Information below is a placeholder for the 2020 meeting.
Most of the information below is up to date, however, some sections are missing completed notes and awardees.
Day 1 is our professional development day! We begin with a holistic set of training experiences dealing with all aspects of academic work. The experiences include a mix of interactive workshops and one-on-one and small group consultations dispersed throughout the day. We conclude Day 1 with our Forum Science Social and Forum Science Community events. These events allow presenters the chance to showcase their work in a 100% digital environment. No more than eight presentations occur at once, allowing for dynamic, lively discussion among presenters and attendees.
Track I Workshops: Tools for Working with Mentors, Navigating Peer Review, and Building a Research Program
Block I (9:15am - 10:30am EST): Selecting Mentors when Applying to Doctoral Programs
Dr. Andres De Los Reyes, Ph.D.
Dr. Andres De Los Reyes is an Associate Professor of Psychology and Director of Clinical Training at the University of Maryland at College Park. His publications have appeared in such journals as the Psychological Bulletin, Psychological Review, Psychological Assessment, and the Annual Review of Clinical Psychology. He recently released his book, The Early Career Researcher's Toolbox: Insights into Mentors, Peer Review, and Landing a Faculty Job. He is the Editor-in-Chief of the Journal of Clinical Child & Adolescent Psychology (JCCAP), and Founding Program Chair of JCCAP's Future Directions Forum.
Description
Applying to doctoral programs marks an important life milestone for you and other undergraduate majors and post-baccalaureate trainees. Importantly, some of the considerations for choosing where to receive undergraduate training (e.g., faculty-to-student ratio, quality of institution) take a "back seat" to the key factor in doctoral training that most impacts your career: Identifying the person who will serve as your mentor. Undergraduate programs rarely offer formal instruction in choosing doctoral mentors, and some of the factors you might consider could vary from year-to-year and by mentor. This presentation focuses on providing you with concrete strategies for selecting a doctoral mentor.
Workshop Materials
Notes
Click "Expand" for notes |
---|
How a hero’s welcome mirrors your own
How do mentors vary from each other?
Finding mentors who fit your preferences
Working with current mentors
Q&A
|
Block II (10:45am - 12:00pm EST): Responding to Peer Review Commentary
Dr. Andres De Los Reyes, Ph.D.
Dr. Andres De Los Reyes is an Associate Professor of Psychology and Director of Clinical Training at the University of Maryland at College Park. His publications have appeared in such journals as the Psychological Bulletin, Psychological Review, Psychological Assessment, and the Annual Review of Clinical Psychology. He recently released his book, The Early Career Researcher's Toolbox: Insights into Mentors, Peer Review, and Landing a Faculty Job. He is the Editor-in-Chief of the Journal of Clinical Child & Adolescent Psychology (JCCAP), and Founding Program Chair of JCCAP's Future Directions Forum.
Description
Publishing articles involves submitting scholarly manuscripts to peer-reviewed journals. A key component of publishing manuscripts involves receiving commentary about your work from peers in your field, and satisfactorily responding to such commentary. Yet, researchers rarely receive formal training on responding to peer review commentary. In this workshop, we describe evidence-based strategies for responding to peer review commentary, including strategies for how to compose cover letters for responding to such commentary.
Workshop Materials
Notes
Click "Expand" for notes |
---|
Peer Review and your scholarly universe
Peer review as a quality control system
Peer review strategies when the system treats you fairly
Peer review strategies when the system treats you unfairly
Q&A
|
Block III (1:00pm - 2:15pm EST): Strategies for Developing a Research Program
Dr. Andres De Los Reyes, Ph.D.
Dr. Andres De Los Reyes is an Associate Professor of Psychology and Director of Clinical Training at the University of Maryland at College Park. His publications have appeared in such journals as the Psychological Bulletin, Psychological Review, Psychological Assessment, and the Annual Review of Clinical Psychology. He recently released his book, The Early Career Researcher's Toolbox: Insights into Mentors, Peer Review, and Landing a Faculty Job. He is the Editor-in-Chief of the Journal of Clinical Child & Adolescent Psychology (JCCAP), and Founding Program Chair of JCCAP's Future Directions Forum.
Description
Research isn’t all elegant study designs, accurate data collection, and sophisticated equations. Researchers must also communicate their ideas and findings with scholarly audiences, and do so effectively. These audiences are no different from those found at your local theater: They understand each paper you write or talk you deliver insofar as it tells a compelling story. Yet, your storytelling doesn’t stop with a single paper or talk. Scholarly records span years and multiple pieces of work. Successful researchers learn to synthesize their records to tell a larger story: a research program. This workshop focuses on how narrative tools commonly used in film help you build a research program. Tailored to the lives of early career researchers, these tools reveal keen insights into nailing the job talk that launches your career.
Workshop Materials
Notes
Click "Expand" for notes |
---|
Part I (Where did this workshop come from?) -An anonymous public forum suggested this workshop Part II (Going back to the beginning) Mentor Reflections -Your mentor and the relationship built with them culminates in how you conceptualize your next steps
Part III (Two potent filmmaking tools, and how to put them to use)
Part IV (Concluding comments)
Part V (Q and A) Q: How do you tie together research from different labs? A: You don’t have to, you only need to take a subset of the work that you do, it's okay if it crosses mentors or not, and with your work (epilogue) you can take your work and share it with other galaxies if you want. If it’s completely disconnected you can still find work that relates to you. You can mention it in the talk as another area of interest in which they can ask questions about at another time most likely at the beginning. Q: If I have only done work on social psychology, how can I make research interesting/applicable to mentors of clinical psychology? A: Some mentors want similar backgrounds, but many mentors accept students of diverse experiences/doesn’t completely overlap with what their labs/work are about. It is more important to be able to understand and apply science, than your background. Your diverse experiences will make people want you in their lab too. The ability to use principles and theories from different areas and apply it to your work is a valued skill. Ex. Using IAT to look at risk of suicide and suicidal tendencies was very helpful in clinical research Q: I know entering academia is competitive, would a great story with more publications make you more valuable than one with less publications? A: The publication amount is negligible compared to the narrative capacity of your work in the laboratory. Your storytelling ability also serves as a way to demonstrate teaching ability. Q: When you’re looking for collaborators, do you have suggestions/tools to find students with similar interests or who are going in their own direction? A: Mentors like to look into a student’s academic background and interests and make sure they seem like a good fit. You can do the same by looking at past graduate students and their prior interests and their work during the program. In some cases, it may be that the student is able to bring new directions to the table. Ex. part of a commonly used data set of the lab contains information about sleep, but the lab does not predominantly work on sleep. Bringing in a new student to meet that need is important to the lab. |
Track II Workshops: Tools to Build a Lab
Block I (9:15am - 10:30am EST): Wikipedia and Open Science
Dr. Eric Youngstrom, Ph.D.
Eric Youngstrom, Ph.D., is a professor of Psychology and Neuroscience and Psychiatry at the University of North Carolina at Chapel Hill, where he is also the Acting Director of the Center for Excellence in Research and Treatment of Bipolar Disorder. He is the first recipient of the Early Career Award from the Society of Child and Adolescent Clinical Psychology, and an elected full member of the American College of Neuropsychopharmacology. He is a fellow of the American Psychological Association (Divisions 5, 12, and 53), as well as the Association for Psychological Science and the Association for Behavioral and Cognitive Therapies. He consulted on the 5th Revision of the Diagnostic and Statistical Manual (DSM-5) and the International Classification of Diseases (ICD-11). He chairs the Work Group on Child Diagnosis for the International Society for Bipolar Disorders, along with the Advocacy Task Force.
Description
Wikipedia and Wikiversity offer powerful tools for disseminating knowledge to diverse audiences, including scientists and other key stakeholders (e.g., parents and policy makers). These tools greatly increase in utility if scientists receive training on how to leverage these tools for disseminating knowledge. In this workshop, Dr. Eric Youngstrom will provide attendees with the know-how for using Wikipedia and Wikiversity, with a focus on how these tools help advance the mission of the open science movement.
Workshop Materials
Notes
Click "Expand" for notes | ||
---|---|---|
Copyright and Creative Commons (Licensing and Ownership)
Open Access (Using Open Resources “Future Proofs”
Wikipedia-integrated Medical Journals (A Key Health Literacy and Outreach Platform)
Wikipedia As a Key Public Health Tool
|
Block II (10:45am - 12:00pm EST): Training Undergraduate Research Assistants
Dr. Sarah Racz, Ph.D.
Dr. Sarah Racz is an Assistant Clinical Professor at the University of Maryland at College Park, where she serves as a Research Educator with The First-Year Innovation & Research Experience (FIRE) program. Her research seeks to understand both the proximal (e.g., parenting, family functioning) and distal (e.g., neighborhoods, schools) influences on child externalizing behaviors. Dr. Racz is also interested in the application of statistical models of change. Her research has appeared in such journals as the Journal of Consulting & Clinical Psychology, Psychological Assessment, Journal of Clinical Child & Adolescent Psychology, and Clinical Child & Family Psychology Review.
Dr. Yo Jackson, Ph.D.
Dr. Yo Jackson is a board-certified, clinical child psychologist and is the Associate Director of the Child Maltreatment Solutions Network at Penn State University. Her federally funded research focuses on the development of models of the process of resilience for youth exposed to trauma with a specific focus on youth exposed to child maltreatment and the intergenerational transmission of trauma. Her work includes observational and physiological techniques in addition to survey measures in longitudinal and prospective research approaches. She also works on the development of assessment for trauma as well as the assessment of emotion regulation and cognitive functioning for youth and families exposed to adversity.
Description
For many research teams, undergraduate research assistants form a core component of their personnel. A key challenge involves not only the varying motivations of these personnel and their ultimate career goals, but also their relative inexperience with research generally. Often, we found ourselves immersing these students in their first research experiences. In this workshop, we discuss concrete strategies for providing standardized research training experiences for undergraduates, with a focus on developing personnel to assist in accurate data collection and creating a hospitable work environment for students, post-doctoral fellows, staff, and faculty.
Workshop Materials
Notes
Click "Expand" for notes |
---|
Outline
Benefits to You
Benefits to the Student
First, some context
Recruiting Undergrad RA’s
Training Undergrad RAs
Monitoring Undergrad RA’s
Engaging Undergrad RAs
Retaining Undergraduate RAs
Mentoring Undergraduate RAs
Publishing with Undergraduate RA’s
Helping RAs with Career Planning and Readiness
Lessons Learned
Resources
|
Block III (1:00pm - 2:15pm EST): Building Research Partnerships with Schools
Dr. Tim Cavell, Ph.D.
Dr. Tim Cavell is a Professor of Psychology and Arts and Sciences at the University of Arkansas. He is a clinical child/family psychologist interested in developing more effective interventions for high-risk, school age children. His research has focused on both highly aggressive children at risk for later delinquency and substance abuse, as well as chronically bullied who are showing signs of psychopathology and are at risk for a range of adjustment difficulties.
Dr. Elizabeth Talbott, Ph.D.
Dr. Elizabeth Talbott is a Professor and Chair of Curriculum and Instruction in the William & Mary School of Education, with a specialization in Special Education. Professor Talbott grew up in West Virginia and earned her B.S., M.Ed., and Ph.D. degrees from Virginia institutions. She was a mental health worker at UVA's Blue Ridge hospital and a special education teacher in Albemarle County, VA schools. Dr. Talbott was a professor in special education at the University of Illinois at Chicago (UIC) for 24 years, serving as department chair for 10 of those years. Her career has been devoted to the study and teaching of evidence-based practices for youth with social, emotional, behavioral, and learning disabilities.
Description
A key component of research embedded in primary and secondary schools involves building long-term partnerships with key stakeholders in the school system. These stakeholders include administrators, teachers, classroom aids, school staff, and parents. In this workshop, we provide concrete advice on how to build lasting partnerships with school systems in an effort to conduct research with meaningful impacts on these systems.
Workshop Materials
Notes
Click "Expand" for notes |
---|
|
Track III Workshops: Tools to Get a Job and Funding to Keep it
Block I (9:15am - 10:30am EST): Preparing a Grant Post-PhD
Dr. Deborah Drabick, Ph.D.
Dr. Deborah Drabick is an Associate Professor of Psychology at Temple University. Her expertise is broadly in developmental psychopathology, and more specifically in youth externalizing problems. Her work includes such areas as risk and resilience, co-occurring psychological conditions, contextual influences, and intervention. Dr. Drabick has been funded by the National Institute of Mental Health, American Psychological Foundation, PA Department of Health, and Temple University. She currently serves as an Associate Editor for the Journal of Clinical Child & Adolescent Psychology.
Dr. Katie Ehrlich, Ph.D.
Dr. Katie Ehrlich is an Associate Professor of Psychology at the University of Georgia. Her research focuses on how children's social experiences shape their mental and physical health across the lifespan. Dr. Ehrlich's ongoing work is funded by the National Institute of Health, the Brain and Behavior Research Foundation and the Jacobs Foundation, and The National Institute of Child Health and Human Development. She was recently awarded the 2020 APA Distinguished Scientific Award for an Early Career Contribution to Psychology.
Description
Submitting your first grant as a Ph.D. can appear on the surface to be a daunting task, with many expectations, requirements, and complicated forms. In this workshop, we leverage years of experience with extramural funding to explain the grant submission process, and provide attendees with concrete tools for submitting successful applications via multiple post-Ph.D. mechanisms, including project grants and K Series applications.
Workshop Materials
Notes
Click "Expand" for notes |
---|
GETTING YOUR FIRST GRANT: CONSIDERATIONS FOR TRAINING AND RESEARCH GRANTS Our Purpose and Overview
Territory We’ll Cover
Why apply?
Transitioning to Post-Training NIH Funding Opportunities: R-series grants and unique (usually for your next job after grad school→ reach out to current grant funders to start writing applications)
Anatomy Of a Successful Application
Budget
Unique NIH Opportunities: Four awards that are offered for high risk high opportunity that are not under NIH
Private agencies
Review Process for NIH apps
Review Process
General Grant Writing and Grant Strategizing Advice How Many Grants Should I Write?
Example Proposals
Few Pieces of Grant-Writing Advice
|
Block II (10:45am - 12:00pm EST): Job Interviewing
Dr. Kathryn Humphreys
Dr. Kathryn Humphreys is an Assistant Professor at Vanderbilt University in the Department of Psychology and Human Development and is the director of Stress and Early Adversity Laboratory (SEA). For more information about her and her work please visit her personal website here.
Dr. Jessica Schleider
Dr. Jessica Schleider is an Assistant Professor in the Department of Psychology and Clinical Psychology Ph.D. Program at Stony Brook University (SUNY). She also serves as a Faculty Affiliate at the Alan Alda Center for Communicating Science and an Academic Consultant to the World Bank's Education Global Practice. Dr. Schleider completed her Ph.D. in Clinical Psychology at Harvard University in 2018, along with an APA-accredited Doctoral Internship in Clinical and Community Psychology at Yale School of Medicine. She graduated with a B.A. in Psychology from Swarthmore College in 2012. Her research on brief, scalable interventions for youth depression and anxiety has been recognized via numerous awards, including a 2019 NIH Director's Early Independence Award; the Association of Behavioral and Cognitive Therapies' 2019 President's New Researcher Award; and the 2018 Journal of Child Psychology & Psychiatry Best Paper Award. Her work has been featured in the Atlantic, Vox, and U.S. News & World Report, among others. In 2020, she was selected as one of Forbes' 30 Under 30 in Healthcare.
Description
The academic job interview factors prominently into faculty hiring decisions. It represents a public sample of your program of research and your style of teaching, as well as your critical thinking, responsiveness to feedback, and a whole range of non-specific variables, like your "accessibility," "collegiality," or "likeability." In this workshop, we provide a detailed overview of a winning formula for crafting an outstanding job interview experience, in an effort to minimize the anxiety and maximize the impact associated with your interview visit.
Workshop Materials
Notes
Click "Expand" for notes |
---|
Overview of Applying to Academic Jobs
Application Package
What are Interviews for?
Preparing for Interviews
Screening Interviews Basics
Logistical Prep
General Tips
Tips to Guide your Answers
Post Screening Interview
Basics
Logistical Prep
General Tips
Quite note about job talk
Typical Day/Schedule --Will meet a lot of people
Socializing and Meals
Potentially difficult terrain
Other Talks you may be asked to Prepare
Other Resources
Questions
|
Block III (1:00pm - 2:15pm EST): Preparing a Training Grant: Overview
Dr. Stephen Becker, Ph.D.
Stephen P. Becker, PhD, is an associate professor of pediatrics in the Division of Behavioral Medicine and Clinical Psychology's Center for ADHD at Cincinnati Children’s Hospital Medical Center within the University of Cincinnati Department of Pediatrics. Dr. Becker's research focuses on the social and academic impairments of children and adolescents with ADHD, with a particular interest in how co-occurring difficulties such as sluggish cognitive tempo (SCT) symptoms, sleep problems, and anxiety/depression impact the functioning of youth with ADHD. He is also interested in school-based interventions for treating ADHD and related difficulties. Dr. Becker has authored or co-authored over 100 publications on ADHD and related topics and serves on the editorial/advisory boards of the Journal of Abnormal Child Psychology, Journal of Attention Disorders, Journal of Youth and Adolescence, Adolescent Research Review, and The ADHD Report.
Dr. Meghan Miller, Ph.D.
Dr. Miller is an Assistant Professor within the Department of Psychiatry & Behavioral Sciences at University of California, Davis. She is licensed clinical psychologist whose specialty is in early diagnosis of, and comorbidity between, autism and ADHD. Dr. Miller's research focuses the emergence of, and overlap between, neurodevelopmental disorders, with a particular focus on ASD and ADHD. The long-range goal is that her research will help identify factors that account for the transition from risk to disorder, and will delineate core shared processes to be targeted by transdiagnostic prevention and early intervention efforts.
Description
Submitting a training grant involves considering multiple factors that focus on not only a proposed study but also a concrete plan for developing the skills needed to execute this study. By construction, these applications carry many expectations, requirements, and complicated forms. In this workshop, we leverage our years of experience with extramural funding to clarify the process of submitting a training grant, and provide attendees with concrete tools for submitting successful training grant applications.
Workshop Materials
Notes
Click "Expand" for notes |
---|
Overview
Why apply for a Training Grant?
Types of Grants
Other Training Grants (than NIH)
There are page limits Intro to F31s/F32s Anatomy
Intro to Ks Anatomy (some overlap with F but some unique to K)
Curious Case of the K99
Picking a topic and telling your story
Review Process
Tips
Example Applications
What happens on the other side? A note about T32s
Questions and discussions
|
Ceremony for the Future Directions Launch Award (2:30 pm-3:15 pm)
Tyler McFayden
- Award Winner in the area of Autism Spectrum Disorder and Language Development
- Ph.D. candidate at Virginia Tech
Notes
Click "Expand" for notes |
---|
Atypical Language Learning
|
Jessie Greenlee
- Award Winner in the area of Autism Spectrum Disorder
- Postdoctoral Fellow at the University of Wisonsin-Madson
Notes
Click "Expand" for notes |
---|
The Mental Health of Children and Adolescents with Autism Spectrum Disorder
|
Nicole Hall
- Award Winner in the area of Anxiety Disorders
- Ph.D. candidate at the University of Alabama
Notes
Click "Expand" for notes |
---|
|