Written by: Ruth V. Walker, PhD

Published March 26, 2024

I had the privilege of attending a panel discussion hosted by Psi Chi at the Southeastern Psychological Association Annual Conference in Orlando, Florida. The panel included three current psychology graduate students: William Blevins, Kailea Manning, and Morgan Penberthy. William Blevins and Morgan Penberthy are current students in the Western Carolina University Clinical Masters Psychology Program. William will be transitioning into the workplace with their master’s degree, and Morgan is currently weighing her options and offers for doctoral programs in Clinical Psychology. Kailea Manning is a third-year doctoral student in the Educational Psychology PhD Program at Auburn University. Their advice to the audience is organized by audience question below. 

Question 2: How do you navigate the requirement for internships when applying for clinical psychology programs that typically require a PhD?

Kailea replied by noting that, “It’s through master’s programs that you get that.” Morgan agreed and shared her experience obtaining applied practicum and assessments experiences through her clinical psychology master’s degree program.

Question 3: What are the benefits of getting a master's degree before pursuing a PhD?

Morgan highlighted the competitiveness of the field and how having the right connections may help some students bridge the gap between undergrad and graduate PhD programs. She cautioned that most PhD programs do not accept master's degree credits.

Kailea shared her journey of obtaining a master's in experimental psychology first, noting that it boosted her confidence and readiness for a PhD program. She emphasized that, “Master’s programs are good stepping stones to PhD programs.”

Question 4: How do you decide which graduate program to apply to, especially for undecided students?

William stressed considering personal interests. Kailea also encouraged students to explore their interests. She said, “Don’t be afraid that you have to follow one path,” and noted that her research and career interests have shifted over time. She also recommended prospective students, “Find out what students are doing after they graduate from that program.” Understanding the career options and trajectories can give students an idea of what your end goal is going to look like. Morgan added a suggestion to use resources like the APA website to explore specialties and subspecialties in psychology.

Question 5: How did you decide whether to pursue a PhD or a master's program?

Kailea shared her frustration that she was not accepted into PhD programs when she applied after obtaining her bachelor’s degree. She noted that her experience as a master’s student helped her understand that a PhD was necessary for her career aspirations. William emphasized considering state licensure requirements, research fulfillment, and personal preferences in making this decision. For example, in William’s state, they can be licensed for practice with a master’s degree as a licensed psychological associate (LPA). 

“I wish I knew how many times it took the majority of people I know to get into Clinical Psychology PhD programs… It’s been shocking to me to realize that even people who are way past me in terms of experience in the field may have had to apply like four times to get into a program… That’s why I try to be transparent about the fact that this is my second time applying. Don’t be discouraged or think there’s anything wrong with you if you’re not hearing anything back.” - Morgan 

Question 6: What is one thing you wish you had known about grad school admissions as an undergraduate?

Morgan candidly shared her realization about the persistence required in the application process. “I wish I knew how many times it took the majority of people I know to get into Clinical Psychology PhD programs… It’s been shocking to me to realize that even people who are way past me in terms of experience in the field may have had to apply like four times to get into a program… That’s why I try to be transparent about the fact that this is my second time applying. Don’t be discouraged or think there’s anything wrong with you if you’re not hearing anything back.”

Kailea built on Morgan’s advice, saying, “Imposter syndrome is so real.” She described struggling with other students who were so confident in what they wanted to do and where they wanted to go. She assured students in the audience that are unsure about what they want to do in the future to, “Be confident and trust that you will figure it out.” 

Question 7: What are your career aspirations for the future?

William has already accepted a job as a licensed psychological assistant that was offered by their current practicum site. William is looking forward to a break from school. Kailea’s current career goal is to work in academia in a faculty position. However, she noted that PhD programs tend to produce faculty members rather than help graduate students understand the career opportunities outside of academia. She encouraged students to explore industry careers as well, saying, “There are options outside of academia.”  Morgan would like to work as a licensed Clinical Psychologist in a medical setting, ideally in a Veteran Affairs hospital. 

Question 8: When should students get involved in research?

Both Morgan and Kailea emphasized the importance of engaging in research as both undergraduate and graduate students. They gained experience in tasks such as data entry, data analysis, IRB protocols, and more as undergraduate students. Kailea noted that she had limited options as an undergraduate student, and worked in a lab that was not aligned with her current research interests but was able to highlight the transferable research skills she gained throughout her experience. 

Question 9: What about students interested in a less research-driven path?

William described how they worked in a preschool after graduating from undergrad so they could gain experience working with kids. William recommended, “Try to get with the population that you want to work with – whether that’s the older population, people with autism. Experience is experience, even if it’s not research.”  Morgan and Kailea both emphasized the transferable skills they gained from non-research experiences, which can be valuable in diverse career paths. For example, Morgan’s work with the American Psychological Association helped her develop a strong skillset in professional communication, managing and prioritizing multiple tasks, and providing constructive feedback. 

Question 10: How much free time do you have? What does your work life look like compared to undergrad? 

All three panel members described a shift from coursework at the beginning of their programs to more independent work. For William and Morgan, this shift meant spending time at their practicum sites working, “A more 9-5p,” as they finish up their master’s degree program. For Kailea, she has shifted to less structured work on research. Kailea noted, “It will always be busy, but the busyness will change over time.” William said, for them, being organized and planning for future tasks helps them stay on top of their busy schedule. 

Question 11: What should people do if they don’t get accepted the first time? 

Both William and Morgan went into the workforce after completing their bachelor’s degree. William worked in a preschool and sought opportunities to work in research labs to gain needed research experience. Morgan asked for feedback on her applications and was told she needed recent research experience. This prompted her to reach out to someone in her network conducting research in her interest area. This was a tactic that was also recommended by Kailea. She noted that you won’t always hear back when you reach out to professors about working with them on research, but she encouraged the audience to try anyways and, “Send the email.” All of the panelists had – or were in the process of – completing a master’s degree. That was also a path recommended to students who needed additional research experience, as long as it was a viable financial option.   

Question 12: How do you take care of yourself in grad school amidst the demands of academics and personal life?

When asked this question, Morgan was met with laughter from the audience when she replied, “I don’t know if I do!” William discussed how they struggled in their first year of graduate school, but learned to value their time, give their brain breaks, draw boundaries, and structure their time better. William added, “Having a good therapist helps a lot.”  In fact, all the panelists highlighted how helpful mental health professionals such as counselors, therapists, and psychologists can be. They also all stressed the importance of learning to set boundaries and say no. Morgan described it as a work in progress, “I’ve been trying to say no to more things. It’s really hard.” Kailea echoed that sentiment saying that she is working to break a cycle of feeling like, “If my schedule isn’t filled, I’m not doing something right.” Other strategies discussed included reaching out for support from faculty (e.g., assignment extensions), as William explained, “Faculty are looking for your success… They are there for you.” And don’t forget the importance of furry family members! “I have animals and they are my literal lifeline,” Kailea added.

Question 13: How do you find time for academics, work, and personal relationships?

Kailea discussed how it was important for her to prioritize personal relationships despite her demanding schedule. William encouraged perseverance, reminding students that the challenges of graduate school are temporary, “Remember that it’s not forever… There is a light at the end of that tunnel… You will get through it.”