uses her psychology expertise to help evaluate cases and develop trial strategy by conducting small group jury research studies in which 30 to 50 people participate in a mock trial or focus group study. In this webinar, Dr. Studebaker discusses her career path and how you can apply your psychology background to a similar career.


Dr. Christina Studebaker, PhD, is Vice-President of ThemeVision LLC, a consulting firm that provides trial consulting, graphic design, and opinion research services. Studebaker has over a decade’s worth of experience with juror and jury decision making as a trial consultant. Prior to joining ThemeVision, Dr. Studebaker spent three years at the Federal Judicial Center, conducting empirical research on the judicial system. She also served as a professor of psychology for several years, teaching both undergraduate and graduate students. Most recently, she served as the Associate Program Director in Forensic Psychology at the Chicago School of Professional Psychology. Dr. Studebacker has authored articles published in Law & Human Behavior on topics such as pretrial publicity, damage awards, expert testimony, and juror decision making.


Dr. Garth A. Fowler is an Associate Executive Director for Education, and the Director of the Office for Graduate and Postgraduate Education and Training at APA. He leads the Directorate’s efforts to develop resources, guidelines, and policies that promote and enhance disciplinary education and training in psychology at the graduate and postdoctoral level.

This webinar series is based on, and borrows its name, How Did You Get That Job?, from the popular column in APA’s monthly member-magazine, The Monitor on Psychology.  You can read Dr. Studebaker's interview from the June 2016 issue here. The magazine is a benefit of membership with APA.

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15 Mar 2017

Mentoring Opportunities at APA

Mentoring Opportunities at APA

Mentorship is mutually beneficial. Mentees enjoy the advantage of their mentors’ experience, support and encouragement, and mentors may experience an increase in research productivity and enhanced professional recognition as a result of mentoring. Mentees, specifically doctoral students in the psychology field, benefit from mentorship through the development of professional skills, scholarly productivity, enhanced networking, and increased dissertation success.[1] Realizing the importance of mentorships, APA has taken the position on mentoring that all emerging psychologists deserve quality mentorships that facilitate leadership development.[2]

Listed below are several mentoring opportunities for career development and research experience offered by APA:

Disability Mentoring Program

In an effort to increase the success of underrepresented groups in graduate school and entering professions, the Office on Disability Issues in Psychology offers a mentoring program that supports psychology students with disabilities, early career psychologists with disabilities, and psychologists who develop disabilities. The yearlong program provides these students and psychologists with the opportunity to learn from experienced psychologists with disabilities. The application process for the 2017–18 term begins on Aug. 15, 2017.

LBGT Graduate Student Mentoring Program

The American Psychological Association of Graduate Students Committee on Sexual Orientation and Gender Diversity (APAGS-CSOGD) offers a yearlong mentoring program from September through August for LGBT graduate students in psychology to be mentored by colleagues who share similar interests, experiences and goals.

Mentors and mentees meet at least six times throughout the program, in person or remotely. Psychology professionals and graduate students who have completed at least three years of psychology may serve as mentors.

Division 2: The Society for the Teaching of Psychology (STP) Professional Development Service Program

This program provides graduate students and early career faculty with career-related assistance by matching them with mentors who share their interests. Mentors are fellows of STP and have at least seven years of teaching experience.

Division 17: Society of Counseling Psychology Special Task Group on Mentoring International Students

As a response to the increase in the number of international students in counseling psychology programs and the various challenges, such as language barriers, that these students face, APA formed a task group to provide them with support.

The task group provides an opportunity for international students to become involved in Div. 17 and to connect with other international professionals in the field. The mentoring program enables international graduate students to participate in professional development.

Division 21: Applied Experimental and Engineering Psychology Mentoring Program

Mentees gain the opportunity to learn from the experiences of other industry and academic professionals in a variety of areas, including deciding which graduate courses are appropriate with their future goals, preparing for a board certification, or securing funding for research programs. The mentorship chair of the Division collects applications and assigns mentors.

Division 45: Society for the Psychological Study of Culture, Ethnicity and Race Mentoring Program

This Division's mentoring steering committee connects graduate students who are future practitioners, researchers and scholars with a diverse collection of professional and academic APA members for mentorship.

The mentorship program is dedicated to increasing access for diverse students in professional and academic fields and has matched over 40 students with long-term mentors.

The Minority Fellowship Program (MFP) Psychology Summer Institute (PSI)

Each summer, MFP runs the Psychology Summer Institute at APA, which provides travel support, mentoring, professional development, and networking for 20 advanced doctoral and early career fellows per year via a one-week intensive training. PSI receives partial support from the SAMHSA Fellowship grants.

Participants receive one-on-one mentoring and help with developing a grant proposal, postdoctoral fellowship, dissertation, treatment program, publication or program evaluation project on issues affecting racial and ethnic minority communities.

This year’s PSI will be held July 9–15, 2017.

Cyber Mentors

Funded by a grant from the National Institute of Mental Health, Cyber Mentors prepares social scientists for research careers that examine health disparities among populations, matching early career scientists with mentors who are leaders in the field. Mentees receive one-on-one mentoring that includes career development and research application draft assistance.

APA’s Minority Fellowship Program

Mental Health and Substance Abuse Services Fellowship

With grant support of $793,978 per year from SAMHSA, APA’s Minority Fellowship Program (MFP) offers the Mental Health and Substance Abuse Services Fellowship, which provides financial support, mentoring, and professional development for 24 doctoral fellows and one postdoctoral fellow per year. MFP additionally supports nine Training Advisory Committee members focused on doctoral and postdoctoral training.

Services for Transition Age Youth (STAY) Fellowship

With grant support of $532,000 per year from SAMHSA, the MFP also offers the STAY Fellowship, which provides financial support, mentoring and professional development for up to 40 master’s fellows per year.  MFP also supports nine Training Advisory Committee members focused on training master’s-level practitioners to work with youth.

[1] Johnson, W.B. The Intentional Mentor: Strategies and Guidelines for the Practice of Mentoring. Professional Psychology: Research and Practice, 2002, Vol. 33, No. 1, 88–96.

[2] http://www.apa.org/apags/issues/mentoring-position-statement.aspx

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13 Mar 2017

Where to Find Government Grants for Psychologists

Where to Find Government Grants for Psychologists

The government, with its relatively large budget, is still a good source of funding for researchers. Here are some government institutions that give out a significant number of grants suitable for psychologists. We've also included some grants obtainable from private institutions and non-profits.

National Institutes of Health (NIH)

In FY 2016, NIH invested approximately $32.3 billion in medical research. NIH provides financial support in the form of grants to enhance health, promote healthy lives, and reduce the burdens of illness and disabilities. Researchers in the psychology field would fall into these categories.

You don’t have to be an esteemed scientist for NIH to give you money. NIH supports scientists at various stages in their careers, from predoctoral students on research training grants to investigators with extensive experience who run large research centers. NIH is committed to supporting New and Early Stage Investigator (ESIs), a category that includes early career researchers who are 10 years out from having completed their research degree.

NIH awards more than 80% of its budget in 50,000 competitive grants to more than 300,000 researchers at over 2,500 universities, medical schools, and research institutions. The average success rate of NIH grant proposals is about 19%, a percentage that has held steady for 10 years.

NIH funds several types of grants, including Career Development Awards (“K series” grants) for early career research scientists committed to research and newly trained clinicians; Resource Grants, which are “used in a wide variety of ways to provide resources to research projects or to enhance research infrastructure”; and Research and Training Fellowships, which provide research training opportunities to undergraduate, graduate, and postdoctoral trainees. These also provide the unique opportunity to receive funding for research training during off-quarters or summer periods to encourage research careers and/or research in areas of national need.

Here is more information on NIH competitive grants: https://grants.nih.gov/grants/oer.htm.

NIH also offers writing tips, a helpful 10 step process for the grant application process, and more helpful information about getting a grant.

And, here is some good advice for NIH grant applicants, straight out of APA.

Substance Abuse and Mental Health Association (SAMHSA)

While SAMHSA does not offer many grants for individuals (grants are usually offered for the purposes of institutions), early career psychologists can apply, representing their organizations, if they are using the grants to provide community services.

National Science Foundation (NSF)

NSF funds research and education in most fields of science, including Social and Behavioral Sciences, and receives thousands of applications for graduate and postdoctoral fellowships.

NSF receives approximately 40,000 proposals each year for research, education and training projects, and funds approximately 25% of the proposals, a percentage that has increased over the past few years. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships.

You can find general listings for NSF grants here, listings for funding opportunities specifically for grad students here, and funding for postdoctoral fellows here.

Health and Human Services (HHS)

According to its website, HHS distributes the largest amount of grant funding of any Federal agency. While most HHS grant funds are given to States, approximately 32,800 grants were awarded to nongovernment agencies. Career psychologists who do not work for government agencies can apply for grants, on behalf of their employer. You can see available opportunities for individuals by visiting grants.gov and selecting “Individuals” in the “eligibility” section.

HHS also provides helpful tips for writing grant proposals.

More Government Agencies

For other government agencies, you can register as an individual to apply for grants that go directly to researchers, not institutions, at grants.gov, which is a centralized location where government agencies list their grant opportunities.

You can also learn more about navigating the grant application processes here.  

The government agencies that currently list available grants for research opportunities include the following: Department of Housing and Urban Development (HUD); Department of Justice (USDOJ), which offers research opportunities related to violence that could easily relate to social science; Department of Health and Human Services (HHS); and the National Science Foundation (NSF).

Search for grants here. APA also keeps a very helpful list of government grants here.

Other Grant Opportunities

The Brain and Behavior Research Foundation awards grants for research, specifically in the mental health field, to researchers at various career stages: the NARSAD Young Investigator Grant, which supports researchers at the postdoctoral level or the assistant professor level, for up to $35,000 a year for a maximum of two years; the NARSAD Independent Investigator Grant, which supports scientists at the associate professor level for up to $50,000/year for a maximum of two years; and the NARSAD Distinguished Investigator Grant, which grants full professors up to $100,000 for one year.

The William T. Grant Foundation offers grants to support research in the area of human behavior, ranging from $100,000 to $1 million, for applicants employed at tax-exempt organizations. These grants are specifically given for research related to youth services.

Newton’s List also offers a list of grant opportunities for researchers interested in international research.

The American Association of State Colleges and Universities also has a list of current grant opportunities.

Another good place to look is the APA's scholarship, grant and award database, located here. This is a great location to find research funding, grants and scholarships awarded by APA and other psychology-related organizations.

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