by Matt Mattoni, Temple University
Beginning graduate school is a unique and complicated experience. There is excitement to work with people who share your interests, the allure of a new city, and above all, the feeling of finally reaching your goal after countless hours of work, stress, and doubt. Conversely, from the immediate “where should I live” to the existential “what the hell am I getting myself into,” there is a seemingly endless number of questions. Together, the enthusiasm and cluelessness of incoming graduate students leaves us in a state of complete wonder for this major step in our lives.
Well, that is what I expected it to feel like before a global pandemic cast an all-encompassing shadow over the process. With the COVID-19 pandemic, each anticipation gained an asterisk, each question added a second layer, and, like every other aspect of life since March 2020, starting graduate school was just hard. Clearly, the notion of life becoming more difficult during a pandemic is not exactly a revelation. However, as I reflect on the past year, I worry that we first-year students missed out on vital aspects of the introduction to graduate school that make it truly feel like a home clinical science program.
Of course, we still began school. Classes moved to Zoom, research continued, and many students even began clinical work. For students living just on a graduate school stipend in this new virtual world, these duties often entailed waking up, moving a few feet from a bed to a desk, working on a computer all day, then moving back to bed. While the graduate school curriculum pushed on, what we missed was the interpersonal; we could not have departmental parties forcing us to move past our introductory awkwardness, go out with older students to explore the city, or hang out with our lab. Personally, the year came and went without me being able to see our psychology building, our training clinic, or even my advisor in person. While these introductory events can often seem unnecessarily ritualistic, they serve a crucial role in making graduate school more than just… school.
My department, like presumably many others, made a true effort to welcome my cohort despite the circumstances. The head of the department hosted check-ins with us, older students offered their time to answer our questions, and the faculty hosted online “coffee hours” so we could get to know them more informally. While these efforts were certainly helpful and appreciated, they cannot realistically replace the benefits of in-person social interactions. A few months into the Fall semester, my cohort spoke with our program’s director about how we were doing. I was surprised with a sentiment that we shared – that many of us did not feel like actual graduate students. As the pandemic stole opportunities to create bonds, feel at home in a lab, or craft a life outside of school, we felt like all we had was a computer job.
One year later, we are starting our second year of graduate school in a pandemic. On one hand, it is worth reflecting on all that has improved; I have been able to explore my new home city, meet older students in the program, and make friendships outside of school. In this regard, our second year has been somewhat of a “do-over” for our missed welcome to graduate school, returning some of the excited and curious sentiments we lost last year. On the other hand, the pandemic, and all of its direct and indirect consequences, are still real. Most of our classes, clinical work, research – and really, most of any social interaction – still take place behind a screen. With a year of experience behind us, and an uncertain amount of time ahead, I will conclude my reflection with my thoughts for how we can best move forward.
The obvious lesson from the past year is that relationships matter. From individual friendships, to groups inside and outside of labs, and to learning what it is like to be in your new department and city, building a social network is crucial to succeeding (and staying sane) in graduate school. With that in mind, to first- and second-year students: reach out! Even if it feels forced, text someone in your cohort or, when comfortable, ask someone new to hang out or explore the city. I cannot emphasize it enough – my second semester was strikingly improved from my first, largely because I finally had a social system within my program that had been difficult to build in the fall. Relatedly, to more senior students: help us get there! Pass along things to do, invite us to your own groups, or include us in any other way when possible. For many new students, it is difficult to take social initiative, particularly in this environment, and one invitation can make all the difference. Finally, it is important for psychology programs to remember that for the past two cohorts, virtual graduate school is all that we know. As the pandemic has continued, I find myself having to purposely remind myself that this is NOT normal. I ask that programs remind themselves the same, and keep in mind that inexperienced students may feel anxious when they eventually interact with faculty in person, especially as many of us missed department welcomes. As programs continue to return to in-person learning, consider revisiting introductory “parties” or planning new events for students to adjust to graduate school. To an extent, starting in person after a year of virtual schooling is like starting a new graduate program altogether.
Although this reflection was focused on the perspective of new graduate students, particularly what we’ve missed in this pandemic and what could help us moving forward, it is also important to acknowledge that everyone has been impacted by these circumstances. While we have our unique difficulties, senior students and faculty have additional challenges that have been harshened through the pandemic, such as increased familial responsibilities and decreased professional opportunities. As a final message to graduate students: for what we ask from others, we should be ready to give ourselves. There is already a second cohort that started graduate school in this pandemic, and it’s possible the same will happen next year. Send other students that text or email, we know how much it can help.
Disclaimer: The views and opinions expressed in this newsletter are those of the authors alone and do not necessarily reflect the official policy or position of the Psychological Clinical Science Accreditation System (PCSAS).