Monthly Monitor: PhDing During COVID-19: From Virtual to "Back to Normal"
PhDing During COVID-19: From Virtual to "Back to Normal"
Guest Editors:
DeShara Doub (she/her), MSSW PhD Student and
Hannah Boyke (they/them), MSW, PhD Student
In this issue, we cover topics on defending virtually, managing well-being, summer time adjustments, introductions to new committee members, and more!
Defending Virtually, Virtual Milestones
Transdisciplinary Collaborations
Managing Well-being while Transitioning to the "New Normal"
Introductions of the DSC Communications Sub-Committee Members
Intros of 2022-23 DSC New Members
Summer Time- Adjustment after 1st year of classes
Productivity and COVID-19
Transformational Adjustments In Your Program: Some Tips To Normalize The Unknown In Your First Year
Student Activities with the "New Normal"
Editorial - PhDing During COVID: From Virtual to "Back to Normal"
By: DeShara Doub
Hello to all the new and returning doctoral students to Society for Social Work and Research (SSWR) Doctoral Student Committee’s Monthly Monitor. We are excited for you to join us and look forward to your engagement with us. Please be sure to follow and like us on social media @SSWRDSC (SSWR Doctoral Student Members). Also, share this newsletter with your program colleagues and any social worker that can use this information.
This is written on the hills of 1st year doctoral program completion (let me take a moment to celebrate…now, back to work LOL)! If you’re like me, this school year has been a whirlwind. Just like the class of 2020, we spent a portion of the year in-person with a pivot to virtual. Whether you’re first year or a veteran doctoral student, all of us share a common thread: we learned quickly to adjust, prioritize, and maintain our multiple identities (family member, loved one, social worker, friend, colleague, organizational leader, community servant, researcher, graduate and/or teaching assistant), while finding profound words to form critical and robust academic writing, and trying to have a social life. If you feel exhausted after reading this, raise your hand (I’ll raise both hands for writing and reading it back)! But how can we begin articulating the experience of being a doctoral student. It’s truly a master’s degree 2.0! One thing that unites us is our passion and commitment. That’s the only thing that keeps us moving through this race called a doctoral program. Whether you’re pursuing a Ph.D. or a DSW, SALUTE TO YOU!
Let’s talk about the C-word (insert dramatic sound effect). It has turned our world upside down and forced us all to pivot to the ever-present changes. But experiencing this while pursuing a doctorate is beyond most of our comprehension. In reflection, becoming “pandemic scholars” included ensuring our internet connections were stable, possibly upgrading our electronic devices, determining an appropriate time to enter the virtual meeting room, playing double-dutch in virtual conversation, ensuring your virtual or physical background is appropriate for viewers, making sure your lighting is doable, hoping that everyone is quiet during your meeting (whether in your control or not), and doing this while being fully present. While many adjusted to virtual learning successfully (and appreciated the ability to work-from-home), others had difficulty creating a learning environment away from the structured classroom.
As social workers, it is important to remember that some of our colleagues can’t afford high-speed internet or live in apartment complexes with common walls to noisy neighbors. Some are parents or caregivers who are caring for kiddos also in virtual learning. Others are sharing one device with the household and are doing their best to not have excuses. As social workers, many of us experienced food and housing insecurity, while trying to rub small stipends together to adjust to rising costs for living. These are the realities of being a “pandemic scholar,” while ensuring that we maintain the grade-point average to remain in good-academic standing. Reading this could invoke mixed emotions. Some will feel heard and seen, while others cannot relate. And the interesting dichotomy is, these circumstances are interdisciplinary and range across academic level, political affiliation, gender-identity, socioeconomic status, race, and ethnic identity…we share these struggles. We must remember these times because we are now responsible for translating this into our academic scholarship and research.
While the world returns to “normal” and uncertainty of potential spikes remains, we must continue maintaining the same determination and vigilance that kept us throughout these circumstances. Some recommendations on transitioning “back to normal” includes:
TAKE A BREAK!
Some will continue course work and assistantships/employment in the summer. To minimize burn-out, ensure you schedule a full or mini vacation before the start of fall semester. If your “money is funny, and change is strange,” consider scheduling self-care time as frequently as possible. This includes enjoying a summertime activity, scheduling time with friends and loved ones, leaving your study space and taking some time outside, and remembering to do the things you love.
MAINTAIN A SCHEDULE!
We are still in the race to doctorate and continuing a routine will help with momentum. Outside of summer course and work schedule, continue setting an alarm to start the day and “keep moving” through your downtime. As much as possible, keep a similar routine as you did during the school year. We know it’s hard to come back to “normal” after a much needed and relaxing break of doing absolutely nothing (I just smiled at the thought). A schedule also includes maintaining your calendar and to-do list (including a writing schedule, reviewing materials, and other programmatic requirements).
SHOW ME THE MONEY!
If you haven’t already, research funding sources. If you are in the beginning of this doctoral journey, you recognize that “money was funny” during the school year. Consider looking into scholarships, along with future funding opportunities through fellowships and grants. Also, this is a gentle reminder to save money during the Summer. The next school year will quickly approach, and we want all bills to be paid on time (late fees cut into the budget).
CHECK ON YOUR INSTITUTION!
It is important to periodically check on institutional guidelines for campus-based activities and in-person learning. While many campuses have lifted mandates, others are still gradually adjusting back to “normal.” Keep current on campus news, and ensure you remain prepared for potential adjustments in preparation for the school year.
CHANNEL YOUR FAVORITE WRITER!
As my major professor said recently, “get in the habit of ALWAYS writing” (thank you Dr. Chaney), so make sure the momentum doesn’t stop in the summer. It’s also important to remember the doctoral and “new normal” journey remains uncertain, so continue to practice the same universal precautions.
Whether you recognize it or not, we are history makers! This moment will not only impact us for years to come but also become embedded with the narrative of future social work education, research, and practice. I’m honored to share space with each of you and continue to stay encouraged on this doctoral journey! #PhDBound
Introduction to the SSWR DSC Newsletter
By: Hannah Boyke
Welcome to the April/May 2022 issue of the SSWR DSC Newsletter, PhDing During COVID: From Virtual to "Back to Normal". With this issue, we are celebrating and welcoming new committee members of SSWR DSC and bringing into focus tips and advice for doctoral students as we adapt to the constantly changing social, educational, and research landscapes during the COVID-19 pandemic.
The opening editorial titled PhDing During COVID: From Virtual to "Back to Normal" by DeShara Doub (she/her/hers) reflects on the changes brought on by COVID-19, the ethical values of social work, and the resources that doctoral students can draw on for support in persevering through their doctoral degrees.
Defending Virtually, Virtual Milestones by Kiley McLean (she/her/hers) offers advice for preparing and undergoing virtual presentations. Advice covers multiple stages of the presentation process from preparing the defense to executing it virtually.
Transdisciplinary Collaborations by Brianna Suslovic (she/her/hers) introduces transdisciplinary research as an emerging and integral aspect of social work research and identifies avenues for cultivating transdisciplinary partnerships within and across universities.
Managing Well-being while Transitioning to the "New Normal" by Julisa Tindel (she/her/hers) provides resources and tips for doctoral students to promote their well-being.
Isaac Akapnitis (they/he) welcomes the SSWR DSC communications subcommittee members, and Tasha Childs (she/her/hers) welcomes the new committee members for SSWR DSC.
Summer Time- Adjustment after 1st year of classes by Alauna Reckley (she/her/hers) reflects on the ambivalence that first-year doctoral students may experience when adjusting to summer break. Alauna provides tips for finding stability within a time that marks the first to second year doctoral student transition.
Productivity and COVID-19 by Kelechi Wright (she/her/hers) offers advice for maintaining productivity in the sometimes overwhelming environment faced by doctoral students. Kelechi presents tips for balancing and adapting to the demands of doctoral programs while working virtually.
Transformational Adjustments In Your Program: Some Tips To Normalize The Unknown In Your First Yearby Fatima Mabrouk (she/her/hers) introduces her concept of transformational adjustments—the adjustments that doctoral students experience as they acculturate into their doctoral program and their identity as researchers and scholars.
Student Activities with the "New Normal" by Paulette Nance (she/her/hers) offers tips for doctoral students to gain an immersive experience within their program and within the field of social work.
Defending Virtually, Virtual Milestones
Many of us have envisioned our PhD defenses standing before our committee, outfitted in our best power suits, and eloquently demonstrating our abilities as academics. We envisioned celebrating surrounded by those who have supported us through this arduous journey, perhaps exchanging non-socially distant handshakes, hugs, and high-fives. Defending our work during an ongoing global pandemic, however, has forced us to adapt to a new vision. For many, this has meant defending during a pause in our caregiving responsibilities or with our messy studio apartments blurred in the zoom background. It meant swapping our power suits for pajamas and our handshakes for zoom waves. Though not quite the culmination of hard work we predicted or preferred, we, as adaptable doctoral students, have quickly found ways to navigate and celebrate these milestones in safe and memorable ways.
Each social work program has a different approach to doctoral milestones, such as the comprehensive exam, dissertation proposal defense, and other projects and papers that may involve an oral defense. Given the ongoing pandemic and the closure of many higher education institutions, hybrid and virtual defenses have become the new norm and may remain the norm for the foreseeable future. As current doctoral candidates, we have completed nearly all of our program during the pandemic and as such, have gained experience in the virtual modality. Below, we share what we learned and our recommendations for those defending virtually moving forward.
Preparation before the Virtual Defense
Gain comfort with your virtual platform. Practice sharing your screen, navigating technical challenges, and anticipate needs of the audience (e.g., dialing in, turning video off, etc.). Ensure all committee members have access to the virtual platform you have chosen.
Invite doctoral students from younger cohorts to watch your practice defense (e.g., if applicable to dissertation defenses). This will also give them the opportunity to see what a defense looks like and get ideas of their own.
Record your practice talks. This is another benefit of virtual defenses! Often when we are nervous or anxious, we forget all that happens in a meeting. This will allow you to go back and see what you missed or would change for the final defense.
Prepare your materials (e.g., slides, questions). Consider areas where the committee may ask questions based on your own work or their areas of expertise (e.g., method, content). One benefit of virtual defenses is the ability to have extra slides or notes on deck if your committee asks you to cover other content.
Consult with your committee to create an agenda. Ask about the expected length of the presentation, question period, and overall defense to have in mind beforehand. Leave 5-10 minutes at the end to celebrate with your committee or meet with your chair to vent or verbalize how you are feeling.
Keep time and note when there are only a few minutes left on an agenda item. You don’t want to feel rushed at the end of the meeting.
Virtual Defense
Start early. Give yourself at least 10-15 minutes early. It’s hard to predict when zoom will want to update or someone may have other technical issues.
Find a well-lit, quiet spot. This will help sustain yours and your committees’ focus throughout your time together.
Have a plan B. Consult with your chair to develop a plan B if your wifi were to fail for example. This may involve renting a private room at the University library as backup. This may also involve having backup phone numbers for your committee members if you would need to send them a quick update.
Allow all meeting attendees to introduce themselves, share the agenda, and set the rules for the defense (e.g. will questions be allowed throughout or at the end?)
Suggest that everyone mute their microphones when not speaking.
Create two rooms: the main room and breakout room. This will allow you and your chair or your committee members to have a separate space to chat if needed.
Use emphasis and transitions in your slides to point out notable pieces. It’s easier to point to parts of your slide in person. This will help to call out key information while virtual.
Dress up as you would for an in-person defense. This can help build your confidence and also mark the importance of this milestone.
Aftermath of the Virtual Defense
Celebrate that you just accomplished a huge program milestone, no matter the actual outcome. Though you may feel zoomed out, invite your friends or family to virtually drop in and wish you congratulations. Involve your support system in your festivities!
Consider meeting with your committee, chair, and/or program director to get feedback on the defense in terms of not only the content but also your approach to presenting and responding to questions.
Transdisciplinary Collaborations
During our social work doctoral studies, many students are expected to engage with multiple disciplines. However, it can be difficult to identify which disciplines might be compatible with our research interests and methodological strengths. Interdisciplinary work typically refers to work where multiple disciplines interact–for example, a research collaboration between a historian and an anthropologist who co-author an article that combines historical and anthropological methods. Multidisciplinary work typically refers to work where multiple disciplines contribute in an additive capacity–for example, a panel or special topic issue of a journal, with contributions from academics in a wide variety of fields. Transdisciplinary work differs in that it is an integrative model of work across disciplines; it seeks to transcend disciplinary boundaries, pushing for innovative combinations of methods and unique approaches to topics conventionally studied by a different discipline.
According to Northern Illinois University’s Center for Innovative Teaching and Learning, there are core differences between interdisciplinary and transdisciplinary approaches to teaching, learning, and research. Unlike multidisciplinary and interdisciplinary approaches, transdisciplinary approaches seek to transcend disciplinary boundaries of method and content.
Below is a quick overview of transdisciplinary work. This can serve as a guidepost for students interested in pursuing research opportunities outside of social work programs. Given the diverse areas of study within social work, transdisciplinarity may provide a useful pathway to conceptualize problems, questions, and areas of interest, and it may even lead to fruitful collaborations.
Researcher Bill Dennison has identified 7 key principles of transdisciplinary work:
Transdisciplinary research is…
Best applied to complex problems.
Place-based.
Time intensive.
The term 'transdisciplinary' relates more to academia than to research partners (sometimes called stakeholders).
Transdisciplinary research requires well-developed leadership skills.
Transdisciplinary research is intensely collaborative.
Transdisciplinary research merges multiple knowledge streams and different value systems to create new knowledge.
Given social work’s inherent capacity for eclectic approaches and diverse practice contexts, social work research is highly compatible with the principles of transdisciplinarity identified above.
However, transdisciplinary work may be challenging if you are studying within a large institution with substantial gaps between different academic divisions and disciplines. Despite institutional limitations, there are likely still opportunities to connect and collaborate across and within institutions virtually. Building a transdisciplinary doctoral studies approach might involve:
Working with advisors and research mentors outside of a social work school or program
Taking courses within fields outside of social work such as history, economics, biostatistics, public health, or anthropology
Attending conferences focused on policy, history, urban studies, medicine, or sociology
Developing a research agenda that spans multiple disciplines is often challenging work. Despite the extra work of bridging across disciplines, many students benefit from the depth and breadth of social work research that pulls from multiple disciplines. Through a combination of collaboration, leadership, and deep investments of time, transdisciplinary approaches have the potential to strengthen our social work research and practice.
Managing Well-being while Transitioning to the "New Normal"
Being a graduate student is difficult and stressful enough, but attending school while transitioning to a “new normal” can be even more challenging. For students, our school year has evolved too. For instance, we took courses online first, then attended class in-person and wore masks, and recently, some went to in-person classes with no masks mandate. Some schools have also required students and employees to take monthly COVID-19 tests.
Importantly, as the “new normal” continues to evolve and we adjust to COVID-19, we are also living with the impact of the COVID-19 pandemic on our mental health. We have been navigating uncertainty and the unknown throughout the past two years. While we continue to redefine what the “new normal” looks like, it is beneficial to remind ourselves of the importance of our well-being as students and as individuals.
As we enter summertime and recognize May as Mental Health Awareness Month, this is an excellent opportunity to check in with ourselves and focus on our well-being. There are many aspects of wellness we can focus on (8 Dimensions of Wellness - e.g., mental, physical, emotional, spiritual, etc.). Everyone’s wellness and self-care needs are different. It is up to us individually to determine which aspect(s) is most important and what balance we seek between them. Here are some tips and resources on how we can manage our well-being and create a self-care plan during these times.
Wellness Tips and Reminders:
Engage in at least one daily practice that nourishes you. It can be as simple as taking five minutes for some deep breathing or meditating, journaling, making art, listening to music, or whatever else brings you a moment of peace.
Stay connected. Keep in contact with your friends, family, and/or other members of your community.
Take breaks from social media and news stories. Consider using apps that help you limit screen time (The best ways to cut down your screen time across all your devices).
Remember your basic needs (i.e., getting enough sleep, engaging in regular physical activity if possible, drinking water/staying hydrated, spending time outside).
Look into your school’s mental health resources and counseling services.
Further Resources:
Resources from Mental Health America: https://mhanational.org/sites/default/files/MHM%202022%20-%20Additional%20Resources.pdf
More on Wellness and Self-Care from King’s University School of Social Work: https://socialwork.kings.uwo.ca/field-education/wellness-and-self-care/
The app Insight Timer has several free guided meditations (Insight Timer)
Youtube has numerous different videos of guided meditations and short desk/chair yoga exercises (e.g., 5-Minute Break - Office Yoga and 5-Minute Meditation You Can Do Anywhere)
Introductions of Communications Sub-Committee Members
Connect with us on Twitter!
The SSWR DSC Communications Subcommittee would like to welcome and introduce all new DSC Committee members! Learn a little bit more about the Communications Subcommittee and the students behind the newsletters, social media posts, and website.
Kelechi Wright (she/her/hers), University of Kansas
Research Interests: encompass immigration policy, structural violence, social welfare policy and metaphor analysis. She is also interested in implementation science and mixed methods research. Her current focus is on immigrant disparities and criminal justice and immigration policy intersections
A fun fact about Kelechi: She likes to watch Hallmark Christmas movies all year.
Julisa Tindel (she/her/hers), University of South Carolina
Research Interests: maternal health care disparities and mental health concerns among Black women, racial and health equity, and racial prejudice and discrimination.
A fun fact about Julisa: She competed against Olympic athletes in the 2015 USA Outdoor Track and Field Championships (The National Championships).
Connect with Julisa on Twitter @julisa_tindall
Brianna Suslovic (she/her/hers), University of Chicago
Research Interests: liberatory and transformative justice work, abolition, and disability studies, with a focus on carceral settings like courts/jails/prisons
Alauna Reckley (she/her/hers), The University of Alabama
Research Interests: Intellectual Disabilities with a current focus on individuals with Down Syndrome.
Aluana’s hobbies include working out, reading, and listening to music.
Paulette Nance (she/her/hers), Tulane University
Research Interests: veterans with spinal cord injuries, peer mentorship, caregiver support, caregiver burnout, post-traumatic caregiving, and Amyotrophic Lateral Sclerosis (ALS)
Kiley McLean (she/her/hers), University of Wisconsin-Madison
Research Interests: focused broadly on improving the social and economic well-being of adults with developmental disabilities as they transition into adulthood and age, through inclusive and comprehensive anti-poverty policies
Kiley’s hobbies include learning new board games.
Connect with Kiley on Twitter @kileyjmclean
Fatima Mabrouk (she/her/hers), NYU Silver School of Social Work
Research Interests: grounded in centering historically underrepresented Black women social workers who experience racial microaggressions in the social work workplace. She intends to focus on the stressful effects of microaggressions, a form of subtle discrimination.
A fun fact about Fatimah: She goes for daily walks of 7 to 8 miles around Queens, NY. Her favorite walk is with her neighbor to Main Street Flushing to Astoria Park, and back to Elmhurst.
Connect with Fatimah on Twitter @FatimaMabrouk14 and LinkedIn
Riley Hostetter (they/them), University of Denver
Research Interests: queer/trans youth in foster care, social determinants of health, and gender identity development. I come to my work from transformational and abolitionist lenses.
Riley enjoys rock climbing and theater.
Connect with Riley on Twitter @crhostetter
DeShara C. Doub (she/her/hers), Louisiana State University
Clinical Emphasis: Multicultural, Pre-marital and Couples, Death/End of Life, Grief/Loss, Spirituality, Religion, and Racial trauma
Research Interests: Mental Health in the African American church
A fun fact about DeShara: She had the pleasure to participate in a study abroad, in partnership with the University of the West Indies, St. Augustine, Trinidad and Tobago
Tasha Childs (she/her/hers), University of South Carolina
Educational Inequities, Child & Adolescent Mental Health, and Teacher Racial Bias
A fun fact about Tasha: She is the oldest of six kids, nine years apart.
Connect with Tasha on Twitter @Tasha_MSW
Hannah Boyke (they/them), Michigan State University
Research Interests: historical and contemporary immigration policy, the impact of immigration enforcement strategies on immigrant communities, the intersection of the immigration enforcement and criminal legal system, and immigrants’ rights in immigration court
Hannah’s hobbies include card making and woodworking.
Isaac Akapnitis (they/he), Arizona State University
Research Interests: community-driven and macro-level approaches for mental health and suicide prevention for trans/nonbinary youth and young adults
In their free time, Isaac likes to swim, play video games, and complete jigsaw puzzles.
Connect with Isaac on Twitter @IsaacAkap
Welcoming the New SSWR Doctoral Student Committee Members
For the 2022-23 school year, the SSWR DSC welcomes 20 new committee members joining one of our three sub-committees: Communications, Mentoring, and Conference. These new members represent 15 different doctoral programs across the United States and Canada. We’re thrilled to welcome students from a variety of program timepoints as well, getting new insight from first and second year students while also gaining the wisdom of the doctoral candidates joining the DSC! Below, each sub-committee is described briefly and the list of new students joining each Sub-committee are noted. Check out full biographies for our new members on our Facebook Page: https://www.facebook.com/SSWRDSC/
Mentoring Sub-Committee
The Mentoring Sub-Committee aims to support doctoral students to form connections with peers and faculties through programs: Coffee with a Scholar, Conference New Attendee Program, and Writing Retreats. This year we hope to expand our programs beyond mentor-mentee matching to provide support and resources on how to actively seek mentorships with peers, professionals, and faculties. If you have any questions, feel free to contact the Chair, Rita Hu at <rxhu@umich.edu>.
Nadia Neimanas
Yafan Chen
Jordan Goodwin
Kimberly Fuentes
Gabrielle Aquino-Adriatico
Abigail Lash-Ballew
Conference Sub-Committee
The Conference Sub-Committee hosts 3 student-led events: Meet the Scientist, The Doctoral Student Luncheon, and the DSC Social Hour. Our goals are to highlight the incredible research and projects from doctoral students, foster connection, and provide a platform for issues that are important to students. If you have any questions, feel free to contact the Co-Chairs, Anais Mahone <amahone@ssw.rutgers.edu> or Noor Tarif <noor.turaif@gmail.com>
Alizé Hill
Brendon Holloway
Communications Sub-Committee
The Communications Sub-Committee facilitates networking and experience sharing among doctoral students through our bi-monthly newsletter co-produced by the entire sub-committee, the SSWR Doctoral Student Members Facebook, and the SSWR Doctoral Student Website (http://www.sswrdoc.com/). This year we hope to expand our networking into the Twitter space and update the SSWR Doctoral Student Website with more resources to support service, teaching, research, and equity efforts. If you have any questions, feel free to contact the Chair, Tasha Childs at <tashah@email.sc.edu>.
Isaac Akapnitis
DeShara Doub
Hannah Boyke
Fatima Mabrouk
Alauna Reckley
Paulette Nance
Brianna Suslovic
Kelechi Wright
Julisa Tindall
Kiley McLean
Summer Time- Adjustment after 1st year of classes
The first year of a PhD program has its ups and downs. Starting such a demanding program can be a large transition for most of us which can bring on a lot of new challenges, stressors, skills, and accomplishments. We work and work all semester long, even working through the holiday breaks at times, and never seem to have time to come up for air. The most important thing to keep us going throughout such a rollercoaster of changes and adjustments is self-care.
With the Summertime coming up, some people may have a slight break before starting summer jobs, research, or any other tasks that will then have our undivided attention until the next school year. With this small break, it is important to make time for “You”. Below are a few tips and resources for adjusting for the summertime after the first year for PhD students:
Breathe
Although it is just the beginning of an amazing work-filled career, remember that you made it through the first year. It seems like the most challenging year because of the need to transition and all of the adjustments, especially from working to getting back into education, but you did it.
Breathing Exercises That Can Help You Relax in 10 Minutes or Less: https://greatist.com/happiness/breathing-exercises-relax#2.-Abdominal-breathing-technique-
Take time away
During the first year, it is a habit to always have a computer, phone, iPad, or some kind of device handy for research, emails, writing papers, and many more tasks. However, it is important to take time away from all of that for yourself. This means no writing papers, no looking up articles, no reading, writing, or responding to emails. Just take a break from screens that you have been staring at all year.
Benefits of Reducing Screentime: https://www.uos.ac.uk/content/benefits-reducing-screen-time
Have some fun
Whether it’s going to the beach, going to the pool, going out to eat, or simply going out to a park- do whatever is fun for you! It is important to step away from academia and education, let your hair down, and enjoy yourself. It can be easy to burnout from the workload that a PhD program brings, so do whatever brings you joy and takes your mind off of the past year, at least for a little while.
Summer Bucket List Activities: 80 Fun Things to Do This Summer: https://bucketlistjourney.net/summer-bucket-list-ideas/
Although these are just a few things that can help first-year students adjust after such a challenging year, there are many more things that can be done. It is important that we partake in self-care because it can be easy to just work and not do much for ourselves during such a busy year. With finals,final papers, and assignments behind us, let’s remember ourselves and make sure that we care for ourselves just as much as we cared for the work that we did over the first year. This is only the beginning so finding a healthy balance now can set us up for success and ensure that we do not burn out in the future.
Productivity and COVID-19
Assimilating back into life after COVID-19 poses challenges for everyone, but it can be especially challenging for doctoral students since, let’s just all agree, our lives are nothing near normal. We live in the balance of being “semi-professionals” who are having to craft new careers, write like we have never written before and network beyond our comfort levels. These realities can pose unique challenges for us all- especially when our productivity is affected.
As the world ponders the “new normal” we doctoral students must strive forward with the complexities of balancing these new demands of life with the rigors of our work. The stressors of COVID-19 deeply affected productivity levels across vocational and educational disciplines. The Society for Human Resource Management (SHRM) chronicled the difficulties many people faced trying to stay productive since the pandemic began and provided tips for navigating productivity demands while facing our “new” normal. SHRM suggests five tips for maintaining or even re-establishing stagnated productivity levels:
Set Priorities- Set realistic expectations about what we can achieve Setting boundaries is key to stabilizing ours mental health when many external factors feel out of control.
Define Boundaries- Since many of us are still working from home, placing boundaries around physical environments can limit distractions Psychological boundaries are also highlighted to establish and strengthen to productivity
Use Time Wisely- Collaboration can promote consistent production when working
Overcommunicate- Transparency and frequent communication is critical when maintaining a productive work environment.
Practice Self Care- Reducing stress levels, by engaging in healthy and self-enriching activity, is shown to help sustain and increase productivity.(https://www.shrm.org/hr-today/news/hr-news/pages/5-tips-increase-productivity-while-working-remotely-covid-coronavirus.aspx).
These tips can help the struggles of navigating life as a doctoral student. Perhaps our productivity may look different as our mental capacities catch up to the changes created by our new environment due to COVID-19. All things considered embracing the realities of a new normal for us, may be faced better when preparing for what may be out of our control and adopting new strategies for the future ahead of us.
Transformational Adjustments In Your Program
Some Tips To Normalize The Unknown In Your First Year
Do you remember the burst of excitement when receiving your acceptance letter via email?
We are delighted to inform you that the XXX University has accepted your application for enrollment in the PhD Program as a full-time student.
Success! You’ve worked long and hard to obtain a range of necessary experiences, including research and practical experiences, and coming into the program working with your dream faculty member. Almost all first-year doctoral students need to adjust themselves into their programs. Some of the adjustments involve being the next-generation scientists and scholars, and adjusting to the doctoral student schedule can be a challenge. This is what I call a transformational adjustment process, which typically starts in the very first semester.
The first year of a doctoral program is challenging, adapting, exciting, and filled with growth and development. But even in that context, normalizing our first-year transformational adjustment is necessary. Reflecting back, did you get nervous when asked to do an elevator pitch of your research interest in front of your new classmates? Yup. Me too! Trying not to ramble for minutes talking about the topic of your research. On top of that, trying to balance required courses for the semester and scheduling faculty advising sessions. That is the transformational adjustment! I’m here to tell you that it is completely normal to go through transformational adjustments in the first year of your doctoral program.
Remember it is all about the journey. Do not compare yourself to another cohort member or a third or fourth year doctoral student. Being in a PhD program means contributing your own candor and honesty based on your knowledge and skills. Comparison is energy! When you look at it that way, you can easily find ways to remain focus on your journey. Remember your research interest is needed. Remember you have chosen this doctoral journey to make a significant contribution to the field. The progression through your program is the JOURNEY: your growth, authenticity, your expertise in both practical and research, your thirst for innovation… All these aspects make your journey a gift.
How do you define transformational adjustment in your first year doctoral journey? This has come up a lot in my personal and professional circles. This is your moment to explore your institution and your working patterns as they relate to your learning as an emerging scholar. In this vein the goal is to ask all the questions, all the time and to continue to journal out your ideas because no one expects you to know everything! For me, it was a steady process to navigate the coursework and, when it came time to write research papers at the end of the semester, I realized the classes had commonality with the curriculum of theories, concepts, paradigms, and assignments that were meant to shape and strengthen research interests. One of my favorite feelings was the a-ha moment in ending my second semester of the first year, I felt
all the assignments that I have submitted helped stretched myself to learn about new areas of research methodologies, and eventually influenced the way I conceptually mapped my concepts and constructs as it relates to my research interest– I also refer to this moment, as transformational adjustment. I felt this moment most when creating all the ideas from my first and second semester classes emerged. It is important to give yourself a bit more time to let your research interest fully develop. Our student experience in courses is a valuable resource from which programs can learn about the transformation of our work. With that being noted, take time in your courses and with each assignment to practice writing that can lead you to your research interest and methodologies.
Consider looking up the people that you occasionally cite via Twitter or on their professional websites. Connecting with other academics through social media can be beneficial to gain information, and interact with other academics (for e.g., commenting on one of their post about an upcoming conference) and share insights about specific topics. Decide who you would like to reach out to and expand your support network. Let your own research interest and passion lead your email. For example…
“Good afternoon Dr. XXX - my name is XXX and I am a doctoral student at XXX University. My research interest includes XXX. Recently, I read your article on XXX and was blown away with how much our work aligns! I truly admire your work. I hope one day we can schedule time to speak. I would love to speak with you about your journey and work!... ”
It does not matter your research area, or where you are studying, networking is a huge part of the doctoral student experience. This is an awesome example of how we are making alternative empowering choices in developing and expanding on networks.
I leave you with this, we’re all trying to figure this out. The idea of perfection or having it all figured out, while starting your first year of the doctoral student journey, is nonexistent. Your transformational adjustment is unique as it rests on the certainty of learning and growing in your research interest. I hope to remind each of you that the pressure we impose on ourselves in the program is optional. The concept of time literally changes based on our experiences and growth within the program. Lastly, there are joyous pieces in the process of getting your Ph.D. The joy of being who you are and what you bring to the table, and the empowering journeys since starting the PhD program. Let time adjust to you fully and gracefully.
Student Activities with the "New Normal"
The COVID-19 pandemic put a stop to almost all on-ground events and as students transition back to campus towards a “new normal,” many students are craving ways to get involved and be social with others. There are so many opportunities to immerse yourself and make your PhD/DSW experience what you want it to be.
Here are some ideas on how to get involved:
Join the student government or social work-related student organization- Joining the student government for your school of social work is a great opportunity to network with other students and directly impact activities occurring at your school. Many students aren’t even aware their school has a student government and are shocked when they learn many of the social work related events thrown at the school are the work of their student government. Being a part of a school of social work student government is not only a way to get involved but also a way for you to serve your fellow students and generations of students to come.
Follow university social media accounts- Social media is the easiest way for your school to provide information. Following your university’s social media accounts is the best way to know about on-campus happenings. Routinely check these social media accounts so you are aware of what events are upcoming and if they are of interest to you.
Attend campus events- The best way to get involved is by attending campus events. There is so much variety in event offerings and there is something for everyone. Social work-related events are a great way to meet other social work students but branching out to other events is an opportunity to meet students from other programs.
Look for opportunities to serve the local community or your campus- Doctoral students have busy, stressful schedules with little time for self-care. Many of my colleagues find volunteering to be a form of self-care. Check with your school directly for on-campus volunteer opportunities and research local organizations near campus who may be in need of volunteers.
Here are some off-campus ways to get involved:
Apply to join a fellowship: The NASW website as well as state specific NASW websites are a starting point to search for fellowship opportunities (https://www.naswfoundation.org/Our-Work/Scholarships-Fellowships-Awards/Fellowships). Joining a fellowship can allow for opportunities to network, grow your knowledge, and in some cases receive funds for continued research. One tip is to search for fellowships related to your specific research interest or population you are serving (i.e., social work fellowship geriatrics).
Attend a conference- Going to a conference is not only a way to attain new knowledge related to your work but also a way to network with other students from other schools as well as an opportunity to find others with similar research interest to partner with and potential mentors. Some student governments have funds allotted to help students pay for conference attendance during their time in school.
SOCIAL WORK SNIPPETS
Grants and Fellowships:
Postdoctoral Position Trainee at The John Hopkins University School of Medicine
Deadline: Open Until Filled
If you want to make an impact on persons with opioid use disorder, this is the place. Come work and train with us today!
Work with Dr. Kelly Dunn, Ph.D., MBA on randomized trials related to opioid use disorder. Postdoctoral fellows are financially supported for 2-3 years by a prestigious T32 training award. Job responsibilities include training in the management and supervision of trial conduct, data analyses, manuscript preparation and submission, and presenting at national conferences. Trainees from our program are highly successful, leaving here to be hired by the FDA, DEA, research universities, teaching colleges, Industry, and private businesses.
Postdoctoral Scholar: NIH Research Workforce Diversity Initiative
Deadline: Open Until Filled
The BUILD EXITO project at Portland State University invites applications for a Postdoctoral Scholar position focusing on a mixed-methods study of a comprehensive research training intervention for undergraduates historically underrepresented in clinical, social, behavioral, and biomedical sciences. We seek applicants with a commitment to advancing equity in higher education for students marginalized due to race, disability, and social/economic adversity. Relevant topics of scholarly expertise include educational disparities, institutional cultures, STEM education, experiential education, mentoring, student services, career development, student persistence, and student identity development. The Postdoctoral Scholar will collaborate with a multi-disciplinary team directed by Dr. Carlos Crespo (Public Health), Dr. Thomas Keller (Social Work), and Dr. Cindy Morris (Medical Informatics and Clinical Epidemiology) to conduct analyses and prepare manuscripts based on extensive longitudinal and mixed methods data from multiple cohorts of undergraduate scholars (n=612) in the NIH-funded BUILD EXITO project (https://www.pdx.edu/exito/), with access to additional data from the national cross-site BUILD evaluation. Applications are encouraged from candidates with understanding and expertise related to the experiences of students historically underrepresented in higher education. For further details, visit: https://jobs.hrc.pdx.edu/postings/37373
Postdoctoral Scholar Position to Promote Wellbeing and Equity in Schools
Deadline: Open Until Filled
Innovations for Youth (i4Y), at UC Berkeley, has an immediate opening for a postdoctoral scholar(link is external). Your primary responsibilities will be intellectual and highly-skilled technical contributions to the center’s ongoing projects, with a focus on promoting the wellbeing of young people by building infrastructure for effective prevention practice in schools. This position will focus on synthesis and generation of practice-relevant knowledge related to the systemic implementation of Transformative Social and Emotional Learning(link is external) (T-SEL), with an emphasis on the use of research evidence (URE) for continuous improvement. You will contribute to a variety of community-engaged projects, in accordance to interest and skills, that address broad questions such as: a) How can we create schools as centers of wellness?(link is external) b) What are the current strengths, needs, goals, and strategies of T-SEL in California(link is external), c) How can we catalyze capacity within the education workforce to continuously improve (link is external)the delivery of T-SEL, d) How can assessment systems help mainstream T-SEL(link is external) and facilitate SEL delivery worldwide? e) How can we measure, at scale, the extent to which educators incorporate research evidence from websites(link is external) in their practice and policy decisions? Your primary mentorship will come from Professor Valerie Shapiro(link is external). Successful postdoctoral scholars may come from a variety of disciplinary backgrounds (e.g., psychology, education, public health, social work) and use a variety of research methods. You will join a collaborative group of early-career scholars applying rigorous research methods to projects in service of the public good. Remote work negotiable. Please communicate your interest in this full-time position (expected start-date on or before July 1, 2022), by submitting your cover letter, CV, and the names of 3 academic references to Marieka Schotland at i4y@berkeley.edu(link sends e-mail). Consideration will be given on a rolling basis until the position is filled (target: April 22, 2022).
As a postdoctoral scholar, you will be expected to 1) synthesize theories and knowledge to inform research questions, study design, measurement tools, and analytic procedures, 2) analyze existing and emerging data to co-author scholarly publications, and 3) contribute to and learn from improvement networks that seek to enact research evidence in policy and practice. Co-constructed duties are likely to include: engagement in research-practice partnerships, paper and proposal writing, protocol design, IRB submission, oversight of data collection and cleaning processes, analyses of quantitative and qualitative data, summarizing and interpreting research findings, research administration support, and contributing to regular research and professional development meetings with colleagues, mentees, and collaborators.
Postdoctoral Associate Positions in Research on Issues Related to Interpersonal Violence
Deadline: Open Until Filled
The Center on Violence Against Women & Children (VAWC) at the Rutgers School of Social Work is seeking two postdoctoral scholars interested in gaining further experience related to issues of interpersonal violence. Two postdoctoral scholars are currently sought to focus on 1) assessing campus climate related to interpersonal violence and 2) interpersonal victimization of Latinos.
Calls for Proposals/Abstracts:
The database spreadsheet BIPOC-Authored Social Work Papers- Call for Submissions
Deadline: Ongoing
The BIPOC-Authored Papers for Social Work database was created in an effort to amplify BIPOC voices and perspectives, and to increase the representation of BIPOC authors across social work curriculum. As faculty engage in critical analysis of their syllabi and curricula, the availability of BIPOC-authored materials is an essential element of dismantling the white supremacy embedded in social work and transforming social work education and practice.
As a crowd-sourced database, this collaborative endeavor has the potential to elevate academic excellence and enhance a diverse, inclusive, values-based learning environment. It is our hope that this database will contribute to transformational education as students are exposed to a diversity of ideas, people, and materials.
Child Welfare: Current Realities and Future Possibilities in Clinical Social Work Practice
Deadline: May 31, 2022
This special issue of the Clinical Social Work Journal seeks original manuscripts dedicated to advancing knowledge and clinical social work practice on this topic. We are interested in innovative clinical social work practice approaches to delivery of child welfare services to children and families from initial entry into system to exit via family reunification, adoption, or aging out of the system.
All research manuscripts must have a strong discussion of implications for clinical social work practice with this population. Theoretical papers are welcomed that are relevant to understanding the needs and strengths of this population and how best to enhance child well-being and increase rates of family reunification, adoption, and legal guardianship via innovative clinical social work practice approaches.
Abstract Submission Deadline: May 31, 2022
Manuscript Submission Deadline: September 30, 2022
Deadline: September 15, 2022
The spirit of this Special Issue is to create an intellectual space for us to imagine what the future of race, ethnicity and culture would look like in relation to social issues and problems that we are facing now. The world is changing constantly and rapidly in many ways. It will be important for social work professionals, scholars, researchers and educators to understand the current landscape, look into the potential future development and challenges so that the social work profession can act on creative, preventive, and innovative solutions that will promote racial and social justice as well as embrace diversity, equity, and inclusion.
Job Announcements:
https://careers.cswe.org/jobseeker/search/results
https://sswr-jobs.careerwebsite.com/jobseeker/search/results/?msessid=EmOkI&site_id=646
Events:
Strategies for Supporting Anti-Racist Pedagogy & Scholarship: Reimagining Institutional Systems & Structures
May 24, 2022 (12:00pm – 1:30pm Eastern)
DATE: Tuesday, May 24th, 2022
TIME: 11 am — 12:30 pm CST/ 12:00pm – 1:30pm EST
Our session is convening a panel of academics at various stages of their careers and administrative roles to discuss their experiences of addressing systemic racism within their institutions and in their scholarship. Join us for this timely conversation!
Panelists: Jennifer Bellamy (University of Denver), Alan Dettlaff (University of Houston), and Jack Santiago Monell (Winston-Salem State University)
Moderators: Anamika Barman Adhikari (University of Denver) and Braden K. Linn (University of Buffalo)
Resources:
Understanding Structural & Institutional Racism Online Module
Boston University School of Social Work's 3-hour online module on Structural and Institutional Racism is available to the public for FREE! Lead writers: Noor Toraif & Greer Hamilton!
How does structural and institutional racism affect your world? Learn more in BUSSW’s free 3-part course. https://thenetwork.bu.edu/.../understanding-structural.../
Disclaimer: This newsletter is created as free service by SSWR Doctoral Student Committee Communications Subcommittee members:
Tasha Childs
Riley Hostetter
Isaac Akapnitis
DeShara Doub
Hannah Boyke
Fatima Mabrouk
Alauna Reckley
Paulette Nance
Brianna Suslovic
Kelechi Wright
Julisa Tindall
Kiley McLean
The opinions expressed in this newsletter are the opinions of the individuals listed above alone and do not claim to represent the opinions of SSWR or the SSWR Doctoral Student Committee.