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Quality of Life in Grad School part deuce


Quality of Life in Grad School. part deuce. Ilana Levy and Joe Dzierzewski. From the Inside Out... We could be doing this over a beer, but: More heads ... – PowerPoint PPT presentation

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Title: Quality of Life in Grad School part deuce

Quality of Life in Grad School part deuce
  • ? ? ?

Ilana Levy and Joe Dzierzewski
From the Inside Out and BeyondWhy talk about
  • We could be doing this over a beer, but
  • More heads objective discussion (we hope)
  • Organized approach actual progress ?
  • Plus, Jimmy J bought donuts
  • Survey results
  • What are CHP students generally experiencing?
  • What does this tell us about our QOL? What
    factors are related to our overall experience?
  • What are we doing to make life good? What can we
    do to make it better?
  • Faculty have a sincere interest in this issue.
  • Not just a bitch-fest

CHP Student QOL survey 2009
How would you rate your overall quality of life
since entering graduate school?
How has your emotional adjustment been since
entering grad school, relative to your general
emotional adjustment before entering?
Overall, how balanced do you feel your work and
recreational activities have been since beginning
grad school?
How strongly do you feel that competition between
CHP students is a problem?
How often have you felt unable to admit emotional
struggles to a faculty member?
How often have you felt uncertain whether being
in the program was the right place for you?
Since the beginning of graduate school have you
contemplated/wanted to switch laboratories/advisor
If yes (to above question), what was the ultimate
How often have you felt incompetent among your
How often have you felt lonely since beginning
grad school?
How often have you felt depressed since beginning
grad school?
How often have you felt anxious during grad
How often have you felt suicidal since beginning
grad school?
How often have you felt that your own mental
health has been an obstacle in your role as a
Have you considered going to therapy since
entering grad school?
Have you gone to therapy since entering grad
If so, Why not?
  • Don't trust providers in the area to be
    completely unconnected from our faculty
  • I did not continue therapy due to the cost.
  • I have heard bad things about the counseling
    center and don't feel interested in being treated
    by a counseling student. (that's no better than
    taking my own advice!)
  • it was unrelated to grad school. i managed
    stressor with friends/family
  • most therapists will be associated with UF. Also,
    unsure of what their specialties are
  • stigma from our own profession
  • theoretical orientation/not a good match
  • Therapy is a pseudo-science

How do you cope with daily stress? Of each coping
activity, how effective has it been in
controlling stress?
Have you considered alternative professions since
starting grad school? If so, what are they?
  • medical doctor/med school
  • Chef
  • pizza making
  • ski bum
  • professional traveler
  • working for an NGO in D.C.
  • Law
  • pharmaceutical sales
  • Teaching
  • Nursing
  • Research coordinator
  • FBI agent
  • starbucks barista
  • Public Health Professional, Biomedical Engineer
  • Military career
  • Medical technologist
  • pharmaceutical espionage
  • music teacher
  • traveling food critic
  • Another health profession
  • Other PhD programs
  • pharmaceutical industry
  • Consulting
  • snowboard instructor
  • Counseling Psychology Social Work
  • Archeologist
  • Travel/History Channel correspondent,
  • Pastry Chef
  • a mom
  • Pizza Delivery
  • Walmart Greeter

Other coping strategies
  • G'ville athletic team
  • taking a day off of school work
  • having a normal Saturday or Sunday
  • friends outside of psychology
  • intimacy with a significant other
  • Relaxation
  • Prayer
  • getting in the hot tub
  • Have a realistic view of the work's importance.
    Much of the stuff we do does not REALLY matter in
    the end. When have a realistic outlook-much of
    the crap we do becomes miniscule in the big
  • I just focus on getting my work done so I can get
    out of here without unnecessary prolongation.
  • meditation
  • pets
  • weekend travel
  • evaluating and revising my study processes
  • Cooking
  • gardening
  • spending time with hubby
  • watching television programs
  • spending time outside
  • going to therapy

What kind of resources would you like to see
available for helping graduate students manage
Other suggestions?
  • atmosphere of collaboration
  • changing the hearts and minds that cause stress
    in the first place
  • encouragement of open discussion between
    supervisors/mentors students regarding student
    quality of life
  • Encouragement of saying "no" to unreasonable
  • faculty serving as true mentors and not simply
  • Faculty should realize that they ask for TOO MUCH
    most of the time. We can only do so many things
    at once while retaining a LIFE. Faculty should
    balance their research, coursework, and clinical
    requirements so that we do not have to spend
    be for ourselves and not to catch up on work from
    the week!
  • boundaries on assistantship hours clinic load.
  • Greater structure. The hardest part is not having
    any structure around my research or other things
    I should be doing, I feel very aimless. This is
  • develop good relationships with faculty and feel
    as though they can disclose personal difficulties
    without fear of reprisal or that info being
    shared with other faculty at meetings, etc.
  • Mindfulness based stress reduction course (MBSR)
  • my stressors are mainly financial... adequate
    funding / adequate info about loan eligibility.
  • free food on a regular basis would be great (say
    every Fri before/after Case Conference)!!!
  • potluck meals
  • The random department acts of kindness are
    WONDERFUL!!! (Loved the ice cream)
  • social events with other departments such as
    medical school, dental school, physical therapy
  • Verbalized expressions of support, understanding,
    compassion. Less micromanagement
  • none, i think if you can't take care of your
    mental health on your own, you shouldn't be in
    grad school
  • Seriously? We're considering asking the
    department for free pizza to "help cope with
    stress"? Perhaps we should ask for recess and
    naptime too.

Have you ever felt taken advantage of by a
faculty member?
  • Definitely. We are overworked, underpaid, and
    undervalued. Graduate students should receiving
    training to become future academics, clinicians,
    and/or researchers. Doing work is a given
    however, that works should be mutually beneficial
    to both student and faculty. Too often it is not.
  • I do not think I have been taken advantage of,
    but definitely manipulated and unsupported. There
    is too much emphasis on winning the grant dollar
    and not enough emphasis on training and guiding
    students. Even within a lab, support can be very
    unequally distributed.
  • I feel that faculty do not take first year
    students very seriously. I have been given the
    "run-around" on several relatively minor issues
    that have taken several weeks to months to
    resolve. I find this unacceptable.
  • I often feel that my adviser forgets the amount
    of work that it takes to complete his requests.
    He is also overworked, but i don't believe this
    is an excuse to take out a bad mood on a student.
    We already work more than 20 hrs a week, and
    respect for our time as well as positive feedback
    is needed. additionally, we should be spending
    our time on science, not admin tasks and useless
  • Very rarely and only by certain faculty members.
    I find that this only happens when I have done a
    poor job of creating boundaries. I also think
    that this is part of my job in learning how to
    become a professional--to learn how to draw
    boundaries with peers and superiors.

How would you describe your average interaction
with your advisor?
  • but the other stranger is also demanding
  • inconsistent
  • master/slave
  • most recently, non-existent
  • My advisor doesn't know my name, and I am a
    second year
  • My advisor is my boss. I learn on my own.
  • my public health mentor is more friend like
  • stressful, unnoticed, no understanding

Following an interaction with your advisor, what
is the quality of information you obtained?
Following supervision with a clinical supervisor,
what is the quality of information you obtained?
  • clinical supervisors have been amazing rozensky,
    waxenberg, dededepends of supervisor--some are in
    "poor" category, some are in "good", and I'm
    typically getting my own resources
  • Depends on the supervisor - some I leave feeling
    like I was given fantastic information, some I
    leave thinking I have not learned anything in
    that supervision
  • Dr. Dede is a fantastic supervisor, I have also
    really enjoyed my work with Dr. Waxenberg and Dr.
  • Not good, but different from supervisor to
    supervisor. We are supposed to be a CBT heavy
    department, but who really gets training in CBT?
    Many supervisors seem indifferent to what goes on
    in therapy sessions. Supervision appears to be a
    burden to them. After a while, you just go
    through the motions of supervision.
  • Varies by supervisor Some are "good" some are
    "vague" or "Horrible"

How comfortable are you providing feedback to
your advisor?
What is the typical feedback you receive from
your advisor regarding your performance?
  • a lot of positive constructive, but sometimes
    feedback can feel superficial/ generic
  • fluctuates depending on mood-stabilizers
    his/her own grant feedback--usually either
    critical or constructive criticism
  • generic and superficial but when i do get it, its
    usually critical through passive aggressive acts
  • I would like to check several of the options
    Critical, Neutral, Superficial. In general a lack
    of feedback to assist in my training and help me
    achieve my career goals.
  • However, if I do something that does not please
    my boss, I am sure to catch shit for it.
  • positive but not constructive

. What is the typical feedback you receive from
your clinical supervisors regarding your
How comfortable are you asking for feedback from
your advisor/supervisor?
Do you feel that your training is leading to
competence as a(an)
How do you know when you have achieved competency
in a given domain?
  • A combination of feeling capable of handling new
    challenges and positive feedback from others with
    more experience
  • Competence also requires accurate self-assessment
  • i think it is a combination of feeling
    comfortable with what you're doing, and having
    your supervisors feel that you are ready to do it
    without supervision
  • i've decided it for myself using the program's
    guidelines and requirements (scary!)
  • when faculty consult me
  • When you realize that everyone is incompetent and
    that competency is a mythical animal that is only
    used to scare students into submission.
  • you start realizing your supervisor is a doofus

What are your thoughts on feedback in our dept?
Ideally, how do you think feedback should be
  • the rating sheets are useless, what my
    supervisors tell me in person is much more
    valuable than an arbitrary tick on a line
  • I think more would be good, it's a crucial part
    of learning.
  • I wish there was a way of giving feedback to our
    advisors and clinical supervisors (besides the
    end of the rotation sheets). There are many
    things I would like to say to my advisor, but the
    politics of the situation prevent me from saying
  • I wish there were more opportunities for students
    to be recognized for their work and progress in
    addition to the awards every year and the
    supervisor feedback forms. More frequent
    reinforcement would be nice.
  • No opinion for the time being.
  • Should definitely be an electronic form, and
    should also include verbal feedback/review of the
    form. Also, we need new/more relevant forms!!
  • I think there is a general fear on the part of
    both faculty and students regarding giving
    feedback. Faculty fear upsetting students and
    consequently being avoided, and students fear
    repercussions for providing negative feedback. If
    we are all going to get better at our respective
    professions, feedback should be given frequently,
    openly and constructively. We are clinical
    psychologists for God's sake - if we don't know
    how to do this, we are in the wrong profession.
    (And that is definitely true in some cases.)
  • I think the department should be giving out more
    positive feedback. I feel that the only feedback
    I get is when I am doing something wrong. It
    would be nice if faculty and the department made
    a more consistent effort to praise students for
    jobs well done. I believe that faculty should be
    making a more conscientious effort to praise
    students for things that they did well in clinic,
    class, and research. I think the department
    should do more than just hand out 6 awards at
    Fall Symposium. It would be nice if the
    department gave out more awards (not necessarily
    monetary in nature) or gave grad students a few
    mental health days. I feel like I am just a
    workhorse for the department.
  • Research mentors and clinical supervisors should
    provide regular written and verbal feedback that
    is CONSTRUCTIVE, not just compliments.

  • Feedback should be provided more regularly. The
    feedback forms after a rotation are not helpful
    a short narrative would be much more useful.
  • Set meetings to review clinic evaluations
  • .If I don't get feedback, I ask for it. I'm here
    to learn and to build my skills as a
    clinician/researcher so I NEED to know how I'm
    doing in order to make changes accordingly.
  • I think there needs to be a mechanism at the
    beginning of the relationship where we formally
    discuss our goals. I don't know how to convey I
    am disappointed because my mentor has never
    seemed to realize what type of supervision I
    need. If there were a structured way to open a
    dialogue about needs/working style/research
    plan/goals/etc at the beginning, I don't think I
    would be so uncomfortable talking about this.
  • Feedback should be received in semester
    evaluations stating what specifically was done
    well and where improvements are needed. Guidance
    and goals should then be created for the next
    semester. Although, the problem with this and
    some research mentors is their own agenda and
    lack of regard for the student's best interest.
  • Feedback and evaluation of students should be
    given as a means to helping the student, not as a
    gossiping point for professors.
  • Feedback should be given per case and ideally per
    session--but students need to realize that
    faculty have enormous time constraints given
    shrinking faculty and increasing budget demands.
    Students who require more feedback (such as those
    seeing a new type of patient or new students)
    need to ask for it.
  • I think the atmosphere should be established so
    that feedback can be exchanged between
    individuals face-to-face. Creating a different
    form to provide the same information is unhelpful
    and misses the point.
  • It would be great for supervisors to provide
    feedback in person some have offered to review
    those forms during supervision. Most importantly,
    whatever takes place during faculty evaluations
    should come back to us in the form of feedback,
    ideally in person. One supervisor gave me a
    positive review on my form and a negative review
    to the rest of the faculty, where I had no
    opportunity to constructively address the issue.
    I wasn't even informed of the negative review by
    the supervisor. These reviews, ESPECIALLY, should
    be provided to students. This is the only way we
    can 1) clarify misunderstandings, and 2) work on
    the issues that are raised.

  • I wish we received feedback more often
  • Clinical feedback on annual reports could not be
    more vague. I think mine said "Satisfactory" and
    "Good" as the 2 descriptions. What the hell do I
    do with that? That tells me that I don't suck,
    and pretty much nothing else.
  • 1) Opportunities for student presentations with
    written feedback would be great. 2) I'm only a
    first year, but when I start seeing patients next
    year I imagine I'll want to be observed and
    receive thoughtful feedback from multiple faculty
  • Students need to feel comfortable asking for
    feedback from advisers/supervisors. In order to
    learn, we need to know where we stand and it is
    our job to seek out that information. Conversely,
    we must have a way to provide faculty with
    feedback about their performance as
    advisers/supervisors since I question many of
    their methods and levels of competency. Although
    i frequently ask for the type of supervision i
    need, i still feel that as a whole we get very
    little in terms of training in therapy and it
    seems like a serious and pervasive problem in our
    dept. Many research advisers also do not take the
    time to meet with their students regularly about
    their grad career needs, and training seems to be
    falling by the wayside. I have learned a lot
    during my time in grad school, but currently i
    feel that much of this has been incidental
    learning, and very little training has occurred.
    There are also particular faculty whose
    interaction styles are unprofessional and
    borderline inappropriate, and we as students have
    no way of addressing these issues. Somehow we
    need to implement a system of checks and
    balances, and accountability. Perhaps an
    anonymous faculty feedback form where students
    can rate faculty across domains...
  • Students need to feel comfortable asking for
    feedback from advisers/supervisors. In order to
    learn, we need to know where we stand and it is
    our job to seek out that information. Conversely,
    we must have a way to provide faculty with
    feedback about their performance as
    advisers/supervisors since I question many of
    their methods and levels of competency. Although
    i frequently ask for the type of supervision i
    need, i still feel that as a whole we get very
    little in terms of training in therapy and it
    seems like a serious and pervasive problem in our
    dept. Many research advisers also do not take the
    time to meet with their students regularly about
    their grad career needs, and training seems to be
    falling by the wayside. I have learned a lot
    during my time in grad school, but currently i
    feel that much of this has been incidental
    learning, and very little training has occurred.
    There are also particular faculty whose
    interaction styles are unprofessional and
    borderline inappropriate, and we as students have
    no way of addressing these issues. Somehow we
    need to implement a system of checks and
    balances, and accountability. Perhaps an
    anonymous faculty feedback form where students
    can rate faculty across domains...

  • i think it should be more of a formal process
    that is required, as opposed to it always being
    the student's responsibility to SEEK the
    feedback. it should be part of a routine so that
    it does not make either party feel uncomfortable
    or leave any room for uncertainties/suspicions.
  • I think feedback should be structured. I think
    students have the right to know what is said
    about them and who said it. In fact, students
    should be allowed in faculty meetings when they
    are discussed. Feedback should be constructive
    and should aid in training students to achieve
    their career goals. Clinical feedback should be
    more structured as well. The form that is
    currently used is worthless. Faculty should
    receive feedback in a structured fashion too. How
    is it that students are frequently judged, but
    faculty are immune to receiving
    judgment/feedback? Isn't mentorship supposed to
    be a core duty of faculty? Does the department
    care if they employ bad mentors? Are faculty
    scared of what students might say about them?
    Faculty should be rated in a parallel fashion to
    what students are subjected to. Filling out
    supervisor evaluations after a class or clinical
    rotation when you were one of a small number of
    students is insufficient.
  • I think that there needs to be a better way to
    provide supervisors with anonymous feedback. For
    instance, providing feedback at the end of each
    rotation makes it easy to figure out who the
    feedback is from. Similar to students, I think
    that supervisors would benefit from constructive
    criticism but that is a difficult position for a
    student to be in when they don't know the faculty
    member very well.
  • I wish we received feedback more often
  • Clinical feedback on annual reports could not be
    more vague. I think mine said "Satisfactory" and
    "Good" as the 2 descriptions. What the hell do I
    do with that? That tells me that I don't suck,
    and pretty much nothing else.1) Opportunities for
    student presentations with written feedback would
    be great. 2) I'm only a first year, but when I
    start seeing patients next year I imagine I'll
    want to be observed and receive thoughtful
    feedback from multiple faculty members.

Do you think that incorporating standardized
measures of competence as part of our training is
  • I don't believe such measures exist. Further,
    will faculty be required to take such measures?
    Shouldn't we make sure faculty are competent
    before allowing them to train us?
  • I think it's interesting that because your
    clinical training is left up to you for the most
    part after second year (in the sense that you
    choose which patients to take and which advanced
    pracs to do) it's possible to not realize you're
    missing basic cases or skills. It would be nice
    to have a clinical supervisor assigned to you
    (like your research mentor) who is your point
    person for clinical development as you move
    through the program. Right now it's very much up
    to the student to seek out needed opportunities
    and recognize what you're lacking. Maybe students
    could have mandatory meetings with the Area
    Heads? Just one idea...
  • I think there need to be better measures of
    competence, but I'm not sure how I feel about
    standardized measures of competence
  • I'll take the test if the supervisors do too
  • If by standardized you mean a uniform method of
    feedback provision, then I'd say yes, this would
    at least ensure some minimum level of
    constructive feedback. If by standardized you
    mean an assessment measure with normed
    references, then this would probably be the best
    method, given adequate psychometric properties,
    if such an instrument exists.
  • It would be nice, but I am not sure it would be
    helpful. The clinic review sheets are based on
    this concept, and they are not helpful
  • Maybe, but what would that even look like?
  • Mostly for reassurance, to track progress, and to
    provide benchmarks.
  • Not sure what that would look like? the FCAT for
    grad students?
  • Standardized measures of competence maybe -
    would depend on what they are, what purpose they
    serve, and what it would take to 'administer'
    such a measure. Perhaps they would increase
    accountability good on the other hand they
    might be insensitive to competencies that are
    just as valuable, but not as 'standard' not
  • Yes, I do think incorporation of measures of
    competence would be useful, but only if they do
    not end up taking the generic form that our
    current "feedback forms" have become. Those are
    not useful, though I recognize why they were

How do you feel about the quality of classes
taught by our faculty?
  • A couple are really excellent. Most are just not
    up to par. Most faculty appear less than enthused
    about teaching and it shows. What is the deal
    with all the undergraduate style courses being
    taught? I thought I was past being lectured to
    and taking a midterm and final.
  • Again, I'm only a first year so my experience is
    limited. Dr. Marsiske's stats sequence is among
    the best instruction I've ever had anywhere.
    Lifespan psychopathology was good, but we could
    have benefited from more case presentations
    (video or otherwise).
  • All except statistics are crap but that's a
    necessary evil so that we can have the time to
    complete our other requirements -)At this level,
    my desire for hardcore classes is about nil. I
    like the level of difficulty of our classes since
    I see them as necessary evils, not as
    opportunities to learn something I really need to
    know in order to practice clinical psychology.
  • Average. There are some good classes, some not so
    good. There doesn't seem to be a lot of
    excitement on the part of the faculty for these
    classes, and lack of excitement translates to the
  • Certain classes are a waste of time while others
    (such as stats classes) are actually useful.
    There are a couple of useful courses
    overall...the rest seem to be a waste of
    everyone's time
  • Some are great and some really aren't...I think a
    lot of profs have lost passion for what they love
    to do with all of the busy-ness...And for what?
  • upper level course are great, as are stats
    classes. the core classes are a repeat of

Comments pt 2
  • Classes should be more experential and relevant.
    Some faculty need to be more familiar with recent
  • Depends on the class. Dr. Marsiske is excellent!
  • depends on the course, most are satisfactory but
    nothing I'd write home about
  • I believe it is unacceptable for graduate level
    classes to be taught in lecture format without
    significant time allotted for discussion or other
    form of active student engagement (e.g. student
    presentations). I also believe that traditional
    homework and tests are not a good use of graduate
    students' time, particularly if they desire to
    pursue an academic career. While some students
    prefer homeworks and/or tests, students should at
    least have the option of producing a major paper
    at the end of each course (instead of--not in
    addition to homeworks/tests) in effort to
    increase research productivity.
  • I get that we need certain material, to be
    accredited, however it IS possible to make even
    the most mundane (and review) material
    intellectually stimulating. Why be lecture at
    when we can have discussions etc. I'm not
    advocating for extra work, just saying that if we
    are already spending the time in the classroom,
    why not make it worthwhile?
  • I think it's very clear that our program is run
    by our clinical and research responsibilities.
    This is the driving force in our program and
    classes seem to be included merely for
    accreditation purposes. Classes seem pretty easy.
    They'd have to be given how bogged down we are
    with clinic and research. I'd like to see more
    practical information included in our curriculum
    and a reduced reliance on psychology up the hill
    for classes. Things that would help us become
    better clinicians would also be great. I would
    love a class in group therapy and marriage
    family therapy
  • .In general i feel that faculty in our dept don't
    put much time or care into teaching. There are
    certainly some exceptions but overall, especially
    for core courses it seems like recycled slides,
    and little practical/useful information is
    presented. We all know that teaching takes a lot
    of time to do well, and i realize faculty are
    overworked and overextended, so i understand, but
    i still feel that the majority of courses i have
    taken have been a waste of our very limited time.

Are there other quality of life issues you feel
should be addressed among the CHP students?
  • I think understanding the following is crucial in
    having a quality life, especially in the helping
    professions you work on yourself to help others
    and you work on others to help yourself
  • I think the quality of our advisor/ advisee
    relationships and supervision is big. Right now
    I'm not feeling that I'm at the level of
    professional development that I should be for
    this stage of grad school, both in terms of
    research and clinical abilities
  • While we all have occasional struggles, it is
    obvious that there are students in our program
    who are severely depressed. You can tell, even if
    it's someone you don't know well. I often wonder
    who (if anyone) takes on the responsibility of
    reaching out to these students-- not everyone has
    a close relationship with their mentor. I worry
    about students like that. I know it's hard for
    the department to do this (maybe students need to
    seek this out themselves) but I think social
    interaction with students from other departments
    can be a great coping mechanism. It also allows
    for the development of a life outside the
    program, which I think is key to happiness in
    gainesville. I wish we had more mixers with other
    departments, particularly during 1st year when
    you're trying to meet people.
  • QOL should (in theory) be a department-wide focus
    (i.e. part of the atmosphere). This is a Clinical
    psych program, thus it makes good sense that the
    department would be knowledgeable about,
    interested and invested in the QOL of all its
    members - particularly students, since there is a
    good chance that for many, grad school involves
    'giving up' some things (from a previous
    lifestyle etc.)
  • NO. seriously, if you are an adult, you should be
    able to figure out the QOL stuff on your own.

  • Particular faculty members' personalities have
    large effects on students' QoL. I also think
    relationships among faculty members are important
    for students' quality of life. When faculty feel
    threatened or frightened by other faculty
    members, or when they feel in competition with
    other faculty, that is experienced by the
    students. As a training program, the focus should
    be on helping students succeed - that is the
    bottom line! if faculty members are experiencing
    reductions in their own QoL that are affecting
    their work, their QoL should also be a focus of
  • Both faculty and students in our department could
    benefit from workplace diversity training
  • I think that more emphasis should be placed on
    personal responsibility rather than departmental
    responsibility. For example--if a person feels
    they would benefit from a mental health day they
    should make it a personal priority to take a
    mental health day. Although graduate school is
    stressful, it is our responsibility to learn how
    to manage that stress.
  • I think that personal issues regarding the
    program should be discussed individually and that
    questionnaires such as this one should not
    reflect personal opinions and be so negatively
    oriented...unfortunately it appears as if we are
    whiny graduate students who rely on the
    department to fix all of our problems. If we are
    all really so "busy" and "unhappy," having to
    fill out a 40-item questionnaire is just wasting
    time that could be spent doing something
  • Too much negativity and not enough positive
    discussion, or actual plans to improve the
    weaknesses. The dept is only criticized, but
    there are good things to note and a fresh
    perspective can help realize the positive
    aspects. Also, few productive steps are taken to
    modify/improve the things we don't like.

  • I am uncomfortable with the thought of this
    information being presented to the faculty in the
    manner that it was presented in this survey. I
    think this survey overstates the responsibility
    of the department to ensure student QOL and
    understates the role of personal responsibility.
    If there are specific, concrete problems that can
    be addressed by faculty then that may be
    appropriate to bring to a faculty meeting.
    However, no where in this survey were we given
    the opportunity to acknowledge the positive
    aspects of this program (e.g. we are getting
    fantastic training at an elite institution) or to
    differentiate whether our feeling "depressed" or
    "anxious" had anything to do with the program as
    opposed to our individual coping skills, personal
    resources, or social skills. Given that the
    faculty and staff all work incredibly hard, I
    think our asking them to add "improving student
    QOL" or "making us less lonely" to their list of
    responsibilities is inappropriate. To me, being
    part of this program is a privilege and an honor
    and I would hate to be included in a
    representation of a group of students who
    believes student quality of life is the
    responsibility of our faculty and staff. This is
    an academic department, not a social club.
  • method of giving student opinions of applicants
  • anonymous faculty feedback
  • Why was a neuro faculty recently hired when it
    seems that the health and child/peds areas have
    had the greatest faculty attrition?
  • I believe the issues highlighted above are
    important to address in recruiting new students.
  • The same problems continue to cause the most
    distress-- lack of guaranteed funding for
    students. Some students are scrambling to find
    funding while having to keep up productivity in
    other domains.
  • Faculty should not discuss student's performance
    with other students. This happens sometimes and I
    don't think it is appropriate. Also, faculty
    should not talk about student's performance where
    they can be overheard. Also, we all need more
    vacation time!!!!
  • All-in-all, our department has many flaws.
    However, I still love it. The grass is always
    greener in other departments, so it is hard to
    tell if the shortcomings of our department are
    unique to us or are pretty universal. Graduate
    training is what one makes of it. It is our job
    to make our training match our needs.

So what do you think?Thoughts for discussion
  • What are your reactions to the survey results?
  • What parts of graduate school are the most
  • What parts of graduate school are the most
  • What can we do to improve CHP student quality of
  • Given its natural for personal difficulties to
    come up at some point during graduate school, how
    can we best cope with them alongside professional
  • How can we address the presence of stigma
    regarding mental health needs within our own
  • How do we approach provision of patient care when
    dealing with personal difficulties? What is most
  • How can we encourage communication about quality
    of life with mentors and faculty? How can they

FREE Resources
  • UF Student Mental Health Services (352) 392-1171
  • http//shcc.ufl.edu/smhs/
  • Mon. Fri., 8-5 Tues./Wed./Thurs 8-6.
  • PhD level Psychologist (Clinical, Counseling) as
    well as Psychiatry (you will not be seen by a
    grad student)
  • The good news Absolutely FREE for 12 sessions
    per year
  • After 12 sessions you are referred out in the
    community if you need additional care.
  • UF Counseling Center (352) 392-1575
  • Daytime direct line M-F, 8-5.
  • Alachua County Crisis Center (352) 264-6789
  • Phone counseling 24 hours a day, 7 days a week.

Groups available this semester
  • Yoga Hatha with Yoga Nidra for Stress Reduction
  • Making Peace with Food 230-400 p.m.
  • Taming the Beast Within Anger Management
    400-500 p.m.
  • Managing Shyness and Beyond 200-330 p.m.
  • Graduate Women's Empowerment Group 330-500 p.m.
  • Sister-Sister 330- 500 p.m.
  • Juggling Act-Balancing being a student and being
    a mother 1200 to 100 p.m.
  • Grief -Support 130 - 300 or 330 - 500 (2
  • "It's Not the Cards That You're Dealt but How You
    Play Them" 330-430 p.m.
  • http//shcc.ufl.edu/smhs/services.shtml (click on
    group therapy schedule)

GatorGradCare PPO
  • To find a mental health care provider covered
    under GatorGradCare (United HealthCare network)
    use the link below
  • https//www.lww-trans.com/PreClinicianSearchAction

Some people recommended by faculty. more coming
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