The Case for Addressing Emotional Resilience in Graduate Student Training

Purpose: The purpose of this study was to review the evidence for addressing emotional resilience in the training of graduate students in communication sciences and disorders (CSD). As helping professionals, speech-language pathologists and audiologists face unique emotional challenges that can lead to burnout, compassion fatigue, and eventually possible career changes. At the same time, we also know that graduate students across the country, in all disciplines, are in the throes of a mental health crisis. Graduate students in CSD are, therefore, in need of targeted instruction on how to foster emotional resilience both to manage the stressors of graduate school and to ensure professional wellness and career longevity. Conclusions: While there is currently limited research evidence on how to effectively target emotional resilience for graduate students in CSD, existing research and guidance from studies in CSD and other helping professions can provide a framework to follow. The recent mental health challenges facing our nation, and graduate students more specifically, should be seen as both a call to action and an opportunity to elevate the depth of training provided beyond core knowledge and skills to include education on wellness, self-care, and emotional resilience to develop career-long habits.

Designing the structure and the content of the programs of the postgraduate training taking into account the experience of the European Doctor

Целью работы является проектирование индивидуальных образовательных маршрутов исследовательской составляющей аспирантской подготовки в России на базе учета позитивного опыта европейской докторантуры. Достижения российской аспирантуры и европейской докторантуры рассматривались с помощью метода сравнительного анализа. В основу указанного проектирования положены системный и компетентностный подходы, использовались методы моделирования и проектирования. При построении образовательных маршрутов аспирантов использовался метод структурных графов. В результате проведенного исследования выявлен позитивный опыт организации зарубежной докторской подготовки и дан вариант проектирования структуры и содержания программы подготовки аспирантов. На примере университетов ряда стран предложены введение зачетных единиц на исследовательскую часть образовательной составляющей отечественной аспирантской программы подготовки, а также оценка стоимости определенных видов исследовательских действий. Разработаны варианты образовательных маршрутов исследовательской части подготовки аспирантов по естественно-математическому, инженерно-техническому и социально-гуманитарному направлениям. Результаты исследования дают возможность на основе введения зачетных единиц в исследовательскую часть аспирантской подготовки выработать критериальную систему оценки готовности аспирантов к итоговой аттестации. Разработанные варианты образовательных маршрутов позволяют более продуктивно осуществлять реализацию в целом аспирантской подготовки. The aim of the work is to design the structure and content of postgraduate programs in Russia at the third level of higher education based on the positive experience of European doctoral studies. Achievements of European and Russian doctoral studies were examined using the comparative analysis method. The design of the structure and content of postgraduate training programs is based on a systematic approach, modeling and design methods were used. The method of structural graphs was used to build educational routes for graduate students. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. As a result of the study, positive experience in organizing foreign doctoral training was revealed and a design option for the structure and content of the graduate student training program was given. On the example of universities in a number of countries, the following are proposed: the introduction of credit units on the research part of the educational component of the domestic postgraduate training program, as well as the assessment of the cost of certain types of research activities. Variants of educational routes have been developed for the research part of postgraduate training in natural-mathematical, engineering-technical and social-humanitarian areas. The results of the study allow, on the basis of the introduction of credits in the research part of postgraduate training, to develop a criteria-based system for assessing the readiness of graduate students for final certification. The developed educational route options allow for more productive implementation of postgraduate training as a whole.

Collaborative Graduate Student Training in a Virtual World

With higher education increasingly moving online, a 3-year-old interinstitutional graduate student training program offers a model for universities to pool resources and expand course offerings.

101 Merging graduate student training and industry research needs

The primary goal of an advanced degree program is to educate and train the next generation of professionals. The education process must include historical exposure to past challenges and resolutions to enhance the development of creative thinking and problem solving skills. If this is not done, the resolution of recurring and new challenges will be minimal. Blind acceptance of “gold standards,” or the development of research techniques that are not economically based, minimize the progress is gained in each new generation. The presentation will address methods of preparing students for industry research challenges.

LabScrum: A Case Study For Agility in Academic Research Labs

More information, including a guide to LabScrum, can be found at labscrum.org There are many challenges in the work of academic research labs, such as a lack of established process for planning, competing commitments requiring frequent task switching, and long delays in decisions. Silos of information create opacity of knowledge, and the individual nature of much of the work can create isolation that is demotivating.We were curious to see if an Agile-based project management approach could provide value in the face of these challenges. The Scrum framework seemed like a good place to start – lightweight, yet with more frequent and shorter feedback loops than before. As an experiment, we implemented Scrum with one lab in the Center for Translational Neuroscience at the University of Oregon. We continue to adapt and evolve as the implementation spreads to other labs and we work with an ever growing number of scientists. The adaption from Scrum to LabScrum took a great deal of consideration and experimentation given significant differences in goals, constraints, and environment between industry and academia. We named our adaptation LabScrum to reflect the customization for the academic research lab context. Using LabScrum, lab personnel are seeing increased productivity and increased visibility of short,medium, and long term planning and goals. Personnel are also benefiting from improved graduate student training, increased information sharing/collaboration, and improved social support and positive lab culture.

When Psychological Comorbidities Demand Flexibility: Treatment Adaptations for Youth Anxiety Disorders

<p>The first author (LEP) is a third year clinical psychology doctoral student at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University, working under the supervision of the second author (AQ) at GSAPP’s Anxiety Disorders Clinic, which the second author directs. As a fellow student clinician, the first author had a particular appreciation for Dr. Alexander Tice’s treatment of "Daniel" (2019), a client with a complex clinical presentation who appears to have greatly benefited from his treatment with Tice, under the supervision of Dr. Martin Franklin. Much of Tice’s experience applying theoretical principles to treating specific disorders, as well as finding a delicate balance between manual-based treatment and real-world clinical application of those manuals, reflects the experiences of the first author (LEP) as a cognitive-behavioral therapist working at a graduate student training clinic.</p>