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Innovative Approach to Research Training: Research Colloquium for Junior Investigators

Dr. richard balon.

Department of Psychiatry and Behavioral Neurosciences at Wayne State University in Detroit, Michigan

Mr. Ernesto Guerra

American Psychiatric Institute for Research and Education in Arlington, Virginia

Dr. James H. Meador-Woodruff

Department of Psychiatry and Behavioral Neurobiology at the University of Alabama at Birmingham in Birmingham, Alabama

Dr. Maria A. Oquendo

Department of Psychiatry at Columbia University & New York State Psychiatric Institute in New York

Dr. Ihsan M. Salloum

Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida

Dr. Delane E. Casiano

Center for Psychotherapy Research at the University of Pennsylvania in Philadelphia

Dr. Charles B. Nemeroff

Training future clinical researchers is clearly a critical issue for psychiatry and medicine. With the advent of new technologies, the development of new methodological approaches and study designs, and more sophisticated statistics, conducting research has become increasingly more complicated. How will a new generation of competent researchers be prepared to face these new challenges? Research training should be an essential part of all physician training. Because of the dearth of young investigators in our field, the importance of research training in psychiatry has been a focus of an Institute of Medicine report (1). Numerous avenues for research training have been explored (1). However, as the number of young researchers remains low, new approaches to research training and mentoring need to be explored.

There are basically two main areas of research training. A general one, focused on an often vaguely defined concept of “research competency,” includes the ability to understand research literature (research literacy) and learning to conduct simple studies. A more specific area of research training focuses on preparing young investigators for a research career and includes learning specific research skills such as molecular biology, brain imaging, or genetics; conducting more complicated studies; and obtaining research funding.

Most departments of psychiatry offer some education in the first area. However, only a small fraction of the departments of psychiatry in the United States are able to offer formal research training (2) that is focused on the preparation of young investigators for a research career. In addition, even the highest-ranked research departments with substantial resources do not possess expertise in all research areas. Two crucial questions in the development of a new generation of researchers are: How do we connect the pool of talented potential young researchers with experts in the field and/or mentors? How do we advise and help talented potential young investigators affiliated with nonresearch oriented departments of psychiatry to launch their research career? Frequently, contacts between young investigators and interested senior investigators are fostered at professional meetings (e.g., in a form of special sessions or travel fellowships). However, these programs are offered to a relatively small number of young investigators or are not well structured. It is critical to enhance the connection between young investigators and potential mentors and to focus and formalize the mentoring process.

During the mid-1990s, APA Committee on Research Training (CRT) conceived the idea of a yearly Colloquium for Junior Investigators (i.e., residents, research fellows, junior faculty members, and occasionally medical students). The Colloquium addresses, at least in part, the need to connect experts in the field with young investigators who can obtain much-needed advice about their research career, both regarding its scientific focus and issues of grantsmanship and academic advancement. The Colloquium, led by Ronald M. Rieder, M.D., of Columbia University, held its inaugural event in 1996. Since that time, the Colloquium has been chaired by John Greden, M.D., Ellen Leibenluft, M.D., Alan Schatzberg, M.D., Michele Pato, M.D., James Meador-Woodruff, M.D., and Charles B. Nemeroff, M.D., Ph.D.

What Is The Colloquium and How Is It Organized?

The Colloquium is a 1-day program for young investigators held on the Sunday of the APA Annual Meeting. It has recently been conducted at a hotel adjacent to the main APA venue. The Committee on Research Training selects three broad areas for each year’s Colloquium. The day begins with a few brief lectures about research and research funding. The participants then spend 2–2.5 hours in their first mentoring session. They are divided into groups of five, with two primary mentors—experts in the field. The leader of each of the three topic areas and the Chair of the Committee on Research Training also rotate through the groups. Junior investigators present their research projects (see below in “Who May Apply and How?”) and their career plans/goals (each discussion 45–50 minutes). In 2003, a group of senior statisticians were added to the mentors to fulfill an unmet need. In addition, in recent years experienced psychiatrists employed by pharmaceutical companies have been added as mentors because of their expertise in clinical trial design. The project and career plans or goals are discussed by the two mentors, the other investigators, and by one of the statisticians. The major focus of the discussion is on the scientific value of the project, its feasibility and on the junior investigators’ future goals: How does the project and the junior investigator’s other research, clinical and teaching activities comport with these goals? Do such activities help build their careers?

The lunch period (food provided) is devoted to poster presentations by all junior investigators. The purpose is to leverage the expertise and feedback of mentors and junior investigators from other mentoring groups who view the posters and interact with the presenters. The poster session is followed by a second mentoring session allowing all five junior investigators in each group to present projects. The Colloquium concludes with a series of brief presentations by representatives from funding agencies (NIMH, NIDA, NIAAA, Veterans Administration, NARSAD, American Foundation for Suicide Prevention) about available funding and, at times, by concluding remarks and feedback from each mentoring group.

Who May Apply and How?

Junior investigators from the United States and abroad apply to the APA Committee on Research Training each fall. We have had several international participants (from Africa and Europe). Applicants must submit their curriculum vitae (CV), letter(s) of recommendation, a 250-word personal statement (including goals), and a 500-word abstract of their research proposal. Applications from previous attendees seeking further mentoring are encouraged, and one of the mentoring groups is usually comprised of these individuals.

All applicants are rated by all faculty members of the broad research area they applied to be part of. They are rated in three areas—strength of their research proposal, strength of their CV and of the CV of their sponsor, and their potential benefit from participating in the Colloquium. The final score and ranking is based on these three factors.

The Colloquium has grown a bit—the first Colloquium served 45 junior investigators and recently this number has increased to 54 junior investigators. A total of 684 young investigators have participated from 1996 through 2009. A total of 217 senior faculty have served as mentors during the last 14 years.

The information about the Colloquium and how to apply is available at http://www.psych.org/MainMenu/Research/FellowshipOpportunities.aspx .

Is There Any Financial Support for the Junior Faculty?

The original support was $300 per participant. This was later increased to $1,000 per participant to defray travel costs. Travel and lodging support is provided for non-APA member Ph.D. mentors and five statisticians. From 1996 to 2001, the Committee on Research Training relied on unrestricted educational grants from pharmaceutical companies as well as small grants provided by NIMH, NIDA, and NIAAA. The Colloquium has been funded by an NIMH conference grant ( R -13 see Sonis et al. [ 3 ]) since 2001. The American Psychiatric Institute for Research and Education (APIRE) served as the grantee.

Is the Colloquium Helpful to the Career Trajectory of its Participants?

The Committee on Research Training sent questionnaires to 377 participants who attended between 1996 and 2004 to determine the impact of the Colloquium on their careers and to obtain current career data. A total of 309 surveys were received, an overall 82% response rate. The questionnaire focused on several areas: effects of the Colloquium on the participants’ career trajectory; present participant position and activity; participant’s efforts in obtaining research funding from both internal and external sources, and those sources; and research productivity in terms of presentations and publications. Additionally, in order to provide a more complete picture of the research productivity of Colloquium participants, the APIRE staff conducted an online search of NIH Project Reporter (formally known as CRISP) to ascertain the number of former Colloquium participants that had been able to secure federal funding to support their research training and studies. The APIRE maintains data on 679 participants (623 of them attended the Colloquium from 1996 through 2009, 56 of them more than one time). Findings are summarized in Appendix 1 .

Whether the Colloquium had “a definite causal effect” is impossible to gauge. The results on research productivity need to be viewed with caution—it is probable that those who did not respond to this area had lower research productivity on average than those who did respond.

The Colloquium for Junior Investigators represents a unique approach to research training at a national and international level. It provides an opportunity for research project evaluation, career advice, cross-pollination, development of research and mentoring contacts, and even an avenue to identify future academic positions. The outcome data suggest that the Colloquium may address some shortcomings in the availability of research training/mentorship for many junior investigators, though the absence of a comparison group does not make definite conclusion possible. It is not clear whether the Colloquium does enough to draw or retain researchers who would have otherwise not been in the field. It is possible that it just provides additional nurturance to a highly motivated and selected set of young investigators. The Colloquium has been the first activity of its kind, but it fits into the recent and future activities of NIMH (e.g., NIMH workshop “Navigating your way through a successful research career,” available at www.nimh.nih.gov ) and other organizations (e.g., Latino mental health senior mentor national network [ 4 ]). However, the Colloquium is certainly not the only way or effort to draw trainees into research as demonstrated by numerous publications on research training (e.g., Abrams et al. [ 1 ] and Gilbert et al. [ 5 ]). Nevertheless, we hope that the Colloquium can become a template for activities of international organizations such as World Psychiatric Association, Collegium Internationale Neuro-Psychopharmacologicum, and European Psychiatric Association to increase the networking, cross-pollination, and mentorship in research training.

APPENDIX 1. Impact of Colloquium and Participants’ Achievements

Disclosures of Academic Psychiatry editors are published in each January issue. Mr. Guerra receives salary support provided by two different research training grants funded by AstraZeneca and Ortho-McNeil Janssen. Funds are received by the American Psychiatric Institute for Research and Education through grants funded to the American Psychiatric Foundation. Other salary support is provided by two different grants and one contract that are funded by the NIMH directly to the American Psychiatric Institute for Research and Education. Dr. Salloum received grant support for NIAAA and NIDA; Dr. Meador-Woodruff receives honorarium from the American College of Neuropsychopharmacology for his role as editor-in-chief of Neuropsyhopharmacology. Dr. Oquendo has received funding in the last year from NIMH, NIAAA, and AFSP. In the past 3 years, she has also received unrestricted educational grants from AstraZeneca, Janssen, Bristol Myers Squibb, Pfizer, Eli Lilly, and Shire. Her family owns stock in Bristol Myers Squibb. Dr. Casiano is a participant in the Program for Minority Research Training in Psychiatry (APA). Dr. Nemeroff currently serves on the scientific advisory boards of American Foundation for Suicide Prevention (AFSP); AstraZeneca; NARSAD; PharmaNeuroboost. He holds stock/equity in Corcept; Revaax; NovaDel Pharma; CeNeRx, and PharmaNeuroboost. He is on the board of directors of the AFSP; George West Mental Health Foundation; NovaDel Pharma, and Mt. Cook Pharma, Inc. Dr. Nemeroff holds a patent on the method and devices for transdermal delivery of lithium (US 6,375,990 B1) and the method to estimate serotonin and norepinephrine transporter occupancy after drug treatment using patient or animal serum (provisional filing April, 2001). In the past year, he also served on the Scientific Advisory Board for Forest Laboratories, Quintiles, and Janssen/Ortho-McNeil, and received grant support from NIMH, NARSAD and AFSP; and served on the Board of Directors of APIRE.

Contributor Information

Dr. Richard Balon, Department of Psychiatry and Behavioral Neurosciences at Wayne State University in Detroit, Michigan.

Mr. Ernesto Guerra, American Psychiatric Institute for Research and Education in Arlington, Virginia.

Dr. James H. Meador-Woodruff, Department of Psychiatry and Behavioral Neurobiology at the University of Alabama at Birmingham in Birmingham, Alabama.

Dr. Maria A. Oquendo, Department of Psychiatry at Columbia University & New York State Psychiatric Institute in New York.

Dr. Ihsan M. Salloum, Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida.

Dr. Delane E. Casiano, Center for Psychotherapy Research at the University of Pennsylvania in Philadelphia.

Dr. Charles B. Nemeroff, Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida.

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Andreea Seicean, MD, Phd - recipient of APA Research Colloquim Travel Award

• Released On: May 06, 2018
• American Psychiatric Association (APA)

The Research Colloquium for Junior Investigators is presented by American Psychiatric Association (APA) in conjunction with the APA Council on Research’s Workgroup on Research Training. It includes a one-day, immersive, research experience for junior investigators in the beginner-level (Track 1) and intermediate-level (Track 2) of their research training in psychiatry.

A $1,200 stipend will be provided to awardees to partially cover travel expenses.

Read more at:   American Psychiatric Association (APA)

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Duckworth, A. L., Quirk, A., Gallop, R., Hoyle, R. H., Kelly, D. R., & Matthews, M. D. (2019). Cognitive and noncognitive predictors of success. Proceedings of the National Academy of Sciences , USA , 116 (47), 23499–23504. https://doi.org/10.1073/pnas.1910510116

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Kushilevitz, E., & Malkin, T. (Eds.). (2016). Lecture notes in computer science: Vol. 9562. Theory of cryptography . Springer. https://doi.org/10.1007/978-3-662-49096-9

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Bedenel, A.-L., Jourdan, L., & Biernacki, C. (2019). Probability estimation by an adapted genetic algorithm in web insurance. In R. Battiti, M. Brunato, I. Kotsireas, & P. Pardalos (Eds.), Lecture notes in computer science: Vol. 11353. Learning and intelligent optimization (pp. 225–240). Springer. https://doi.org/10.1007/978-3-030-05348-2_21

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Poster Presentations at Philosophy Conferences

By Mike Morris

The presentation of papers at the divisional meetings of the APA has been fundamental to the association since its inception , and t he paper submission and review process has been in place since the middle of last century.   When I started working at the APA national office, the three divisions all accepted paper submissions in the form of a colloquium, a symposium, or both. Since then, there have been some significant changes. The Pacific Division began accepting posters in 2011 . As of 2018, all three divisions now accept posters (though the allowable combination of symposium, colloquium, and poster vary among the divisions) .

For all three divisions , colloquium is the most popular submission type, since more colloquium papers are accepted than either symposium papers or posters, and most authors would rather present a paper than a poster. There are , however, a number of reasons to submit a poster, such as :

• A n idea that has not been developed to the extent of a paper , but is more than an abstract.
• A paper with c oncept s that are easily or best communicated with visual cues.
• To get feedback on an idea in a setting that is more relaxed and interactive than a lecture.
• To advertise an idea—the medium and setting for poster sessions provide an opportunity to catch the eye of more philosophers than a typical session does.

The Pacific and Central divisions require authors to specifically choose to submit a poster. However, the Eastern Division also allows authors to submit a colloquium or symposium paper that could secondarily be considered for a poster session. This means that an author who has written a full paper could find themselves in the position of needing to simplify the contents of their paper for a poster .

My part in the paper submission process is to facilitate paper submissions, and I receive a lot of questions. Some are easy to answer through experience or because the answers are in the paper submission guidelines . Others are not so easy. When an author asked me about converting a dense paper into a poster, I did not have any specific guidance. There is a thread from a few years ago on the Philosophers’ Cocoon blog with some discussion. Googling “poster presentation” returns a lot of information — mostly for the sciences and engineering. My impression is that philosophy is different from these in that it often does not lend itself well to visual summary and /or short-form presentation.  Without the use of visual aids or being able to present a brief summary of one’s findings, making a philosophy poster is therefore likely more difficult than doing so within other disciplines.

My goal in this post is to start some discussion about philosophy poster presentations. Do you have advice on creating poster presentations? What about tips for converting a paper into a poster? What has worked for you (or have you seen that has worked), and what has not? Do you have these or other questions yourself ? Please use the comment space in this post to share and discuss.

Mike Morris is Deputy Director of the American Philosophical Association.

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I’ve only really done a poster for math, so I’m a bit in the dark on how to do philosophy posters. I do tend to use the board quite a bit in the classroom, so I would probably start off by pretending I’m explaining the paper to a class, using the board as I would. Drawings would be top candidates for inclusion. Diagrams, too.

Besides that, boiling down the main ideas of the paper into some big, bold sentences, preferably in the form of numbered premises or a flow chart seems like the important thing.

I’ve also noticed my intuitions and preferences about posters are probably a bit unusual. I usually avoid posters with lots of text because I don’t want to awkwardly stand there reading as the presenter is explaining things. While wordy explanations are nice if the poster has to stand on its own, it seems as bad as wordy presentation slides when there’s a presenter.

Thank you for your thoughts, Nichole.

For some earlier discussion of poster sessions at philosophy conferences, see http://dailynous.com/2015/08/28/poster-sessions-at-philosophy-conferences/

Thank you, Justin.

I will be attending the Pacific APA in April 2019 at which a symposium will be held on my recent book; so I could probably wait until then to find out the answer to this question myself. However, I’d like to get your response to it.

How are poster sessions at APA conferences made accessible to blind philosophers and other philosophers who may be text/reading disabled? Are you and others at the national office and on the executives of the divisions working to find ways to increase the accessibility of these sessions? If so, please tell us what mechanisms are employed or will be employed to do so.

Thank you for your question, Shelley. Accessibility and the visual component of poster sessions is a concern that’s been on my mind lately as well. A good amount of both visual and audio accessibility is built into the poster session. At a poster session, authors present their posters and discuss it with attendees, so being at the presentation provides significant access to the content of the poster. We are working on instructions for authors that address both the readability of posters (e.g., the best fonts, sizes, and spacing) and presentation style (e.g., not relying on visual cues) to improve the experience for those who are blind and/or text/reading disabled. Additionally, we intend to ask each author to provide a description of their poster, which we will make available via the meeting app and APA website. Whether they attend poster session or not, attendees can then use their devices’ adaptive features to access the poster description.

If anyone has ideas or suggestions, please add them to this discussion thread.

Mike, before you dive in to the details of what happens at conferences, how about an examination of whether philosophy conferences which require travel (and thus the expense of many thousands of dollars) are rational?

What is the reasoning which supports unnecessarily spending all this money on a conference instead of spending that same money on say, each member’s favorite charity, or a group charity project organized by the APA?

What are the unique benefits of that form of communication which justifies such a large expense?

Yes, I know people like conferences. Yes, I know conferences do have some benefits. That’s not the issue.

The question is more precisely, what is it about conferences that is so uniquely important and valuable that it should be prioritized over say, putting a kid through college with the same money?

Why not apply philosophy to philosophy conferences too? Why not challenge and test the group consensus and see if it can hold up? Why even have a philosophy conference at all if there is little to no interest in challenging the conference itself?

Thanks for taking the time to comment, Phil. There are opportunities to research and talk about the value of academic conferences. A Google search turns up a number of articles, blog posts, and a good bit of discussion on that topic, which is quite far afield of what we are discussing here.

If you have any comments that fall within the topic of the post, please feel free to share.

thanks for your response to my questions. It seems as if you have given this issue some good attention. You don’t mention this explicitly, but I want to note that for posters and poster session rich image descriptions will be vital. Making such image descriptions can take some practice and some people are reluctant to do them or too impatient to do them. But this document provides great explanation of the purposes of image descriptions, how to do them effectively, and what is lost is they are absent: https://www.kennedy-center.org/education/vsa/resources/VSAKleegeBlindImagination.pdf

Shelley Tremain

Thank you for sharing that resource, Shelley. I’ll include the link in our instructions to authors.

Sorry for the typos in my previous comment!

Mike, here is another article that poster session contributors could consider: http://lighthouse-sf.org/2018/06/29/tactile-graphics/

Best regards, Shelley Tremain

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2018-2019 JoAnn and Igor Grant Prize for Professional Excellence

Andrew Allen, M.D.

Eric Rafla-Yuan, M.D.

2018-2019 APA/APAF SAMHSA funded Minority Fellowship Program

2016 Best Trainee Poster Award at the Academy of Psychosomatic Medicine (APM) Annual Meeting

Juan Molina, M.D.

2019 Travel Awardee for the American College of Neuropsychopharmacology

2019 Selected, Fellow, American Psychiatric Association, Council on Research

2019 American Psychiatric Association Foundation/SAMHSA Minority Fellowship ($25,000)

2018 NIH Loan Repayment Program Awardee

Molina JL , Voytek B, Thomas ML, Joshi YB, Bhakta SG, Talledo J, Swerdlow NR, Light GA. Memantine effects on EEG measures of cortical excitatory/inhibitory balance in schizophrenia. Biological Psychiatry: Cognitive Neuroscience Neuroimaging (in press) 2020.

Light GA, Joshi YB, Molina, JL, Bhakta SG, Nungaray J, Cardoso L, Kotz, JE, Thomas, ML, Swerdlow NR. Neurophysiological biomarkers for schizophrenia therapeutics. Biomarkers in Neuropsychiatry (in press) 2020.

Hochberger WC, Thomas ML, Joshi YB, Molina J , Treichler EB, Nungaray J, Cardoso L, Sprock J, Swerdlow NR, Light GA. Oscillatory biomarkers of early auditory information processing predict cognitive gains following targeted cognitive training in schizophrenia patients. Schizophrenia Research 215:97-104, 2020.

Joshi Y, Thomas ML, Hochberger WC, Bismark AW, Treichler EB, Molina J , Nungaray J, Cardoso L, Sprock J, Swerdlow NR, Light GA. Verbal learning deficits associated with increased anticholinergic burden is attenuated with targeted cognitive training in treatment refractory schizophrenia patients. Schizophrenia Research 208:384-389, 2019.

Koshiyama D, Makoto Miyakoshi M, Joshi YB, Molina JL , Tanaka-Koshiyama K, Sprock J, Braff DL, Swerdlow NR, Light GA. Abnormal effective connectivity underlying auditory mismatch negativity impairments in schizophrenia. Biological Psychiatry: CNNI (in press) 2020.

Yash Joshi, M.D., Ph.D.

2018 ASCP Clinical Trials Workship Fellowship

2018 AAGP/GMHF Research Scholar

2018 APA Research Colloquium for Junior Investigator

2018 SOBP Early Career Investigator Travel Fellowship

2018 ACP Laughlin

2018 NIMH Outstanding Resident Award

2018 NNCI BRAIN Fellowship

2017 ANCP Memorial Travel Award

Michael Langley DeGroot, M.D.

2016-2018 Psychiatrists PRITE Fellowship

2016 Outstanding Intern Teaching Award 2016

2016 Gold Humanism Award, UCSD Medical School American College of Psychiatrists PRITE Fellowship

2016 APA/APAF Selection Committee Fellowship

2016 ACP PRITE Fellowship

Matt Klein, M.D., Ph.D.

2019 The American Foundation for Suicide Prevention (AFSP) Early Career Award

2017 John A. Majda Memorial Fund Award

Klein ME , Chandra J, Sheriff S, Malinow R. Opioid system is necessary but not sufficient for antidepressive actions of ketamine in rodents. Proc Natl Acad Sci U S A. 117(5):2656-2662, 2020

Klein ME , Younts TJ, Cobo CF, Buxbaum A, Aow J, Erdjument-Bromage H, Richard S, Malinow R, Neubert TA, Singer RH et al. Sam68 Enables Metabotropic Glutamate Receptor-Dependent LTD in Distal Dendritic Regions of CA1 Hippocampal Neurons. Cell Reports 29:1789-1799, 2019. PMCID: PMC6871770

Aryandokht Fotros, M.D.

Haoyu Lee, M.D.

• Welcome Class of 2028
• Resident Spotlight

The benefits of attending conferences as a student

Conferences have historically been the centerpiece of academia, drawing together researchers across a field to introduce their work to other scientists, engage in debate and discussion, and learn about new ideas.

Modern conferences build on that foundation and allow participants to dive deeper into their field of study, establish connections with other researchers, and share their work with the academic community. Some conferences include, or focus on, the sharing of knowledge that is relevant to the other roles that psychologists can hold. For example, conferences might feature programming relevant to college teaching, the provision of services (e.g., assessment, therapy, consultation), or advocacy. Students can benefit greatly from attending conferences as participants and presenters. There are three types of conferences that provide opportunities for students—national, regional, and local. Each offers different ways to connect with the scientific community.

Attending a national conference

National conferences are large-scale annual events, with individuals joining from all over the country (and often the world). Because of their broad reach, national conferences offer a diversity of interactions, knowledge, and resources. Participants gain exposure to different topics tangential or adjacent to their field. These conferences usually last 3–4 days and are filled with different types of talks, poster sessions, and specialized programming (e.g., workshops, social events) in addition to opportunities to meet and hear from leaders in the field.

National conferences include a series of talks (e.g., symposia, panel discussions) where late-stage graduate students, current postdocs, and established researchers will give a 20–30 minute talk about their work. Often, these talks include multiple presenters sharing related work. Following the talk, there is a great opportunity to ask the presenter questions and connect to the community. Audience members may ask for more details about the information that was shared, raise a question about how the work connects to other research areas, or ask about the implications of the findings to everyday life. Asking questions is a great way for students to more fully engage with the academic community.

Conferences also typically feature keynote speakers who summarize years of previous research and provide insights on future directions. As a student, attending keynote talks can provide a great opportunity to learn from, and potentially meet, some of the most influential individuals in the field.

Poster sessions

Presenting at a poster session at a national conference is a great and rewarding experience. If you’ve worked on a research project (e.g., completed a thesis, served as a key member of a research team), you can apply for the opportunity to present your findings using a poster format. Typically, a few months prior to the conferences there will be a call for proposals and individuals can submit an abstract or proposal to be reviewed by the conference committee.  If the proposal is accepted, the student will create a poster summarizing their work. At the conference, after setting up the poster and shaking off any nerves, students stand by their poster during a scheduled session (typically lasting 1–2 hours). Posters are usually grouped by topic, and conference attendees can choose to walk by and browse posters in a section of interest. Interested attendees may stop by a particular poster to learn more about the work. Presenters provide a 2–5 minute explanation of their poster, answer any questions that come up, and usually engage in a short discussion on the topic. Poster sessions provide students the opportunity to highlight their work, engage in meaningful conversations, hear different perspectives about their work, and have more of a presence in their scientific community. Additionally, it is helpful to have a small printout of the poster for interested individuals or a card with contact information if attendees would like to follow up later.

There are usually multiple poster sessions so that student presenters can also traverse the halls and observe other posters. On these tours, students can learn about the fascinating work of their peers and the current findings in their field.

Workshops provide conference attendees with more in-depth learning experiences. For example, workshops may focus on how to use specific software, tools for data analysis, new technology, or how to develop a particular skill (e.g., how to provide a specialized form of therapy, teach a particularly challenging course, or submit a grant proposal). These workshops range from 2–4 hours and include speakers, hands-on learning, and materials. During workshops, attendees are encouraged to ask questions, work through problems, and acquire new information. Depending on the topic, workshops can be extremely useful for students.

Many national organizations that host conferences also offer free or low-cost memberships to students. As a member, you can register for conferences and use the resources of the organization. The organizations sometimes offer year-round workshops, newsletters, journals, seminar series, and online networks. Being a member provides students with professional development tools and additional chances to build community.

Within the psychology field, there are many national conferences. Some are very broad and attempt to cover all aspects of psychology (e.g., APA’s Annual Convention ), whereas others are more specialized (e.g., The Society for Neuroscience Annual Conference, The Society for Personality and Social Psychology Convention).  It can be helpful to ask members of the faculty at your college and university about the conferences they regularly attend.

Attending a regional conference

Regional conferences offer the benefit of joining together with the community of researchers in your area (e.g., northeastern U.S.). These conferences are usually closer to your area and last between 1–2 days. Most regional conferences also include keynote speakers, a series of talks, and poster sessions. The psychology honor societies ( Psi Beta and Psi Chi ) often have a presence at the regional meetings, which offers further opportunities for learning and networking. Indeed, regional conferences provide more opportunities for students to present and stay in touch with potential collaborators and mentors.

Attending a local conference or poster session   

A local session provides a way for your closest community members to view and engage with your research. These sessions may be hosted by your college or university and are usually scheduled for one day. Local sessions provide a good opportunity for students to present a poster or give a talk in a supportive environment and gain experience presenting their research.

Each of these conferences—national, regional, and local—offers unique benefits for students. Attending conferences is useful to your development as a researcher. Students can take these opportunities to meet other researchers, learn about novel research, and share information. Overall, it is most important to enjoy the conference and the company of others who have a great passion for research.

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Yale researchers to present at 2024 APA Convention

Yale center for emotional intelligence will present emotion science, psychology, and creativity research at the 2024 apa convention.

Interdisciplinary researchers from the Yale School of Medicine, including representatives from the Center for Emotional Intelligence, in the Child Study Center, are gearing up to showcase their latest research at the 2024 American Psychological Association (APA) Convention in Seattle, Washington, on August 8-10. Their 3 paper presentations, 2 posters, and 1 skill-building workshop encompass a range of topics, including emotion science, social and emotional learning (SEL), educator well-being, and creativity. Among the highlights are studies on moral injury in educators, assessments of educator well-being, strategies for adolescent creativity using technology, strategies for supporting students’ emotion regulation, and data from the award-winning How We Feel app on co-occurrences of emotions in different contexts. The APA convention, hosted by the world's largest professional organization of psychologists, provides a platform to share research aimed at advancing understanding and practice in psychological science research and application.

• Conferences & Symposia

Featured in this article

• Jessica Hoffmann, PhD Assistant Professor in the Child Study Center
• Jennifer Seibyl, MEd Assessment Manager
• Aidan Doyle Research Assistant 1 HSS
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• Zorana Ivcevic Pringle Senior Research Scientist
• Marc A. Brackett Professor in the Child Study Center; Director, Yale Center for Emotional Intelligence; Co-Creater, RULER

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Free APA Citation Generator

Generate citations in APA format quickly and automatically, with MyBib!

🤔 What is an APA Citation Generator?

An APA citation generator is a software tool that will automatically format academic citations in the American Psychological Association (APA) style.

It will usually request vital details about a source -- like the authors, title, and publish date -- and will output these details with the correct punctuation and layout required by the official APA style guide.

Formatted citations created by a generator can be copied into the bibliography of an academic paper as a way to give credit to the sources referenced in the main body of the paper.

👩‍🎓 Who uses an APA Citation Generator?

College-level and post-graduate students are most likely to use an APA citation generator, because APA style is the most favored style at these learning levels. Before college, in middle and high school, MLA style is more likely to be used. In other parts of the world styles such as Harvard (UK and Australia) and DIN 1505 (Europe) are used more often.

🙌 Why should I use a Citation Generator?

Like almost every other citation style, APA style can be cryptic and hard to understand when formatting citations. Citations can take an unreasonable amount of time to format manually, and it is easy to accidentally include errors. By using a citation generator to do this work you will:

• Save a considerable amount of time
• Ensure that your citations are consistent and formatted correctly
• Be rewarded with a higher grade

In academia, bibliographies are graded on their accuracy against the official APA rulebook, so it is important for students to ensure their citations are formatted correctly. Special attention should also be given to ensure the entire document (including main body) is structured according to the APA guidelines. Our complete APA format guide has everything you need know to make sure you get it right (including examples and diagrams).

⚙️ How do I use MyBib's APA Citation Generator?

Our APA generator was built with a focus on simplicity and speed. To generate a formatted reference list or bibliography just follow these steps:

• Start by searching for the source you want to cite in the search box at the top of the page.
• MyBib will automatically locate all the required information. If any is missing you can add it yourself.
• Your citation will be generated correctly with the information provided and added to your bibliography.
• Repeat for each citation, then download the formatted list and append it to the end of your paper.

MyBib supports the following for APA style:

Daniel is a qualified librarian, former teacher, and citation expert. He has been contributing to MyBib since 2018.

Canadian Psychological Association

The national voice for psychology in Canada

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Canadian Conference on Dementia Hot Topics 2024

October 18, 2024.

For over 20 years, the Canadian Colloquium on Dementia has hosted the Canadian Conference on Dementia (CCD), dedicated to advancing knowledge on dementia in scientific research and clinical care. This biennial in-person conference that initially attracted 150 attendees in the first year has become the preeminent academic national conference attracting more than 700 attendees in recent years.

This year we are piloting a virtual meeting to be held on the alternate years to the in-person conference. The virtual format will give us the opportunity to hear from more international speakers and with rapid changes in the field regarding new medications, guidelines, diagnostic tools, and health service best practices, holding an event every year allows the CCD to provide the most current research.

Join us on October 18th for a full day of pure productivity!

Abstract Submission Deadline: August 26, 2024, 9:00 am EDT

Early Registration Rate Deadline: Friday September 20, 2024

Online Registration Closes: Wednesday October 16, 2024 at 5:00 pm

Nueva encuesta: Aunque el apoyo a la formación en salud mental escolar es común, casi la mitad de los hispanos no cree que la mayoría del personal escolar la haya recibido

• August 05, 2024

WASHINGTON, D.C., 5 de agosto de 2024 – A medida que los niños regresan a la escuela este mes, una nueva encuesta de la Asociación Psiquiátrica Americana (APA) muestra que el 79% de los hispanos encuestados cree que el personal escolar desempeña un papel crucial en la identificación de los signos y síntomas de salud mental en los estudiantes, pero menos de la mitad (49%) de los hispanos cree que la mayoría del personal escolar ha sido entrenada en la identificación de estas preocupaciones.

Los adultos hispanos también apoyan ampliamente la educación sobre salud mental para los estudiantes y el personal escolar, con:

• El 90% dice que es importante que los niños sean educados en la escuela sobre salud mental.
• El 89% dice que es importante que el personal escolar reciba formación sobre salud mental.

Estos resultados proceden de una encuesta encargada por la APA y realizada por Morning Consult. La encuesta se realizó el 22 de julio de 2024 entre una muestra de 2,223 adultos, incluyendo 388 hispanos.

De acuerdo con un School Pulse Panel del Departamento de Educación de EE.UU. , en marzo de 2024, casi dos tercios (63%) de las escuelas públicas dijeron que ofrecían desarrollo profesional a los maestros para apoyar el bienestar de los estudiantes. La encuesta no hizo la misma pregunta sobre el personal no docente.

“Cuando el personal escolar y los estudiantes tienen acceso a una educación de salud mental de buena calidad, están más preparados si ellos o alguien que conocen está luchando,” dijo el presidente de la APA, Ramaswamy Viswanathan, M.D., Dr.Med.Sec. “Una de las mejores cosas que podemos hacer a la luz de la crisis de salud mental juvenil es dar a los niños y adolescentes, y a las personas que están a su alrededor la mayoría de los días, las herramientas para entender qué hacer si alguien no se siente bien.”

Un programa administrado por la Fundación de la Asociación Psiquiátrica Americana (APAF) satisface la necesidad de que las escuelas formen a su personal sobre salud mental. Disponible ya para aplicar sin coste alguno en cualquier escuela del país, Notice. Talk. Act.® en la escuela es una formación que ayuda a todo el personal escolar a implicar a los alumnos con preocupaciones de salud mental. El plan de estudios, financiado actualmente por la Administración de Servicios de Salud Mental y Abuso de Sustancias (SAMHSA por sus siglas en inglés), educa al personal sobre las señales de un posible problema de salud mental y les da la confianza necesaria para iniciar una conversación sobre la salud mental con los niños y ponerlos en contacto con los recursos adecuados. Más información en: apaf.org/schools .

Los hispanos afirman que la salud mental (36%), el acoso y el ciberacoso (36%), y las redes sociales (35%) son los principales problemas negativos a los que se enfrentan los estudiantes.

Asociación Psiquiátrica Americana

La Asociación Psiquiátrica Americana, fundada en 1844, es la asociación médica más antigua del país. La APA también es la asociación psiquiátrica más grande del mundo con 38,900 médicos(as) miembros que se especializan en el diagnóstico, el tratamiento, la prevención y la investigación de las enfermedades mentales. La visión de la APA es garantizar el acceso a un diagnóstico y tratamiento psiquiátrico de calidad. Para más información, visite www.psychiatry.org .

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