19 Jan 2018

How to Stand Out in Your Interview and Job Talk

How to Stand Out in Your Interview and Job Talk

Vital advice from psychology chairs and others who make hiring decisions

After years of juggling classes, assistantships and a dissertation in graduate school, the moment finally arrives when it's time to apply for an academic job. If you are fortunate enough to be invited by a search committee to come in for an interview, you must prepare to meet with search committee members, faculty, administrators and students. 

It may seem intimidating to be evaluated by so many different people, but William Hetrick, PhD, chair of the department of psychological and brain sciences at Indiana University, has a different take. "By the time candidates are identified to come in for an interview, they are usually one of only three to five people who are coming in," he says. "They have done really well to get to that point, and framing it this way can give candidates confidence."

The candidates' research, CVs and recommendation letters have already impressed the search committee, so the interviews and job talk are an opportunity to "let that work show through and be a predictor of future behavior," Hetrick says.

It's also important to keep several other factors in mind during these interviews to maximize your chances of getting hired. Remember to:

  • Come with questions. When meeting with administrators, ask about their expectations for faculty members and how the department is perceived in the university, says David Haaga, PhD, psychology department chair at American University. For faculty and search committee members, ask about the department's strengths and weaknesses, what they are looking for in junior faculty and any changes they anticipate in the department in the future. When meeting with students, find out their perspectives on the department, whether they are receiving good instruction and mentoring, and if they are frustrated with anything, says Mary Louise Kerwin, PhD, psychology department head at Rowan University in Glassboro, New Jersey. 

  • Show that you are thinking long term. Department heads are looking for faculty who can sustain their research for 20 to 30 years. "We want faculty who can establish a programmatic line of research," says Kerwin. "We want to hear where an idea started, how this led to other research projects, and where this could go in the future." As part of that effort, candidates should learn about specialties of other faculty and be able to describe how they could collaborate with them. 

  • Give a general overview of your research needs. Interviewers want to know that you've thought about what you will need to start a program of research, such as specialized equipment or laboratory space, and if the school doesn't have the equipment, how you plan to get access to it, Kerwin says. 

  • Maintain professionalism throughout the day. Sometimes candidates may let their guard down during the dinner or other informal gatherings, but keep in mind that this is still part of the interview process, Haaga says. Enthusiasm, genuineness, curiosity and confidence are important to maintain throughout the day. 

Stellar job talks

Also critical to any academic job seeker's success is the job talk, the candidate's presentation on his or her research, followed by a question-and-answer session. To best prepare, be sure you:

  • Know your audience. Find out who will be attending your talk and tailor the presentation accordingly. When Calvin Lai, PhD, a postdoctoral fellow in psychology at Harvard University, applied for an assistant professor position at Washington University in St. Louis, the search committee was looking for someone who specialized in diversity research, so Lai adapted his talk to highlight that aspect of his work. If someone is applying to a business school, then the talk can be tailored to focus on how the research findings can be applied to the business world. (Lai got the job and will start in the fall.)
  • Build a rapport. Most young professionals focus primarily on the content of their job talks to the peril of the interpersonal elements that are vital to a successful talk, says Greg Neimeyer, PhD, APA's associate executive director for continuing education in psychology. "Remember the three Cs: communication, connection and conversation," he says. "You need to communicate in a comfortable, accessible way, make direct connection with your audience through the use of humor, anecdotes or illustrations, and invite back-and-forth conversation, either throughout the talk or during special time reserved at the end."

In the end, your objective is to make sure your audience enjoys themselves, Neimeyer says. "If they are laughing, talking, asking questions, or otherwise showing interest and involvement, then you can be sure they are viewing you and your work favorably."

  • Practice, practice and practice. Know your talk so well that you can engage with the audience rather than reading notes, says Haaga. Practice giving the job talk to colleagues, an advisor and other faculty, and ask for candid feedback. This will also allow you to prepare for the types of questions people will ask during the Q&A at the end of the talk. Lai practiced his talk at three separate lab meetings and two brown-bag meetings. He then took the feedback he received from these audiences to revise the order of his talk to create a more cohesive narrative. Presenting your research at conferences and colloquiums throughout graduate school will also give you valuable experience.
  • Manage your time. Avoid spending too much time on the background and theoretical framework of a study. "Get to your data within the first 10 to 15 minutes of the talk," says Deanna Barch, PhD, chair of the department of psychological and brain sciences at Washington University. "If you are trying to convince us that you can do research, we want to see the data and how you analyzed it." Also, be sure to leave enough time for questions at the end. Hetrick says a common mistake is trying to fit too much information in, which leaves little time for a good back-and-forth with the audience.
  • Come prepared to teach. At smaller teaching colleges or community colleges, candidates may be asked to do a teaching demonstration to students. For research-heavy institutions, the job talk is seen as a way to evaluate how well a candidate demonstrates teaching skills, such as introducing people to fields of research succinctly and clearly.
  • Create effective visuals. Faculty can be impressed by persuasive, elegant graphics. Candidates sometimes present slides that are difficult to follow with too much text, so "spend some time thinking about the point you are making with your graphics," Barch says. Ask what equipment will be available, such as a Mac or PC, because the formatting may vary depending on the technology. Nicole Caporini, PhD, a recently hired assistant professor at American University, created both Mac and Windows versions of her slide presentation so she could make any necessary formatting adjustments prior to the job talk.
  • Are open to criticism. Avoid getting defensive, even when faced with questions that challenge your research. "Take it as an opportunity to show that you can think on your feet and be collegial," Haaga says. If you don't know the answer, there are graceful ways to respond, such as saying you hadn't considered the question before, but will think about or research it further.
  • Look for opportunities to be interactive. If you're explaining a concept, create a short exercise that demonstrates the concept or come up with multiple-choice questions for the audience, says Michael Lau, PhD, chair of the clinical psychology department at the Chicago School of Professional Psychology. Also, consider mingling with people in the audience after the talk. He was impressed recently when a candidate went into the audience to introduce herself to students. "She made personal connections with the students, and they were asking her questions," he says. "Making those connections isn't something people always do because they are nervous and focused on their talk, but it's important."

After the interviews

Follow up by sending an email to thank the people you met with individually. Say something personal and individual about each meeting rather than writing a generic thank you, because this connection makes candidates more memorable, Lau says.

Top job talk tips

  1. Tailor your presentation.
  2. Connect with your audience.
  3. Rehearse and revise.
  4. Leave time for questions.
  5. Use persuasive, elegant graphics.

By Heather Stringer

This article was originally found in October 2017 Monitor on Psychology 

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19 Jan 2018

How to Find and Apply for an Academic Job

How to Find and Apply for an Academic Job

The low-down on the best places to find psychology job ads, how to apply for those positions and more.

Looking for an academic job? To find the one that fits you best—and optimize your chances of getting it—there are several factors you need to consider. First, make sure you're looking at the right time of year. Most academic jobs are posted from June to December. Second, where are these job ads? Here are some top sources:

  • APA Monitor. The Monitor features PsycCareers, a classified job section for all psychology jobs, located on the web at www.­psyccareers.com. An advantage of this site is that it enables job-seekers to set up alerts so that targeted jobs are automatically sent to them. Seekers can also post their curriculum vitae (CV) for potential employers to review.
  • ChronicleVitae. This service of the Chronicle of Higher Education allows users to search for faculty and research jobs in various fields, and lists some non-academic positions.
  • The Higher Education Recruitment Consortium. The consortium's member institutions include more than 600 colleges and universities, as well as hospitals, research labs and government agencies. A unique feature is its section for dual-­career searches, helpful for when both partners in a couple are looking for faculty positions.
  • Listservs. To conduct a more targeted search for an academic job, join the email listservs of specially focused groups. Be sure to check out APA's 54 divisions, each of which has a website, meetings and special events. Many graduate schools also have their own listservs. 

  • Networking. Professors and mentors can be invaluable sources of advice and insight when it comes to the job hunt, so be sure to let them know what kinds of jobs you are interested in. Also, attend conferences to meet faculty at other institutions and learn which may be planning to recruit for open positions.
  • LinkedIn. A benefit of this social media site is that it enables you to see if anyone in your network is at an academic institution where you want to work. If someone you know works there, email them to find out more, and ask for an introduction to someone in the department you're interested in.
  • Psychology Job Wiki. This nontraditional, crowdsourced site encourages users to post job information anonymously, offering insights that may not be found elsewhere, such as whether offers have been made on a job that's still listed. Note of caution: Since the site offers anonymous postings, it may not always offer the most up-to-date or accurate information.

How to respond to a job ad

Once you have zeroed in on jobs that seem right for you (consult your advisor or colleagues to help determine which may be good fits), the next step is to respond effectively. First, read the job ad thoroughly to determine exactly what background, area and skills the department is looking for. Use that information to craft a cover letter and modify your CV to focus on why you are a great fit. Tailor every sentence of the letter: Departments are looking through stacks of applicants' materials, so those that are clearly form letters, or not specific to the department's needs, are often weeded out. To make sure your application stands out:

  • Do your research. Examine the program and institution carefully. Consider how your research interests relate to those of other faculty or fill a gap, what training you could provide to graduate students, and what courses you could teach (whether existing courses in the catalog or new ones that you would develop). Find out if you know anyone at the university through LinkedIn and by checking with your professors and mentors.
  • Assemble a comprehensive marketing package. You'll be asked to send a CV and may be asked to send copies of publications. Typically, you'll also send a cover letter, names of references, and a statement of interest or philosophy.
  • Proofread. Given how competitive the job market can be, avoid anything that will automatically disqualify you, such as mistakes on your cover letter or CV. 

Keys to compelling CV

A CV that's detailed, easy to read and well-crafted is crucial to getting the job you want. Here are some helpful tips for creating one to showcase your strengths:

  • Make it clean and well-organized. Organize the information into sections such as "Education," "Awards and Honors," "Publications," "Volunteer/Service Work" and "Professional Affiliations." List your awards, grants and research chronologically (many prefer reverse chronological order) and use the APA citation style. Use a simple font and make it easy to read, keeping language clear and concise. For guidance, check out the CVs of successful people in your field, many of whom post their CVs on their university websites. A sample psychology graduate student CV from the University of Nebraska–Lincoln is available online. 

  • Don't bury the lead. Right up front, describe the distinctions, awards or special skills that make you stand out as a candidate. If it's a teaching job, put your teaching experience up front. If it's a research position, lead with your research skills, publications and grants. Do the same with your cover letter. 

  • Don't exaggerate. Do not pad your CV by being unclear about your previous education or positions or your role in a study, or by suggesting that unpublished work is published. 

  • Ask seasoned pros you trust to look over your CV. Get feedback from mentors, professors or the director of graduate studies. Don't just rely on the opinions of your peers. 

Polish your cover letter

Your cover letter works as a companion to the CV to present you as an excellent candidate for a position. To be sure your letter stands out:

  • Emphasize the key points of your CV. Many employers will not read your entire CV, so be sure to spell out the key take-away factors at the beginning of your letter, such as your research interests or your unique skill sets.
  • Highlight why you would be an asset. Emphasize how your accomplishments, goals and interests would complement the program, both by linking to other faculty's work and by filling in gaps or bringing in new approaches.
  • Keep it short but specific. A cover letter should include details about your experience and interests without being overwhelming. A good rule of thumb is to make it no longer than two pages.
  • Show your fit with the institution. Hiring faculty is a big investment, so most schools do not want someone who's looking for a stepping stone. Spell out why you think the particular institution is a good fit for you.
  • Show that you are forward-thinking. Talk about your goals and where you see your specialty area or subfield going in the next 10 years.
  • Point to other strengths you would bring. It is important to emphasize the experiences or skills you have that would help meet other departmental needs, such as those related to improving administration or an expertise in technology. 

For more insights on cover letters, go to www.apa.org/gradpsych/2015/11/cover-letter.aspx.

By Katherine Lee

This article was originally published in the October 2017 Monitor on Psychology 

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12 Jan 2018

Technology is Revolutionizing Practice

Technology is Revolutionizing Practice

Apps and virtual help agents are forever changing the way psychological services are delivered

Once mainly the domain of rural practitioners, telepsychology is expanding significantly, thanks to technological innovations, research that shows its effectiveness and policy changes that are enabling psychologists to practice across state lines.

"Telehealth just makes life so much easier," says psychologist Mary Alvord, PhD, who uses HIPAA-secure video conferencing technology to see clients, conduct staff meetings and trainings, and supervise trainees as part of her practice in the Washington, D.C. suburbs. "It helps us overcome so much in terms of treatment barriers," which include stigma, access to specialists and commute times in urban areas, where "it can take 45 minutes to go just a few miles for an appointment," she says.

Now, new forms of telehealth are taking therapy beyond video conferencing. Among the latest creations is Woebot, the world's first chatbot designed to help improve mental health. Created by a team of former Stanford University psychologists and artificial intelligence experts, Woebot uses Facebook Messenger to deliver a form of cognitive behavioral therapy, asking users how they're feeling and what is going on in their lives through brief daily conversations. The bot also sends videos and mental health advice, depending on a user's mood and needs at the time.

Research shows it works. A peer-reviewed randomized controlled trial with a group of college students found that Woebot decreased symptoms of depression and anxiety after just two weeks (JMIR Mental Health, Vol. 4, No. 2, 2017).

While Woebot is certainly not intended to replace traditional psychological care, the hope is that this technology may provide a more accessible option, particularly for those with less severe mental health issues, says psychologist Alison Darcy, PhD, CEO and founder of Woebot Labs Inc. "Barriers, like cost of treatment and social stigmas, have prevented people from getting the help that they need," Darcy says. "Woebot represents a new era in digital health."

In a similar vein, psychologists are exploring the use of "Just-in-Time Adaptive Interventions," or JITAIs, delivered via smartphone. JITAIs seek to give people the support they need at the time they need it, such as smokers who are more likely to crave a cigarette when they are stressed or see someone else smoking.

"When it comes to unhealthy behaviors, you're more at risk of engaging in them at certain times," says psychologist Bonnie Spring, PhD, who directs the Center for Behavior and Health in the Institute for Public Health and Medicine at Northwestern University. "But in the classic model, where you see your therapist once a week, the therapist isn't there in the moment when you need help to overcome the temptation."

Spring and her team are equipping smokers with sensors that pick up users' heart rates and respiration patterns, and determine when they are stressed and when they are smoking. The team studies participants for several days while they are still smoking, then coaches them to quit by helping them cope with the stress of nicotine withdrawal. When a participant's sensor detects that they are stressed, for example, a relaxation app automatically opens on their smartphones. The idea is to prompt them to calm down by doing a relaxation exercise rather than reaching for a cigarette.

The goal of these technologies is to intervene in rapidly changing conditions that occur outside standard treatment settings while minimizing disruptions to a person's daily life and routines. "It's important to keep in mind that we can't just provide reminders every time a person experiences stress because people can get habituated to repeated reminders, or get irritated or feel overwhelmed if reminders are provided too frequently or at inconvenient times," says Inbal (Billie) Nahum-Shani, PhD, a University of Michigan behavioral sciences professor who is also studying JITAIs. That's why JITAIs are designed to offer an intervention only when the person is receptive. "To effectively provide just-in-time interventions, we need to be able to assess not only when the person requires support, but also when the person can actually benefit from it."

Meanwhile, research continues to document the promise of technology in psychology practice. A review of more than 100 controlled trials published last year concluded that therapist-guided internet treatments are effective for a wide range of psychological conditions (Annual Review of Clinical Psychology, Vol. 12, 2016). Evidence is particularly strong around the effectiveness of treating anxiety, stress and depression online (Journal of Technology in Human Services, Vol. 26, Issue 2–4, 2008). And new services such as BetterHelp, Therapy. Live, LARKR, 7 Cups and others tout on-demand talk, text or video therapy to provide consumers with greater flexibility (see "A Growing Wave of Online Therapy," February 2017 Monitor).

And in more good news for telepsychology practice, 31 states plus Washington, D.C., now have parity laws requiring insurers to cover telehealth services if they cover in-person care (although Medicare still reimburses for telehealth only outside metropolitan areas or in "health professional shortage areas").

Progress is also continuing on enacting the Psychology Interjurisdictional Compact (PSYPACT), which allows licensed psychologists to offer telepsychology services in participating states without having to get licensed in those additional states, says Alex Siegel, JD, PhD, director of professional affairs at the Association of State and Provincial Psychology Boards, the organization that developed PSYPACT.

Three states have enacted PSYPACT legislation and several more have introduced legislation to adopt it, but PSYPACT will only become operational once it is enacted in seven states.

Siegel says he expects that will happen in 2018. "It's no longer a question as to if PSYPACT will happen—just when."

Psychologists who engage in telepsychology must consider legal requirements, ethical standards, telecommunication technologies, intra- and interagency policies, as well as several other external constraints. To help psychologists interested in this realm of practice, in 2016 APA released its Guidelines for the Practice of Telepsychology. Read them at www.apa.org/practice/guidelines/telepsychology.aspx.

By Amy Novotney

This article was originally published in the November 2017 Monitor on Psychology

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10 Jan 2018

Transforming APA: New Structures for a New Era

This video is a recording of a webinar presentation given to Council Members by APA Past President Tony Puente, APA CEO Arthur Evans, APA General Counsel Deanne Ottaviano and APA Executive Director of Membership Ian King..

The recording, which is about an hour in length, offers an overview of the initiative to realign APA that will come before Council in March of 2018.

After you have reviewed the webinar, please feel to post a comment below, or visit the Public Comment Page to provide APA with your feedback.

08 Jan 2018

Practicing Telehealth: The Ethical and Legal Ways to Treat your Patients From Afar

How can psychologists navigate the telehealth arena in a world where consumer options for electronic type health services are increasing? What factors must psychologists consider when providing telepsychological services to patients and supervisees?

Legal and psychology experts discuss the ins and outs of telepsychology. Presenters review:

· Legal and ethical aspects of providing telehealth services
· Obstacles and solutions of interjurisdictional telepsychology practice
· APA Guidelines for the Practice of Telepsychology
· ASPPB's Psychology Interjurisdictional Compact (PSYPACT) Initiative


Alex Siegel, JD, PhD
Director of Professional Affairs
Association of State & Provincial Psychology Boards (ASPPB)

Deborah C. Baker, JD
Director, Legal & Regulatory Policy American Psychological Association Practice Organization (APAPO)

This webinar was produced by the Practice Organization, advocating for psychologists on reimbursement issues. The Practice Organization is a legally separate companion organization to APA.

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14 Dec 2017

Clinical Practice Guideline for PTSD

Are you familiar with APA’s Clinical Practice Guideline for the Treatment of Posttraumatic Stress Disorder in Adults? Released earlier this year, the PTSD guideline recommends evidence-based treatments for PTSD and is supported by a comprehensive website of resources. Learn more about the guideline and consider how to apply it to their clinical work.

APA staff psychologist Lynn Bufka, PhD reviews various website features including:

• Information for clinicians on recommended interventions,
• PTSD assessment instruments used in the studies that informed the clinical practice guideline,
• Case examples of treatment interventions, and
• Resources for patients and families to help them understand PTSD, its causes, and its effects and treatment options.

*This webinar does NOT offer CE credit.

Speaker bio:
Lynn Bufka, PhD, is Associate Executive Director, Practice Research and Policy, at the American Psychological Association. Dr. Bufka oversees programs and projects related to expanding opportunities for professional psychology including integration of psychology in the health care delivery system, diagnostic and functional classification, clinical practice guideline development and outcomes measurement. She frequently serves as a media spokesperson for APA on these topics and other policy matters relevant to professional practice. Additionally, Dr. Bufka is a Maryland licensed psychologist and continues to provide treatment and clinical consultation on a limited basis.

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20 Nov 2017

Executive Function Across the Life Span

This presentation discusses the theory, assessment, and research relevance of tools that can be used for a comprehensive assessment of executive function (EF). It also examines assessing EF using measures of observable behaviors, cognitive processing, and academic performance. Research evidence is presented from a number of assessment tools and resources including:

• The Comprehensive Executive Function Inventory (Naglieri & Goldstein, 2013)
• The Comprehensive Executive Function Inventory—Adult (Naglieri & Goldstein, 2017)
• The PASS neurocognitive theory (Cognitive Assessment System, 2nd ed.; Naglieri, Das, & Goldstein, 2014)
• Social-emotional skills (Devereux Student Strength Assessment; LeBuffe, Shapiro, & Naglieri, 2010)
• Academic skills (Feifer Assessment of Reading and Math; Feifer, 2015, 2017)

Intervention methods are discussed throughout the presentation. Viewers will gain a broad view of EF that can be used to guide assessment and instruction to improve academic and life skills.

jack naglieriSpeaker: Jack A. Naglieri, Ph.D., is Research Professor at the Curry School of Education at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16 and recipient of several awards for his contribution to the field of psychology. Dr. Naglieri is the author or co-author of more than 300 scholarly papers, books, and tests. His scholarly research includes investigations related to topics such as intellectual disabilities, specific learning disabilities, giftedness, and Attention Deficit/Hyperactivity Disorder.

This webinar is sponsored by MHS Inc., a leading publisher of psychological assessments for over 30 years.

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20 Nov 2017

How Did You Get That Job? A Q&A with Professor Kimberly Kinzig

The knowledge, skills and experience gained through your psychology training can successfully transfer to a variety of jobs. Dr. Kimberly Kinzig, PhD, uses her training as an instructor and researcher at Purdue University. Learn how you can apply your psychology education to a similar career path.

Kimberly KinzigSpeaker: Dr. Kimberly Kinzig, Ph.D., is an Associate Professor of Psychological Sciences at Purdue University. She teaches undergraduate and graduate courses in behavioral neuroscience. Her research is aimed at understanding the roles of various neuroendocrine signaling pathways in the control of food intake and regulation of body weight, and how these signals and systems go awry in eating disorders and obesity. She has a PhD in neuroscience from the University of Cincinnati, and did her postdoctoral fellowship at Johns Hopkins University in the Department of Psychiatry and behavioral Sciences.

Garth Fowler, PhDHost: Garth A. Fowler, PhD, 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.

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13 Nov 2017

MonitorLIVE: Exploring New Practice & Income Opportunities for Psychologists

Today, nearly 50% of licensed psychologists are in private practice. But as the roles of psychologists evolve, many practitioners are now asking, “How can I enhance my career, make it more rewarding, and earn a good living?”

APA and APAPO challenged practicing psychologists to think more broadly and explore innovative ways to use their skill set and training. On December 5, at APA’s headquarters in Washington, DC, members gathered for the latest monitorLIVE event to discover unique ways to grow their practice and supplement their income.

During the moderated discussion, eight panelists went over:

  • a diverse range of paths both in and outside of practice, including integrated health care, forensic consulting, parent coordination, niche population work, public office & lobbying, content, partnerships & media, adjunct teaching, and industry consulting
  • shared their favorite resources and tools to enhance a career
  • offered tips on how to get involved in a local community and professional associations
  • explored additional income opportunities
    and more!

monitorLIVE events connect psychology professionals and thought leaders to learn about and discuss issues that impact and elevate the discipline.

*Note: Audio has some distortion.

Topics & Speakers

Parenting Coordination

Giselle A. Hass, Psy.D., ABAP
Clinical & Forensic Psychologist

Giselle Hass is a Licensed Clinical and Forensic Psychologist, and Board Diplomate in Assessment Psychology, who, for the past 25 years, has worked as a forensic expert in family law for local and national courts, specifically in custody and divorce, child abuse and neglect, domestic violence, cross and multi-cultural mental health, attachment, and psychological assessment. She was an Associate Professor in the Clinical Psychology Programs of Argosy University, Washington DC Campus from 1995 to 2010. Dr. Hass is a co-founder of the American Psychological Association Parenting Coordination Program in the DC Superior Court. This program was created to serve the needs of low-income, high conflict families involved in child custody disputes in the District of Columbia. Dr. Hass was the Clinical Director of this program from 2004 to 2009, and is currently a member of the Board of Advisors. She was a member of the APA Task Force to develop the APA Guidelines on Parenting Coordination.

Dr. Hass’ Top Parenting Coordination Resources

Adjunct Teaching

Eddy Ameen, Ph.D.
Director, APA Office on Early Career Psychologists

Dr. Eddy Ameen serves as the inaugural director of the Office on Early Career Psychologists at APA. He has been with APA since 2011, previously the Assistant Director of APAGS. He graduated from Northwestern University with a Bachelor’s degree in Psychology, Boston College with a Master’s in Mental Health Counseling, and University of Miami with a PhD in Counseling Psychology. Outside of his work at APA, he is the board chair of StandUp For Kids, a national homeless youth organization which provides street outreach and other youth services in 17 cities across the US. He also leads a local LGBTQ youth advocacy coalition which has successfully advocated to ban conversion therapy, improve K-12 health education standards, require suicide prevention training of school personnel, and require LGBT cultural competency training of all healthcare providers, all within the District. Additionally, he is an third-year adjunct professor teaching family systems to clinical doctoral students, and he conducts asylum evaluations with Physicians for Human Rights.

Dr. Ameen’s Top Adjunct Teaching Resources

Integrated Health Care

Jessica Winkles, Ph.D.
Pediatric Psychologist

Dr. Winkles is the Pediatric Psychologist at Kenneth M. Klebanow, M.D. & Associates, P.A., a private pediatric primary care practice serving approximately 15,000 patients in Maryland. Dr. Winkles is dedicated to improving behavioral health care accessibility and promoting evidence-based interventions.  She established the practice’s fully integrated Behavioral Health Consultation Service, which delivers screening and brief psychosocial interventions to patients and their families. Her past work includes directing a SAMHSA-funded clinical research program focused on intergenerational stress and trauma at the University of Maryland School of Medicine. She also supervised clinical psychology doctoral students in child assessment at Loyola University Maryland. Dr. Winkles earned her doctorate in Clinical Child and Adolescent Psychology from the University of Denver and completed her predoctoral internship in clinical child and pediatric psychology from Children’s National Health System. She earned her undergraduate degree from the University of Virginia.

Dr. Winkles’ Top Integrated Health Care Resources

Content, Partnerships & Media

Mary K. Alvord, Ph.D.
Clinical Psychologist

Mary Karapetian Alvord, Ph.D. is a psychologist and Director of Alvord, Baker & Associates, LLC, a private practice in Maryland. With more than 35 years of clinical experience, she specializes in the treatment of children, adolescents and adults with anxiety and mood disorders, ADHD and problems of self-regulation through individual and group therapy. Adjunct Associate Professor of Psychiatry and Behavioral Sciences at The George Washington University School of Medicine, she trains Psychiatry Fellows in Cognitive Behavior Therapy (CBT). Dr. Alvord's focus has been on promoting resilience and stress management using strength-based approaches. Co-author of Resilience Builder Program for Children and Adolescents, and two audio CD's: Relaxation and Self-Regulation Techniques for Children and Teens, and Relaxation and Wellness Techniques (adults), she has contributed to the American Psychological Association's (APA) public education guides. Past President of APA Division 46, Society for Media Psychology and Technology, she currently serves as APA's Public Education Coordinator for the Maryland Psychological Association. She frequently appears in the national media. In 2009, Dr. Alvord was honored with the APA's Presidential Innovative Practice Citation. Most recently, she co-authored Conquer Negative Thinking for Teens: A Workbook to Break the Nine Thought Habits That Are Holding You Back and authored an essay in NPR Health Shots.

Dr. Alvord’s Top Content & Media Resources

Organizational Consulting

David W. Ballard, Psy.D., MBA
Assistant Executive Director for Organizational Excellence at APA

Dr. David Ballard serves as Assistant Executive Director for Organizational Excellence at the American Psychological Association (APA). In that capacity, he is responsible for leadership, direction, evaluation, and management of all activities related to APA’s Center for Organizational Excellence, which includes the association’s Psychologically Healthy Workplace Program. Dr. Ballard has provided research, consultation, and training to government agencies, corporations, employer and industry groups, medical schools, and universities in the areas of workplace health and productivity, public health, prevention, and health care finance. He is currently on the Board of Directors of The Health Project / C. Everett Koop National Health Awards and co-chairs the Work, Stress and Health Conference, an international conference co-sponsored by APA, the National Institute for Occupational Safety and Health (NIOSH) and the Society for Occupational Health Psychology. He previously served on the Board of Directors for the Health Enhancement Research Organization and the External Advisory Board for the Mayo Clinic Center for Social Media, as well as on workplace advisory bodies for the National Business Group on Health and Partnership for Prevention. Dr. Ballard received his doctorate in Clinical Psychology and his MBA in Health and Medical Services Administration from Widener University, where he completed concentrations in organizational and forensic psychology.

Dr. Ballard’s Top Organizational Consulting Resources

Government Relations & Advocacy

Craig D. Fisher, PsyD
Senior Legislative and Federal Affairs Officer in the Science Government Relations Office at APA

Dr. Craig Fisher is a Senior Legislative and Federal Affairs Officer in the APA Science Government Relations Office. He advocates for psychological science on Capitol Hill and at the federal science agencies, including the National Institute of Mental Health, the National Institute of Child Health and Human Development, the Centers for Disease Control and Prevention, and the Department of Education's Institute of Education Sciences.  He is also the Director of APA's Executive Branch Science Fellowship. Before joining APA, Dr. Fisher was a AAAS Science & Technology Policy Fellow at the National Science Foundation, Office of Legislative and Public Affairs where he engaged key stakeholders about NSF-funded basic research, particularly in social and behavioral science. Previously, he worked as a licensed clinical psychologist in independent private practice in Northern Virginia and at George Mason University's Counseling and Psychological Services where he specialized in cognitive behavioral therapy for patients with anxiety disorders.

Dr. Fishers’s Top Government Relations & Advocacy Resources

Niche Population Practitioner

Michael L. Hendricks, Ph.D., ABPP
Clinical & Forensic Psychologist 

Dr. Michael L. Hendricks is a clinical and forensic psychologist in private practice at the Washington Psychological Center, P.C., in Washington, D.C., and is a Clinical Professor at the George Washington University. Dr. Hendricks is a fellow of the American Psychological Association (APA) and Divisions 12 (Clinical), 42 (Independent Practice) and 44 (LGBT Issues), and a member of Divisions 9 (SPSSI) and 41 (American Psychology-Law Society). He is a past president of Section VII (Clinical Emergencies and Crises) of Division 12 and of Division 44. He was a member of the APA Task Force that developed the Guidelines for Psychological Practice with Transgender and Gender Nonconforming People and currently represents Division 44 on the APA Council of Representatives. He has conducted research with gender diverse people and is the lead author on the seminal paper on the minority stress model for transgender individuals. In 2015, he was awarded an APA Presidential Citation for his work on minority stress and suicide risk among gender diverse individuals. A primary focus of his clinical practice involves work with LGB and gender diverse adolescents and adults.

Dr. Hendricks’ Top Niche Population Resources

Forensic Consulting

Pius Ojevwe, Psy.D., ABPP
Forensic Pscyhologist

Dr. Ojevwe is a Board Certified Forensic Psychologist and a Fellow with American Academy of Forensic Psychology. For the past 12 years, he has worked as a forensic psychologist at local forensic hospitals including Clifton T. Perkins Hospital and Saint Elizabeth Hospital where he conducts a variety of forensic assessments such as competency to stand trial, criminal responsibility, and violent risk assessments. Dr. Ojevwe is an owner of a forensic private practice, COMPASS Mental Health Consultants, LLC, where he provides forensic assessments for juvenile and adults involved in the criminal justice system. He also teaches graduate courses as an associate professor at various local universities including Chicago School of Professional Psychology.

Dr. Ojevwe’s Top Forensic Consulting Resources

08 Nov 2017

Managing Student Loan Debt

This informative webinar covers strategies for loan repayment, financial fitness, and tools to manage your debt. The following topics are discussed:

• Loan repayment and forgiveness programs for all types of psychologists
• Time and money-saving tips for program eligibility
• Strategies for financial fitness and additional support
• Special demonstration of student loan management tool, IonTuition

This webinar is brought to by APA, the Georgia Psychological Association and IonTuition, a web-based service that helps you manage student loan repayment. IonTuition is a available at no charge to all APA members as part of your membership.

Eddy AmeenHost: Dr. Eddy Ameen serves as the inaugural director of the Office on Early Career Psychologists at APA. He has been with APA since 2011, previously the assistant director of APAGS. He graduated from Northwestern University with a Bachelor’s degree in Psychology, Boston College with a Master’s in Mental Health Counseling, and University of Miami with a PhD in Counseling Psychology. Outside of his work at APA, he is the board chair of StandUp For Kids, a national homeless youth organization which provides street outreach and other youth services in 17 cities across the US. He also leads a local LGBTQ youth advocacy coalition which has successfully advocated to ban conversion therapy, improve K-12 health education standards, require suicide prevention training of school personnel, and require LGBT cultural competency training of all healthcare providers, all within the District. Additionally, he teaches a family systems course to doctoral students, and he conducts asylum evaluations with Physicians for Human Rights.

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