Author: studentdivisionmpa

Change in Student Dues: Co-Chairs’ Perspective

By David Van Engen Psy.D. & Amanda Janke M.A.

Several years ago, MPA chose to change student dues from a substantial fee to none in order to encourage new membership.  While this was successful (student membership quickly grew over 600), there was no system in place to effectively track these new memberships at an administrative level. As a result, it was not possible to know when students graduated, became full members, or moved out of state.

To best tackle this issue, we took several months to survey current student members, field questions, attend Membership Task Force meetings, and passionately debate the best way to resolve the above administrative issue without creating undue burden for student members. The Student Division -as students ourselves- acknowledged that any fees may represent a hardship. For that reason, we fought to ensure that students will have the option to check a financial hardship box with their membership renewal and waive this annual fee.

Based on this process, MPA leadership met for their quarterly meeting in July and a motion was passed to change student dues from $0 to $10 per year in order to allow for the system to accurately track memberships. We believe that a nominal annual fee with the option to waive the cost will allow us to serve everyone equitably. We understand that there may be concerns with this change and we are more than happy to listen and discuss (please, feel free to reach out).

Advice From a Clinical Psychologist and Neurodevelopmental Specialist

By Amanda Janke, M.A.

Specialist Interview

For those who may be considering specializing in child psychology, here is what Dr. Rachelle Hansen, co-chair of the Child Psychology division of the Minnesota Psychological Association had to say about being a Clinical Psychologist and Neurodevelopmental specialist.

 Her work consists of therapy, testing, supervising, creating curriculum, and teaching.  In 2015 she started the Stepping Stone Clinic with a vision that integrated mental health services with nutrition, occupational therapy, and cognitive training.  In 2021 she founded LifeFX, an executive functioning coaching program, to address the need for specialized interventions for executive functioning. When asked what made her choose this specialty, she said that it chose her.  Her love of the brain and biochemistry background steered her as well as this specialty being a perfect blend of her people-connection skills and nerdiness.

She reports her journey being a long one.  She started undergrad at age 15, being a first-generation college student.  However, she didn’t start clinical psychology graduate training until the age of 34.  She had dropped out of medical school and became a reading recovery teacher and worked for courts in helping to determine long-term placement care for children in the system.  To sum up her journey, she states “there is no “perfect” way of getting to where you want to be.”

When asked about strategies to take with this specialty, she recommended that students plan to work evenings and weekends if you want to work with kids and families, especially outside of a medical facility.  However, this is different between settings.  For example, private practice tends to have the most flexibility in hours but may also require you to work evenings and weekends more than other systems.  She recommends advocating for yourself and your situation to find a system that works best for you. 

 She also expressed that you need to find ways to protect your time.  For example, she tried to take a day off during the week to get her errands and social meetings done.  She chooses not to conduct testing in January to reward herself as well as prepare for the coming year by revising templates and protocols and avoid the slow period when client’s deductibles are high.  Overall, she says, “you alone cannot fix the system” when referring to the imbalance between number of providers and those in need.

The biggest take away from this interview with Dr. Rachelle Hansen, is to find balance in your work.  Whether it is finding the system that works best for you or finding a routine in the work you have.  Create boundaries to protect your time and remember, “you are an expert, but an expert can show vulnerability in not always knowing.” 

Thank you to Dr. Rachelle Hansen for taking the time to share her experience as a Clinical Psychologist and Neurodevelopmental specialist.  If you would like to learn more about Dr. Hansen and the Child Psychology Division, consider attending their next meeting.  Dates and times can be found on the Minnesota Psychological Association events calendar.        

What Can I do with a BA in Psychology?

David Van Engen, Psy.D.

Nothing! Mwa ha ha ha!

I’m joking, of course, but there was a time when it used to feel that way. There is a lot of work out there for new graduates and this blog entry will focus on psychology-based work opportunities. I remember as I approached graduation during my undergrad, this question was the main topic of discussion among the class (and our parental units). Some of us planned to continue the grind and jump straight into grad school, having set our sights on a masters or a doctorate. Others wanted to take some time off from school to either work a little, gain some life experience, consolidate student debt, or simply figure out what they wanted out of life. I wound up taking a middle path that involved working in the field and attending graduate school at the same time.

But what does it mean to “work in the field” with a bachelor’s in psych? Oddly, this was not a topic covered in-depth during college. The joke among students was that an undergrad degree in psych was good for a ticket into grad school or a straight path into any job unrelated to psychology or human behavior. Thankfully, this assumption is not true as the degree is incredibly versatile and may be applied in multiple career fields. The list below is not all-inclusive and is based on both my experience in these settings and discussions with peers and former students. I will continue to add to this entry over time. I would encourage readers to share their experiences with how they utilized their bachelors degree.

Inpatient Care
This area of work applies primarily to hospital-based settings where individuals in need of acute or immediate care/stabilization are admitted on a [usually] short-term basis. Hospital units like this run 24/7 and are typically divided by need (e.g., high acuity, substance misuse, geriatrics, memory care, pediatric/adolescent, et al.). Job titles in this setting include Psychiatric/Behavioral Technician, Mental Health Tech, or something similar. Your responsibilities in this role include: assisting the Psychiatrist/Nurse Practitioner with the admission process, documentation, monitoring patients on the unit (also known as a milieu), providing support for individuals in emotional or behavioral crisis, behavioral de-escalation, running or supporting group-based interventions, collecting vital signs and other data, and providing 1-to-1 monitoring for the highest risk patients. CPR certification is generally required and/or provided as are behavioral de-escalation/crisis training.

Outpatient Care
This area of work applies mainly to organizations that provide vital mental health services outside the hospital setting. These may include daytime treatment (individuals attend during the day and are free to leave) or residential programs (individuals live on the premises). The work is somewhat similar to inpatient work in terms of administrative and technical responsibilities are similar but the general acuity and physical demands may be lower.

Pros: Inpatient/Outpatient settings provide some of the richest work experience when it comes to serving diverse populations and exposure to mental health issues. Supporting individuals in crisis with empathy and kindness is incredibly rewarding and truly makes a difference. Work experience will serve you well in terms of learning valuable crisis management and group work skills in a higher-stress environment. Graduate programs and future employers view this type of experience as invaluable.

Cons: The work can be incredibly challenging both physically and mentally. There may be a degree of culture shock for people unfamiliar with severe and persistent mental illness. There is some risk when it comes to physical injury. Units and organizations are often short-staffed and shift work can be a grind. Burnout is a genuine concern. Maintaining a good life balance and boundaries (knowing when to say no) are essential. The pay in these roles varies by organization funding/level of experience.

Group Homes

Group homes are semi/permanent residences for at-risk and vulnerable persons. Job titles include Direct Care/Support Professional, Residential Assistant/Tech, among others. These positions may involve shift work, overnight stays, or occasionally a live-in posting. Additional training such as a a Certified Nursing Assistant (CNA) or Medication Assistant may be required and/or provided. Responsibilities include: assisting with activities of daily living (e.g., hygiene, dressing, preparing/assisting with meals), documentation, organizing/running structured activities and recreation, milieu management, and transportation for appointments.

Pros: Group home workers are in very high demand and the pay can be competitive. The relationships caretakers form with their residents can last a lifetime. These positions provide exposure to a diverse range of disabilities and severe or persistent physical/mental health illness. Similar to inpatient/outpatient work, experience in this field is viewed favorably by future employers and graduate programs.

Cons: The quality, level of organizational support, work environment, and wages for group homes can vary dramatically. Inadequate staffing and turnover may be a persistent concern. The work may be physically and emotionally demanding. There may be a high degree of burnout.

Crisis Intervention
Crisis intervention is an area of psychology that remains in high demand. The individuals who utilize crisis lines and behavioral health emergency care are in dire need of empathy, support, patience, and sometimes emergency intervention. Responsibilities in this line of work include manning phone, text, and online chat lines, documentation, crisis intervention work, and referral to emergency services. Training is provided and levels of certification can vary by locality and organization.

Pros: There is a dire need for qualified, skilled, and empathetic crisis workers. You will save lives. Bringing hope and light to individuals during the worst days of their lives can be transformational. Experience gained in this field will serve you well if you decide to move on to counseling work and is always viewed favorably by future employers and graduate programs.

Cons: Depending on funding and organizational infrastructure, pay, staffing, and employee support can vary widely. Burnout is very high as the emotional strain of the work may be considerable.

Listing off these options has little utility if you don’t know where to look. I would recommend searching the employment pages of healthcare systems, private organizations, and nonprofit agencies that provide mental health services in the state of Minnesota. The Minnesota Council of Nonprofits job board is an excellent place to get started. Those interested in crisis line work can reference the U.S. Department of Health and Human Services (SAMHSA) page for crisis work, which includes job and volunteer postings for over 900 organizations nation-wide. If you are offered a position, don’t be afraid to negotiate for higher wages, especially if you have experience (and even if you don’t). If you have additional questions, feel free to reach out to us at the MPA Student Division.

Selecting a Doctoral Program: Ph.D. versus Psy.D.

David Van Engen, Psy.D.
Student Perspective Article

I recently sat on some informational panels for the Graduate School of Professional Psychology (GSPP) at the University of St. Thomas. Among the usual questions regarding pathways to a doctoral degree, a couple questions recurred between groups:

1) “What’s the difference between a Ph.D. and Psy.D.?”

2)“I’ve heard that a Psy.D. is not as ‘good’ as a Ph.D. program.” (Myth)

3) “Is selecting a Psy.D. over a Ph.D. program going to harm my future job or credentialing prospects? (Short answer: No)

I remember agonizing over the same questions back in 2015 when was in the process of researching and applying for psychology graduate programs. At the time, it felt like selecting any pathway into mental health would send me hurtling down an irrevocable route that would close off all the others and limit my future prospects. Now in 2022, having recently completed my Psy.D. (my program included an MA along the way), it turned out that those fears were never realized and the things that caused the most stress didn’t matter at all. I would like to reflect on those questions again, attempt to dispel some misconceptions, and hopefully make the program selection process a little less ambiguous for anyone interested in pursuing a doctoral degree in psychology.

Ph.D. versus Psy.D. What’s the difference? Put simply, the difference between degree types comes down to training emphasis. The majority of Psy.D. programs are centered on the scientist/practitioner model, which prioritizes learning and practicing clinical skillsets with the end goal of clinical practice. Ph.D. programs historically emphasizes theory and methodological learning pertaining to research and academic pursuits; however, clinical skills are still taught. Over the last decade, the differences between the two types of degree have and continue to narrow due partly to competency-based APA accreditation requirements for training programs. The curriculum for both degrees meet the requirements for licensure as a psychologist. However, it is important to examine each doctoral program as the differences between them may be considerable in terms of quality (e.g., student-to-full-time faculty ratio, labs, availability of practicum options, resources, etcetera).

It is important to note one significant difference between program types. Since Psy.D. programs are relatively younger, there is some disparity when it comes to the availability of tuition remission, assistance, grants, and scholarships. While this gap is narrowing, Ph.D. programs may have more opportunities for tuition remission via teaching opportunities at the college or in the community. For example, I was accepted to a graduate program in Boston that offered up to 98% tuition remission. I wound up going with a Psy.D. program in Minnesota that offered no tuition remission but did offer some graduate assistant positions to defray some costs. At the time of this writing, I am aware of initiatives within graduate programs across the U.S. and the APA to provide greater opportunities for tuition assistance.

Myths about the Psy.D. Contrary to what you may have heard, the Psy.D. is not a “lesser” degree, nor is it a barrier to securing practicum/internship/postdoc placement or employment upon graduation. While some bias has historically existed, it is not based on empirical evidence and reflects prejudicial attitudes that thankfully have eroded over time. During your journey you may still encounter some of this bias but you may rest assured that those individuals do not represent the evolving and increasingly diverse field of psychology.

A useful historic comparison would be the attitudes surrounding the incredibly outdated MD (medical doctor) versus DO (doctor of osteopathy) debate. Again, the key difference is more philosophical than practical. Generally speaking, osteopathic programs are more holistic in their conceptualization of patients, pathology, and the mind. Both pathways will produce a highly trained, licensed physician who is held to the same standards of medical care in order to obtain licensure. During my former medical career, I worked in the emergency center with physicians of both backgrounds and the type of degree did not matter a whit. Also, I’ve had multiple surgeries over the years provided by both MDs and DOs and my internal organs couldn’t tell the difference. Just like these professionals, the comparison of Ph.D. and Psy.D. programs comes down to how the quality of education, supervision, and practica opportunities prepare doctoral-level professionals to enter the field.

Licensure. Students that successfully complete a Ph.D. or Psy.D. doctoral program and internship accredited by the APA can take the Examination for Professional Practice in Psychology (EPPP) as an entry-level licensed psychologist. Concerns and known issues surrounding non-APA-accredited programs and internships are not a topic that I can speak to adequately here but will address in a future article.

Career Prospects. Examining the modern workforce, psychologists with a Psy.D. can be found working alongside their Ph.D. colleagues with total parity. Specific settings that were initially synonymous with the Ph.D. such as the VA, academia, research, or neuropsychology no longer take the type of degree into consideration and instead focus on relevant experiences such as practica, internship/postdoc, research, and program evaluation. This is a significant change from when I first started graduate school in 2015.

Final Thoughts. Ultimately, graduate school is a lengthy process of learning, practicing new skills, failing (sometimes spectacularly), and self-reflection. Those 5-6 years are going to challenge and change you. At the end, the aspects of psychology that initially drew you toward this field may continue to inspire or they may disillusion you. You may find yourself in a vastly different setting than you first envisioned… and that’s okay. In fact, it’s one of the saving graces of this profession. It is not hyperbole to say that there are nearly limitless ways to practice psychology and retain your values (e.g., work/life balance, family, sanity, minimal criminal record). In fact, I would argue that the type of degree (Ph.D./PsyD) will have considerably less bearing on your future than the quality of training, clinical experiences, and supervision that you picked up along the way. When evaluating which program is right for you, deemphasize the degree and attend to the qualities of the program (e.g., philosophy, resources, diversity, faculty, rates of graduation). The importance of the goodness of fit (i.e., how well the program aligns with your values) cannot be overemphasized.

Spotting a Predatory Journal

By Amanda Janke

Congratulations!  You’ve worked hard on collecting the data and writing a manuscript about your research.  Now what?  Publishing your manuscript in a journal is often a long and hard process but can be rewarding.  However, what happens when the publication process goes wrong?  What happens if you fall prey to a predatory journal?  Well, that happened to me, and I am writing this with the hope of helping you spot the predatory journal before submitting the manuscript you worked so hard on. From my experience, here are some helpful tips on how to spot a predatory journal right away:

First, and probably most importantly, if it seems too good to be true, it probably is.  Submitting a manuscript often means editing your current work to fit guidelines that the journal has, such as what the title page should look like, how graphs and tables are formatted, and page length.  If the journal just has a drop box and a place to put your contact information, it probably is not a journal you want to submit to.

Second, take some time to look at the journal’s website.  Is there complete contact information listed?  If there is incomplete contact information or it is not consistent across different parts of the website, that may be cause for hesitation.

Third, while you are looking at the website, look at some of the published articles they have available.  Do they look like they have been through the peer-review process?  Do they contain a lot of mistakes?  Additionally, if it is a journal with a specialty, are the published articles pertaining to that topic?  If they are publishing articles outside of their specialty or the articles have many writing mistakes, you may want to question why that would be.

Now, what happens when it is too late?  You’ve submitted to a predatory journal, you realized they published your work without your permission, and you demanded they take down your work via multiple forms of communication without any response.  Well, not all hope is lost.  According to the Committee on Publication Ethics (COPE) (2016), if there was no copyright transfer (you did not sign any documentation), you could still move forward with publishing in a legitimate journal and include a note to the editor, explaining what had happened.  

If you do happen to fall into the trap of a predatory journal, be sure to reach out to the institution in which you conducted the research, whether that is your school or work.  They may have some advice for you on how to move forward or have additional resources to fight back.  I was thankful to have my professors there to guide me.

**Please note that this advise is based on my own experience and may not apply to all situations.  Always do your research and talk to peers during the publication process.  They may have information that is more pertinent to your specific work.

Committee on Publication Ethics. (2016). Withdrawal of accepted manuscript from predatory journal.

The MPA Student Division Stands with Ukraine

Two weeks ago, Russia launched an unprovoked and illegal invasion of Ukraine which continues to contribute to the deaths of hundreds of civilians, displaced millions, and cruelly tears from these people their homes, families, and sovereign land. The MPA Student Division stands in solidarity with the people of Ukraine, their loved ones, and all those affected by this war which threatens global stability. As future psychologists, we are aware of the unequal way that war and those who flee it are portrayed. It is important that we recognize and show our unequivocal support for all those who are displaced, regardless of their race or nation of origin. One can support the people of Ukraine and those in similar straits. We encourage all who can to provide support in whatever ways you can: be it in materials, time, empathy, or advocacy. 

While these are uncertain and frightening times, remember that as the future of the field of psychology, we can and should take action for the common good. Provide space for dialogue, take care of yourselves, peers, and those in your communities. Above all, do not give up hope.





International Red Cross

Community Activism

Local Crisis Resources

Standing in Solidarity with our Black Peers & Community Members

By Quincy Guinadi & David Van Engen

Today marks the start of Derek Chauvin’s murder trial, one of the four police officers responsible for the unjustifiable killing of George Floyd. As we speak, the city of Minneapolis has responded in preparation to this trial by building barricades and increasing the presence of law enforcement. This was not a sight that eases the mind and soul about the expectations of this trial. The folks at George Floyd Square recently requested that the space be reserved as a sacred for place Black grief and healing.

As student division chairs, who also identify as BIPOC students, we would like to acknowledge the emotional burden and toll of racism on our fellow Black peers. We empathize, grieve, and share the exhaustion of witnessing and experiencing racial injustice. An overwhelming body of research demonstrates that persistent experiences of racism are associated with deleterious effects on mental and physical health (Anderson, 2016). As graduate students, we have utilized the student of color groups in our schools as a safe space to receive and provide support to other BIPOC students. These are powerful spaces for healing and dialogue. We encourage our fellow BIPOC peers to seek out and utilize safe spaces unburdened by discrimination and White supremacy. If your school does not provide an adequate space for you, please reach out to us at We will stand with you.

For our non-BIPOC students and allies, we encourage you to consider how to use your power and privilege to educate and advocate for those affected by racial injustice and issues of equity. This article is a great place to begin a dialogue and take steps toward demanding a fair trial to hold those in power and in law enforcement accountable for their actions. Another great resource to explore and reflect on your own racial identity and power is “The Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing” by Dr. Anneliese Singh, PhD, LPC.

As we brace ourselves for the trial that is expected to last 3-4 weeks, we stand in solidarity and support of our Black friends and community members. We demand justice and a fair trial to honor the pain George Floyd’s family had to endure as well as the anguish those families and communities affected by the loss of loved ones at the hands of injustice and police brutality. The NAACP said it well: “George Floyd was taken from us viciously, inexplicably, and inhumanely. Derek Chauvin is on trial to tell his side of the story. A luxury that was not afforded to George Floyd and countless other men and women within the Black community.”

Navigating the Collegiate Atmosphere as a First-Generation Student

By Linda Zheng & Dakota Leget

As a first-generation college student, it’s easy to feel disadvantaged or overwhelmed going into and throughout your college career. If you compare yourself to your peers, you may feel “behind” – perhaps in terms of professional, academic, and financial resources. This is a common experience for first-generation students, especially as many also identify with other disadvantaged groups (e.g., low socioeconomic status, underserved, underrepresented; Choy, 2001). We, like some of you, resonated with these feelings. Although there are obstacles as a first-generation student, there are also resources to help you navigate your college experience and upsides to embracing your first-generation college student status.

It’s common to be a first-generation student.

In terms of undergraduate students: The Center for First-Generation Student Success reports data from the 2015-16 National Postsecondary Student Aid Study which found that 56% of undergraduates nationally were first-generation college students, and 59% of these students were also the first sibling in the family to go to college!

Utilize services and resources to your advantage

There are organizations and programs to help you achieve success. Some common ones include Federal Work-Study and TRIO Programs (e.g., McNair Scholars Program, Student Support Services). First-generation students are often disproportionately lower-income than continuing-generation students (Tym et al., 2004). In our experiences, on-campus jobs were a great experience and allowed us flexibility with school commitments. Your college may also have other organizations and programs, such as a first-generation college students’ organization, which may facilitate friendships and normalize your feelings and experiences.

Asking for help demonstrates initiative

Another vital aspect of academic and professional success includes mentorship. Mentors can come in all forms—academic advisors, professors, bosses, and even other students. First-generation students may feel overwhelmed about how to achieve academic and professional success, especially due to feeling a lack of professional connections or lack of knowledge on how college “works”. Mentorship is important because it creates professional relationships and networking opportunities to prepare for your career. Often, mentors can offer invaluable insight into this process and aid first-generation students in forming professional connections. Though it may seem intimidating, sit down with an academic advisor and ask them about how you can prepare for your career—including activities outside of school (e.g., research, internships). Mentorship increases preparedness for your next step; it also helps you build strong professional relationships. Mentors may know of opportunities or positions they can connect you with once they know your long-term goals. We feel that asking for help or advice demonstrates initiative and courage. Whether you are in your graduate, undergraduate, or professional career, you will benefit from developing a relationship with someone you can consider a mentor.

Ultimately, we are thankful for being first-generation students. Our bachelor’s degrees and master’s degrees (in-process) feel bigger than just us. They represent our parents’ struggles and sacrifices to offer us more opportunities; these serve as inspiration and motivation in our academic and professional pursuits. Being a first-generation college student comes with additional obstacles. However, it can also lead to greater appreciation and value for higher education. It’s easy to feel disadvantaged when entering college as a first-generation student; you are not alone. There are other students in your position, mentors by your side, and programs designed to help you achieve success. As Dr. Abdul Kalam once said, “If you fail, never give up because F.A.I.L. means ‘First Attempt In Learning’.”

We would love to hear about how you embrace your first-generation student status!


Choy, S. (2001). Students whose parents did not go to college: Postsecondary access, persistence, and attainment (NCES 2001-126). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Martin Lohfink, M., & Paulsen, M. B. (2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46, 409–428.

Tym, C., McMillion, R., Barone, S., & Webster, J. (2004). First-generation college students: A literature review. Round Rock, TX: Texas Guaranteed Student Loan Corporation.

Linda Zheng (she/her) is a graduate student in the Master of Arts in Psychological Science program (Clinical-Counseling track) at the University of Minnesota, Duluth. Her current interests include interpersonal violence, trauma, and mind-body interventions. She is currently leading a research project examining maladaptive interpersonal schemas and coping responses in children receiving services at a community child advocacy center. In the future, she desires to work with underserved, underrepresented, and economically disadvantaged individuals.

Dakota Leget (she/her) is a first-year graduate student in the University of Minnesota Duluth Master of Arts in Psychological Science program (Clinical-Counseling track). She is dedicated to building a more inclusive future for heavier-weighted folks which is why her research interests include weight stigma, internalized weight bias, coping, and self-determination theory. In addition to research and studies, Dakota enjoys staying active, reading, cooking, advocating for equity, and cuddling with her cat, Poppers. Dakota’s future career goals include working with individuals with eating disorders, people with trauma, and members of the LGBTPQIA+ community.

New MPA opportunities!

  1. The MPA Ethics Committee is looking to increase our student membership!  Are you looking to increase your knowledge and gain experience regarding ethics consultation and build connections with other psychologists and students?  If so, then please submit a brief statement about why you would like to be a part of the MPA Ethics Committee and submit it to Dr. Catherine Cronmeyer,

2. The Minnesota Psychological Association would like to invite you to join the MPA Diversity Book Club. We meet every two months and are currently on our third book: So You Want To Talk About Race, by Ijeoma Oluo.

Our next event is Thursday, January 21st. Our meetings are friendly and casual; most of us read the books but finishing (or even starting) them is not required. All that’s necessary is a desire to learn and participate. We have members from around the state and who use a wide variety of modalities, and we have some great discussions.

If you are interested, you can sign up here. If you have questions, feel free to email David Nathan at Take care!

MPA SD Supports International Students

The Student Division of the Minnesota Psychological Association supports college students irrespective of their status as guests or residents in the United States. We find the recent policy announcements of the U.S. Immigration and Customs Enforcement agency (ICE) and support from the White House to be capricious, arbitrary, and morally abhorrent. Unfortunately, this is only the most recent in what has been a despicable series of outrages perpetrated against minorities and the disenfranchised by the Trump Administration. We wholly condemn this vile action and name it for what it is: Discriminatory policy founded on a racist ideology. The MPA Student Division calls on every college in the State of Minnesota to explore and devise options to ensure the rights of international students to complete their courses of study unimpeded and free of systemic harassment.

We call on colleges to openly condemn the actions of ICE and be vocal in their support for their international students. We urge your institutions to provide outreach and counseling support services to students who are now suffering distress, uncertainty, and fear. We recognize and praise the efforts of the University of Minnesota, Saint Mary’s University of Minnesota, University of St. Thomas, and other colleges that have already taken the first steps in this regard. As an organization, the Student Division stands with international students and welcomes any efforts to coordinate advocacy and planning.

The Student Division would like to hear from any international students and their peers whom have been affected by this recent action. You will be heard. You are not alone.

Quincy Guinadi and David Van Engen

Student Division Co-Chairs, Minnesota Psychological Association

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