Subido por ppikes79

Comienzo y éxito en la escuela de posgrado en inglés

Anuncio
This article was downloaded by: [University of Ulster Library]
On: 29 October 2014, At: 09:17
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,
37-41 Mortimer Street, London W1T 3JH, UK
Journal of Personality Assessment
Publication details, including instructions for authors and subscription information:
http://www.tandfonline.com/loi/hjpa20
Beginning and Succeeding in Graduate School
a
a
Jenss Chang , Katrina Schnoebelen & Steven R. Smith
a
a
University of California , Santa Barbara
Published online: 05 Dec 2007.
To cite this article: Jenss Chang , Katrina Schnoebelen & Steven R. Smith (2007) Beginning and Succeeding in Graduate
School, Journal of Personality Assessment, 88:2, 250-253, DOI: 10.1080/00223890701268124
To link to this article: http://dx.doi.org/10.1080/00223890701268124
PLEASE SCROLL DOWN FOR ARTICLE
Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained
in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no
representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the
Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and
are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and
should be independently verified with primary sources of information. Taylor and Francis shall not be liable for
any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever
or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of
the Content.
This article may be used for research, teaching, and private study purposes. Any substantial or systematic
reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any
form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://
www.tandfonline.com/page/terms-and-conditions
JOURNAL OF PERSONALITY ASSESSMENT, 88(2), 250–253
C 2007, Lawrence Erlbaum Associates, Inc.
Copyright BOOK REVIEW
Beginning and Succeeding in Graduate School
Downloaded by [University of Ulster Library] at 09:17 29 October 2014
Reviewed by Jenss Chang, Katrina Schnoebelen, and Steven R. Smith
University of California
Santa Barbara
Entering into graduate school in psychology is both an exciting and a terrifying time in a budding psychologist’s educational development. Even though the arduous processes
of completing graduate school applications and attending interviews have been completed, new challenges become ever
present in a novice graduate student’s career: survival and
success.
Although graduate study represents an essential process
in the educational, professional, and social development of
successful psychologists, in the literature, little attention has
been paid to the subject matter of aiding students in the initial
phases of graduate school who would like to learn how to
be successful. The small number of texts that have addressed
the topics of entering and succeeding in graduate school
include: Graduate Study in Psychology: Your Guide to Success (Kuther, 2004), Play the Game: How to Get Accepted
and Succeed in Graduate School (Paredes, 2000), Getting
Mentored in Graduate School (Johnson & Huwe, 2002), and
Succeeding in Graduate School: The Career Guide for Psychology Students (Walfish & Hess, 2001). We discuss a brief
summary of each of the books in turn.
HOW TO GET INTO GRADUATE SCHOOL
In Graduate Study in Psychology: Your Guide to Success
(Kuther, 2004), Kuther organizes the chapters of her book
in chronological order, objectively addressing the topics of
what types of graduate program to which an individual should
apply, the application process, decision-making regarding
which school to ultimately attend, and making the transition to graduate school. Part 1 of the text consists of two
chapters that provide detailed information regarding the core
differences among training programs and academic degrees
in psychology (i.e., MA versus PhD and PsyD) as well as providing valuable criteria for evaluating and making informed
decisions about graduate programs (i.e., American Psychological Association accreditation, program philosophy, and
faculty).
Part 2 of the text consists of seven chapters devoted to
the application process and steps an applicant should take
to strengthen their application. This section not only provides a useful timeline that ambitious applicants can follow
throughout their undergraduate years, but it also provides
helpful tips regarding each individual component of the graduate school application (e.g., mastering the Graduate Record
Exam [GRE], writing a curriculum vitae, conceptualizing
and writing a personal statement, seeking faculty for letters
of recommendation, and preparing for the interview process).
Last, these chapters address the wide range of potential outcomes for applicants (e.g., being accepted, rejected, or put on
a wait list) and provide tips regarding the decision-making
component of the application process.
In Kuther’s (2004) book, the most valuable section for
current graduate students is found in the last chapter of the
text. Although this portion of the book is a mere 20 pages, it
provides a wealth of information regarding making a smooth
transition into a graduate program. For example, the text outlines the differences between undergraduate versus graduate
school philosophy by emphasizing that understanding course
material is much more vital than memorizing it. Further, the
text delineates the specific skills and knowledge that will
be required of students in graduate school (e.g., proficient
reading skills, ability to network with the student body and
faculty, ability to establish independence in one’s research
interests). Last, this book provides practical tips designed to
foster mental health and early organizational skills for future career development throughout an individual’s graduate
school experience, such as starting a research journal log,
keeping a daily schedule, being able to say “no” when recreation is needed, learning how to recognize signs of stress,
and learning to avoid gossip. In addition, tips from previous
251
BOOK REVIEW
graduate students and recommended reading and Web resources are provided at the end of the book, which offer a
nice sense of closure and added assistance.
Overall, this 184-page book is available in both hardcover
and paperback versions, and it can be purchased between
$30 and $50, depending on the vendor. The last chapter,
although brief, is the most informative and helpful regarding
succeeding in graduate school. Given the price of the text,
this book may be a bit of a financial indulgence for the typical
graduate student living on a limited budget.
Downloaded by [University of Ulster Library] at 09:17 29 October 2014
HOW TO SURVIVE AND SUCCEED IN
GRADUATE SCHOOL
In contrast, Paredes (2000) offers a formulaic approach to
surviving through graduate school in Play the Game: How to
Get Accepted and Succeed in Graduate School. This text is
catered toward a more general audience, encompassing both
the physical science and social science realms. Paredes, a
self-proclaimed “cynic,” offers advice from his own personal
highs and lows as a doctoral student in engineering, which
makes this book an amusing, although subjective, read.
Unlike the previous text, the majority of the material covered in Paredes’ book deals with the overall graduate school
experience and devotes only the first 40 pages to the application process. The text is divided into four chapters, addressing the topics of how to get into graduate school, what to do
when you get accepted, graduate school processes, and the
proposal/thesis/dissertation, respectively.
The first chapter briefly addresses the standard components of a graduate school application (i.e., the GRE, letters
of recommendation, statement of purpose, and transcripts)
but additionally highlights experiences that could potentially
enhance one’s application, such as writing a proposal and
getting an assistantship at a university. Unpleasant factors to
take into consideration when applying to graduate programs,
such as false advertising on the university’s part, the decline
of affirmative action, and race/gender/age discrimination in
the selection process, are also briefly discussed.
In the second chapter of his book, Paredes provides some
helpful “rules-of-thumb” so that students can successfully
navigate their way through their graduate school experience.
Although some of these guidelines can be inferred through
common sense, they provide a simple reminder to the reader
that keeping in mind one’s professional responsibilities and
reputation are of great importance. Paredes also offers guidelines regarding what to look for and what to avoid in an advisor and a dissertation committee, how to handle pressure
and stress in graduate school, and how to keep track of the
progress toward one’s professional and academic goals.
The third chapter, entitled “Graduate School Processes,”
briefly familiarizes first-time master’s and doctoral students
with graduate course and grading formats. The most important section of this chapter for budding researchers addresses
the submission of applications to the Human Subjects Committee, an oftentimes “long and arduous” process in the graduate school experience (Paredes, 2000, p. 111). A concise
history of the varying graduate school degrees (e.g., MA,
MD, PhD, etc.) and their respective levels of prestige and
timelines to graduation are also provided at the end of this
chapter.
The final chapter of the text addresses the topic of writing
a thesis or dissertation. Paredes informs his readers that this
last step in one’s graduate school career can seem almost
insurmountable and a definite formula for failure; however,
he provides readers with practical advice regarding how to
overcome these obstacles and insecurities. Paredes also thoroughly explains what is critical for each section of the dissertation and educates readers about conducting a dissertation
defense.
This 158-page book is available in both hardcover and
paperback versions, and it can be purchased between $21
and $31, depending on the vendor. Although this book is
catered toward a more general audience, its price is quite
reasonable given its nice, brief coverage of information regarding the graduate school experience. On the whole, Paredes’ common-sense advice and clear writing style make this
book an informative, enjoyable read; however, the scope of
this book’s subject matter may be too general and broad for
the inquisitive psychology graduate student.
HOW TO GET MENTORED IN GRADUATE
SCHOOL
One aspect of successful graduate study briefly mentioned
by both Paredes and Kuther is the mentoring relationship.
However, Johnson and Huwe (2003) make this topic the primary focus of Getting Mentored in Graduate School. Johnson served as Huwe’s mentor during her graduate school
career, making it possible for the reader to gather information from both the mentor’s and protégé’s perspective.
Throughout the book, the authors provide text boxes entitled
“How It Worked for Us,” which give anecdotal examples of
their own mentor-protégé issues. This text, published by the
American Psychological Association, is specifically relevant
for psychology graduate students because both authors received their doctorates in clinical psychology and provide
appropriate information for individuals in the field.
The 210-page text is broken into three parts: “About Mentoring,” “How to Find a Mentor,” and “How to Manage the
Mentor Relationship.” Because psychology graduate programs vary in the degree of facilitation of mentoring, this
format provides information for students who enter with a
specific mentor or advisor as well as for those who must
seek out such a relationship. Each chapter includes two case
studies that depict an effective and an unsuccessful relationship. Although these are fictitious examples, the authors
Downloaded by [University of Ulster Library] at 09:17 29 October 2014
252
CHANG, SCHNOEBELEN, SMITH
accurately point out that the situations are common to mentors and protégés.
The first two sections—“About Mentoring” and “How
to Find a Mentor”—are helpful for students who know little about mentoring but may seem fairly obvious for many
people at this point in their educational career. The authors
explain the benefits of a mentor relationship as well as personality and behavioral characteristics of mentored and unmentored graduate students. They also include information
about what mentors are looking for in protégés and a “Protégé
Self-Assessment Inventory” used to evaluate an individual’s
capacity to become an excellent protégé. A number of selfimprovement strategies are suggested for students who have
weaknesses in specific skill areas. Additionally, the “How to
Find a Mentor” section describes important characteristics to
seek out and to avoid when finding a mentor (i.e., attitude and
values, work habits, communication, etc.). The authors also
give a four-phase sketch of initiating a mentor relationship
that spans from preapplication to attainment of a mentor.
Finally, the third section, “How to Manage the Mentor
Relationship,” outlines the expectations within mentor relationships, the stages of mentorship, how to handle potential
problems, strategies for being an excellent protégé, issues
specific to women and minorities, and additional ways to
receive mentorship. With six chapters in this section, it has
more text than the first two sections combined. Although
the authors advocate the benefits of a mentoring relationship, they do not hesitate to identify possible difficulties.
One chapter lays out 11 sources of dysfunction including
bad matching, mentor technical incompetence, mentor relational incompetence, mentor neglect, conflict, boundary violations, exploitation, attraction, unethical or illegal behavior,
abandonment, and dysfunctional protégé traits. The authors
then give reasonable suggestions of how to handle the issues
tactfully and professionally.
This book can be purchased between $19 and $30 and is
available in paperback. The authors present clear and potentially valuable information supported by research and supplemented with personal stories. It may be especially helpful
for students wishing to explore the process of attaining mentorship and those who would like to get the most out of
a mentoring relationship. However, this is a quite specified
topic and might not be relevant for graduate students who
may already have a sense of the mentoring process.
A COMPREHENSIVE REVIEW OF THE
ENTIRE GRADUATE SCHOOL EXPERIENCE
The books we have reviewed thus far have included a variety
of information—ranging from broad information about getting into graduate school to specifics pertaining to the mentoring process. However, Succeeding in Graduate School:
The Career Guide for Psychology Students (Walfish & Hess,
2001) is an all-encompassing text that is 400 pages in length.
Edited by Walfish and Hess, the mission of this book is to
provide students with information about the realities of the
entire process of psychology graduate school. This book provides five sections that do just that, making it useful for many
pivotal points in a student’s career.
The first section, “Considering Career and Degree Options
in Psychology,” helps students evaluate whether a master’s,
PhD, or a PsyD program is best suited for them. It also discusses issues concerning the choice of a career in psychology
and explores possible careers to pursue with a bachelor’s degree in psychology. Similar to other books about getting into
graduate school, this text also offers a chapter devoted to suggestions for the application process, which is likely irrelevant
for current students.
Next, the portion entitled “Mastering the Personal and Political Dynamics of Graduate School” provides seven chapters helpful in navigating one’s graduate education. The first
chapters address the politics of graduate programs, relationships between faculty and students, and the mentor relationship. The last four chapters in this section thoroughly consider many practical strategies used to overcome possible
stressors and include specific information for underrepresented students, international students, and graduate student
couples.
The third section, “Learning Career Skills,” touches on
specific educational elements, such as learning ethics, skills
for teaching, psychology testing and assessment, psychotherapy, and consultation skills. Another chapter discusses research as a lifelong skill, including themes such as getting started with a topic, using various tools (i.e., writing
and publication styles, statistical proficiency, etc.), research
setting, receiving grants, presenting at conferences and becoming published, and networking. Other chapters consider
professional psychology beyond research and cover topics
specific to skills needed for working in school settings and
how to prepare for a career outside the university. Finally,
the last chapter in this section provides useful principles to
guide a student when constructing and defending theses and
dissertations.
The “Internship” section answers many questions beginning graduate students may have about this future stage in
their professional career and is also useful for students who
are at the point of beginning an internship application. The
first chapter gives information about internship, preparing
for the application, the application process, interviewing, the
Match system, and preparation for the internship. The second
chapter provides suggestions for transitioning from student
to professional during the internship year.
Finally, the last section, “Becoming a Professional,”
strives to enhance a student’s ability to transition into the
professional world. The first chapter covers necessary facts
about licensing, credentialing, and lifelong learning. These
topics may seem far off for a beginning graduate student;
however, it is useful to learn what will be expected eventually.
Additionally, this section provides community intervention
253
Downloaded by [University of Ulster Library] at 09:17 29 October 2014
BOOK REVIEW
strategies as well as ways in which to apply psychology in
real-world settings. Finally, the text concludes with a chapter
to help graduates develop a career in psychology. It addresses
issues related to choosing a career path, postdoctoral employment and fellowships, and entering the job market (both in
academia and independent practice).
This book is quite comprehensive and useful for graduate students in many phases of their career. Although it
provides information about many important milestones, this
book does not address comprehensive exams, which many
graduate programs require of students. However, it is worth
investing in (ranging from $35 to $95, depending on the vendor and hardback or paperback versions) early in graduate
school because it will be useful throughout the years. A total
of 34 professionals contributed to this text, giving a wide
array of perspectives and suggestions. Although not necessarily a book that a student might read cover to cover, it is
easy to navigate and is an excellent reference book.
for the issues and concerns that are characteristic of graduate study in psychology. Just as Paredes provides relevant
anecdotes, Johnson and Huwe (2002) also include their own
perspectives in their book, which focuses specifically on the
mentoring relationship that occurs during graduate school,
tracking the process from initial interest in obtaining a mentor to maintaining an optimal relationship. However, this text
is not a “must-have” for all graduate students; rather, it is
most likely useful for those who wish to explore the mentoring process specifically. Finally, Walfish and Hess’ (2001)
text manages to provide a comprehensive review of information that is valuable to graduate students in many phases of
their career. This text includes information from contemplation of graduate school to final stages when students enter the
professional world. Overall, these four books each provide
distinctive information that can be useful to aid students in
achieving happiness and success in their graduate careers.
REFERENCES
CONCLUSIONS
Although the number of books available to aid students in
their journey through graduate school is relatively small, the
four we reviewed here each have unique benefits. Kuther’s
(2004) pricey text may appear most helpful to applicants, but
has a final section that should not be overlooked by current
students. This portion, although short, highlights important
information for transitioning to graduate school and offers
valuable tips to make this process go more smoothly; however, this short section may not be worth the financial investment of having to purchase the entire text. To get a more
general picture of graduate school, students may want to refer to Paredes’ (2000) book. This text provides useful details
about events throughout graduate school such as the need to
receive approval from the Human Subjects Committee and
the process of theses and dissertations. Overall, the drawback
to this book is that it may be too broad and general in scope
Kuther, T. L. (2004). Graduate study in psychology: Your guide to success.
Springfield, IL: Thomas. (List price: $48.95)
Johnson, W. B., & Huwe, J. M. (2002). Getting mentored in graduate
school. Washington, DC: American Psychological Association. (List
price: $29.95)
Paredes, A. M. (2000). Play the game: How to get accepted and succeed in
graduate school. Philadelphia: Xlibris. (List price: $30.99)
Walfish, S., & Hess, A. K. (Eds.). (2001). Succeeding in graduate school:
The career guide for psychology students. Manwah, NJ: Erlbaum. (List
price: $39.95)
Jenss Chang and Katrina Schnoebelen
Counseling, Clinical, & School Psychology Department
University of California
Santa Barbara, CA 93106
Email: cjenss@education.uscb.edu or
skatrina@education.uscb.edu
Received June 2, 2006
Descargar