- Email: [email protected]
Looking Ahead: Questions for and About Behavioral Scientists and Practitioners
Available online at www.sciencedirect.com
Behavior Therapy 43 (2012) 701 – 704
www.elsevier.com/locate/bt
Looking Ahead: Questions for and About Behavioral Scientists and Practitioners Robin B. Jarrett The University of Texas Southwestern Medical Center
In this article Robin B. Jarrett reflects on the early years in which female investigators were a minority in the field and on her participation in the Trailblazers' panel discussion at the Association for Behavioral and Cognitive Therapies on November 29, 2009. Dr. Jarrett writes these reflections in the form of a letter to current and future professionals (of all demographics) dedicated to behavioral science and its practice; she poses questions about what the future may hold.
Keywords: professional issues in behavioral science; inequities in academia; gender differences
I WAS BOTH HUMBLED AND HONORED when Drs. Lata McGinn and Michelle Newman included me in the Association for Behavioral and Cognitive Therapies’ panel discussion, “Overcoming the Glass Ceiling— Lessons Learned and Lessons to Give: A Conversation With the Trailblazers,” with these eight remarkable women. One was a mentor of mine; many are friends, and all are pioneers whom I admire. The invited speakers were honored by receiving crystal clocks, by being given the chance to listen to insights of fellow speakers, and finally, by joining hands in solidarity during a deafening applause from a packed audience in a grand New York ballroom. I
I am grateful to Julie Kangas, B.A., Julia Koch, B.A., and Howard Gershenfeld, M.D., Ph.D., for their comments on an earlier version of this paper. Address correspondence to Robin B. Jarrett, Ph.D., Department of Psychiatry, The University of Texas Southwestern Medical Center, 5323 Harry Hines Boulevard, Dallas, TX 75390; e-mail: [email protected]. 0005-7894/43/701-704/$1.00/0 © 2012 Association for Behavioral and Cognitive Therapies. Published by Elsevier Ltd. All rights reserved.
organize my comments around the experience of these crystal clocks, insights, and solidarity.
crystal clocks Crystal clocks allow us to reflect on the past and see through the present to imagine the future. So, what do crystal clocks tell us about women's experience in behavioral science and practice? The Bureau of Labor Statistics reported in 2008 that women held a majority of all managerial and professional jobs (U.S. Bureau of Labor Statistics, 2009). Since 1998, the number of women enrolling in college has exceeded the number of men; by 2004, women were earning 58% of all new bachelor's degrees (Institute for Social and Economic Research and Policy, 2006). The 2004 pattern that more women than men are admitted to doctoral study in clinical psychology remains the trend (Smith Bailey, 2004). With modern advances and the accomplishments, sophistication, and confidence of my trainees, I begin by wondering, “Do my perceptions have only historical value? While I'm not ‘that old,’ shouldn't I just avoid distraction and get back to writing about science?”At the same time, we are all aware that women in our field still earn only 80 cents for every dollar that men earn (U.S. Bureau of Labor Statistics, 2009). We know that in academic medical centers women enter the workforce at the same rate as men but are woefully underrepresented in the ranks of professor and as senior academic leaders (Leadley, 2009). People ask, “Why do women leave?” Perhaps the better question is “What would allow them to stay?” (For comments on institutional transformation see Carnes, Morrissey, & Geller, 2008; Handelsman et al., 2005; Isaac, Lee, & Carnes, 2009; Sheridan, Fine, Pribbenow, Handelsman, & Carnes, 2010.) Before this invited address, the speakers asked each other, “How much truth will we actually tell?” Are they ready to hear it? Are we brave enough to tell
702
jarrett
it? How important is it to remain silent about what we notice, experience, revel in, cry about, or even about what we have achieved? Is it remarkable that November 20, 2009 (the day of this panel address), was the first time in the 43 years of ABCT that a woman (i.e., Edna Foa, a recognized “Trailblazer”) received our organization's Career Lifetime Achievement Award? What factors contribute to the perception that the careers of our women have lagged that far behind those of men? Do we talk and write about this? If we do, do we consider it a “serious” topic worthy of publication? Then, I recall a close collaborator's revelation that, after walking several blocks, she could only attend this address because she discovered a back stairway allowing her ballroom access amid the “standing room only” crowd. This affirmation of interest in our development as behavioral scientists who are women intrudes into the present, reminding me of my promise to Michelle and Lata to write about this. I offer my comments as a letter to several, shining young faces inspiring me from our (amazing) audience.
insights Dear Ones, The past(s). Insights result from wrestling with the tension between inspiration and experience; they are crystallized perceptions allowing us to progress. Wisdom may be the fortunate accumulation of valid insights. Drs. Newman and McGinn asked us to talk about how the past shaped us, hoping, I'm sure, for a few insights. I learned from listening to my colleagues and asked, “Besides being female, what is it that we all have in common?” Probably, the most important commonality among speakers is our ongoing love affair with behavioral science and practice. Each has taken the vision inside and painted it outside. We have been single, married, divorced, and remarried; mothers, stepmothers, adoptive mothers, and, especially, mothers to students and laboratory members. All the while each has passion or “fire in the belly,” as it were, to truly understand a disorder or population, to develop a treatment, a behavioral theory, or a new approach. We've involved others and known we could not have done it without them. We have a need to know. We pushed the limits as far and hard as we could. We have not yet finished. This continuing love affair may be the most important thing to know about us. We love our topics and are committed to their development, growth, and future. We have sacrificed for them. We figured out a way to nurture them while we had “whatever” demographic or environment. We developed our research after helpful mentors and in spite of derailment and barriers.
Even so, every speaker acknowledged specific barriers based on her gender. We described what it was like to be the only woman in the room. We heard about the thrill and the disadvantage of being alone, of being the first, of experiencing validation; invalidation, and noticing disparities; being different and (repeatedly) underrepresented where power sits; being bullied at work before it was an Internet topic, and of experiencing discrimination and its consequences, sexual harassment, and other, now illegal, processes. So how did we “just do it”? Most acknowledged a firm foundation and/or the importance of creating the “right” environment. We know, particularly as scholars, we are all standing on someone else's shoulders. We appreciate that our predecessors’ gifts inspired our work and our collaborators made it possible. While the statements below take liberties with and do not do justice to the teaching, these implicit or literal lessons inspire my work: • You are only limited by how hard you can work or what you don't learn. (Richard and Barbara Jarrett) • Suffering is frequent. Activated compassion is essential. (Richard and Barbara Jarrett) • Psychology is an important science. An undergraduate scholar can become an investigator. (Judith Flaxman, Ph.D., and David Eckerman, Ph.D.) • Work hard and often. (every teacher, including Rosemery O. Nelson, Ph.D.) • Write clearly and often. (every teacher, including Rosemery O. Nelson, Ph.D.) • Know the rules and the currency; avoid confusion about what really matters. (Ronald Drabman, Ph.D.) • Don't expect that anyone will do it for you. (Paula Clayton, M.D., as I understood her after reading a trade news article) • Hang up a sign and print yourself some stationery. (Aaron T. Beck, M.D.) • Keep going down the road. Don't run over anybody, but keep going down the road. (Richard Jarrett) • Some people record history; others make it. (A. John Rush, M.D.) • Learning is transformative. (Richard Jarrett) Each Trailblazer speaker conveyed something that supported her in her research. Supported by the gifts of a solid education and others’ inspiration resulted in a strong sense of “self-definition” for me. It is the importance of knowing who you are and not allowing anyone to change what you call yourself.
advice for the future
703
I call myself an independent clinical scientist and clinical psychologist. Over the years, I have treated a number of very competitive biomedical scientists. Each scientist struggles with “How much is enough? What is good enough? When do I go home, even though the ‘answer’ eludes me, the sun has set, I am the only one here, and I am spent?” Witnessing their struggles, and in my own, I developed an assurance that I needed to decide what allows me to do my best and remain healthy. It is my answer that matters. Yet, the question recurs daily, against the backdrop of lessons comprising my foundation. I remind my laboratory members and students that we are all standing on someone else's shoulders; ours have to be broad enough for the next group. So I close, with the final concept of solidarity.
the future Early on I was taught the rules and the currency of our field. I expect that you have questions about the rules and the currency of behavioral science and practice. I hope you will work together to envision and improve the approaches and processes within our field. If the work force and our field are to be dominated by women in the coming years, then there are many important questions to address. For example:
solidarity Solidarity is the realization that you don't have to remain alone in the world, even in the midst of complexity or during attempts to silence your voice or to clip your wings. It is important for groups of people who want to make a difference (e.g., women) to organize. Women often state, “We don't have time to organize because of all the other demands upon us.” I assert that we can only afford to organize. There is nothing in our discipline that supports disorganization. We know better. Each environment has nuances that affect which model of organization works best. I work in an academic medical center, and I have benefited from women who have organized at both the local and national levels. I encourage you to look for models that promote the type of environment that helps you to be your best and to develop solidarity with people who share your principles and goals, as well as your vision for the future. For helpful resources study:
What nurtures children and families, when their adult(s) must earn a living? What care and work environments promote the best for all?
• ABCT's Women's Issues in Behavior Therapy Special Interest Group (http://sites.google. com/site/abctwsig/) • Women in Science and Medicine Advisory Committee (WISMAC; www.utsouthwestern. edu/utsw/home/research/WISMAC/) • Women in Science and Engineering Leadership Institute at the University of Wisconsin-Madison (WISELI; http://wiseli.engr.wisc.edu/pubtype. php) • Executive Leadership in Academic Medicine (ELAM; www.drexelmed.edu/Home/Other Programs/ExecutiveLeadershipinAcademic Medicine.aspx).
I hope to collaborate with you on these and other important questions ahead. In the meantime, as I close this “letter” to you, I wish you compassion and shoulders broad enough to support others. For you, I hope your future will be filled with the delight of crystal clocks, collaborators who find back stairways, wisdom accumulated from insight, and connection grounded in solidarity . . . regardless of your gender, color, culture, or any other demographic. I trust that when I and my fellow panelists no longer turn on the lights in our laboratories, you will turn them on the next morning. Best wishes, Robin B. Jarrett, Ph.D.
What gets and/or keeps people healthy? To what extent will people struggle to dichotomize work and life/play? Is it possible to create an environment and culture of integration? Are there better, more efficient, and effective models for developing expertise and collaboration?
How will people organize their labor and incentives, through hierarchies built on competition, domination, unequal power, and submission, or through service, collaboration, and consensus on common principles and goals? Will our field follow the biological and physical sciences by educating women with doctorates but failing to develop them as professors in our top universities (Handelsman et al., 2005)? What is the legacy or heritage we will leave for those coming after us? To what extent will our field use the principles, scientific results, and technology it builds on itself? Can we model positive practices for other disciplines and the world at large?
704
jarrett
References Carnes, M., Morrissey, C., & Geller, S. E. (2008). Women's health and women's leadership in academic medicine: Hitting the same glass ceiling? Journal of Women's Health, 17(9), 1453–1462. Handelsman, J., Cantor, N., Carnes, M., Denton, D., Fine, E., Grosz, B., … Sheridan, J. (2005). More women in science. Science, 309, 1190–1191. Institute for Social and Economic Research and Policy. (2006). The growing female advantage in college completion. In G. Hong (Ed.), ISERP Newsletter. New York: Columbia University. Isaac, C., Lee, B. H., & Carnes, M. (2009). Interventions that affect gender bias in hiring: A systematic review. Academic Medicine, 84(10), 1440–1446. Leadley, J. (2009). Women in U.S. academic medicine: Statistics and benchmarking report. Washington, DC: Association of American Medical Colleges. Sheridan, J., Fine, E., Pribbenow, C. M., Handelsman, J., & Carnes, M. (2010). Searching for excellence and diversity: Increasing the hiring of women faculty at one academic medical center. Academic Medicine, 85(6), 999–1007. Smith Bailey, D. (2004). Number of psychology PhDs declining: Survey shows institutions are awarding fewer psychology PhDs and that the discipline continues to attract more women than men. Monitor, 35, 18. U.S. Bureau of Labor Statistics. (2009). Women in the labor force: A databook (2009 Edition). In U.S. Department of
Labor (Ed.), Labor force statistics from the Current Population Survey. Washington, DC: Author. Robin B. Jarrett, Ph.D., is Professor of Psychiatry and holds the Elizabeth H. Penn Professorship in Clinical Psychology at The University of Texas Southwestern Medical Center. She received her doctorate from the University of North Carolina at Greensboro and has been a member of the Association for Behavioral and Cognitive Therapies since graduate school. Dr. Jarrett's team is internationally known for research on psychosocial factors affecting mood and related disorders and is appreciative of continuous funding by the National Institute of Mental Health (NIMH) since 1989. Dr. Jarrett is the recipient of two NIMH career awards, a Founding Fellow and Diplomate in the Academy of Cognitive Therapy, and a Beck Institute Fellow. She graduated as a Fellow within Executive Leadership in Academic Medicine. At The University of Texas Southwestern Medical Center, Dr. Jarrett directs the Psychosocial Research and Depression Clinic, treats patients, and has mentored more than 100 students and faculty. She has directed the Conflict of Interest Office, and chaired the Conflict of Interest Committee since 1995. She currently serves on an NIMH study section (Interventions Committee for Adult Disorders), is on the editorial board for the Journal of Consulting and Clinical Psychology, and is the Treasurer of the American Psychological Association Division 12 (Society of Clinical Psychology).
R E C E I V E D : March 5, 2012 A C C E P T E D : March 6, 2012 Available online 14 March 2012
Behavior Therapy 43 (2012) 701 – 704
www.elsevier.com/locate/bt
Looking Ahead: Questions for and About Behavioral Scientists and Practitioners Robin B. Jarrett The University of Texas Southwestern Medical Center
In this article Robin B. Jarrett reflects on the early years in which female investigators were a minority in the field and on her participation in the Trailblazers' panel discussion at the Association for Behavioral and Cognitive Therapies on November 29, 2009. Dr. Jarrett writes these reflections in the form of a letter to current and future professionals (of all demographics) dedicated to behavioral science and its practice; she poses questions about what the future may hold.
Keywords: professional issues in behavioral science; inequities in academia; gender differences
I WAS BOTH HUMBLED AND HONORED when Drs. Lata McGinn and Michelle Newman included me in the Association for Behavioral and Cognitive Therapies’ panel discussion, “Overcoming the Glass Ceiling— Lessons Learned and Lessons to Give: A Conversation With the Trailblazers,” with these eight remarkable women. One was a mentor of mine; many are friends, and all are pioneers whom I admire. The invited speakers were honored by receiving crystal clocks, by being given the chance to listen to insights of fellow speakers, and finally, by joining hands in solidarity during a deafening applause from a packed audience in a grand New York ballroom. I
I am grateful to Julie Kangas, B.A., Julia Koch, B.A., and Howard Gershenfeld, M.D., Ph.D., for their comments on an earlier version of this paper. Address correspondence to Robin B. Jarrett, Ph.D., Department of Psychiatry, The University of Texas Southwestern Medical Center, 5323 Harry Hines Boulevard, Dallas, TX 75390; e-mail: [email protected]. 0005-7894/43/701-704/$1.00/0 © 2012 Association for Behavioral and Cognitive Therapies. Published by Elsevier Ltd. All rights reserved.
organize my comments around the experience of these crystal clocks, insights, and solidarity.
crystal clocks Crystal clocks allow us to reflect on the past and see through the present to imagine the future. So, what do crystal clocks tell us about women's experience in behavioral science and practice? The Bureau of Labor Statistics reported in 2008 that women held a majority of all managerial and professional jobs (U.S. Bureau of Labor Statistics, 2009). Since 1998, the number of women enrolling in college has exceeded the number of men; by 2004, women were earning 58% of all new bachelor's degrees (Institute for Social and Economic Research and Policy, 2006). The 2004 pattern that more women than men are admitted to doctoral study in clinical psychology remains the trend (Smith Bailey, 2004). With modern advances and the accomplishments, sophistication, and confidence of my trainees, I begin by wondering, “Do my perceptions have only historical value? While I'm not ‘that old,’ shouldn't I just avoid distraction and get back to writing about science?”At the same time, we are all aware that women in our field still earn only 80 cents for every dollar that men earn (U.S. Bureau of Labor Statistics, 2009). We know that in academic medical centers women enter the workforce at the same rate as men but are woefully underrepresented in the ranks of professor and as senior academic leaders (Leadley, 2009). People ask, “Why do women leave?” Perhaps the better question is “What would allow them to stay?” (For comments on institutional transformation see Carnes, Morrissey, & Geller, 2008; Handelsman et al., 2005; Isaac, Lee, & Carnes, 2009; Sheridan, Fine, Pribbenow, Handelsman, & Carnes, 2010.) Before this invited address, the speakers asked each other, “How much truth will we actually tell?” Are they ready to hear it? Are we brave enough to tell
702
jarrett
it? How important is it to remain silent about what we notice, experience, revel in, cry about, or even about what we have achieved? Is it remarkable that November 20, 2009 (the day of this panel address), was the first time in the 43 years of ABCT that a woman (i.e., Edna Foa, a recognized “Trailblazer”) received our organization's Career Lifetime Achievement Award? What factors contribute to the perception that the careers of our women have lagged that far behind those of men? Do we talk and write about this? If we do, do we consider it a “serious” topic worthy of publication? Then, I recall a close collaborator's revelation that, after walking several blocks, she could only attend this address because she discovered a back stairway allowing her ballroom access amid the “standing room only” crowd. This affirmation of interest in our development as behavioral scientists who are women intrudes into the present, reminding me of my promise to Michelle and Lata to write about this. I offer my comments as a letter to several, shining young faces inspiring me from our (amazing) audience.
insights Dear Ones, The past(s). Insights result from wrestling with the tension between inspiration and experience; they are crystallized perceptions allowing us to progress. Wisdom may be the fortunate accumulation of valid insights. Drs. Newman and McGinn asked us to talk about how the past shaped us, hoping, I'm sure, for a few insights. I learned from listening to my colleagues and asked, “Besides being female, what is it that we all have in common?” Probably, the most important commonality among speakers is our ongoing love affair with behavioral science and practice. Each has taken the vision inside and painted it outside. We have been single, married, divorced, and remarried; mothers, stepmothers, adoptive mothers, and, especially, mothers to students and laboratory members. All the while each has passion or “fire in the belly,” as it were, to truly understand a disorder or population, to develop a treatment, a behavioral theory, or a new approach. We've involved others and known we could not have done it without them. We have a need to know. We pushed the limits as far and hard as we could. We have not yet finished. This continuing love affair may be the most important thing to know about us. We love our topics and are committed to their development, growth, and future. We have sacrificed for them. We figured out a way to nurture them while we had “whatever” demographic or environment. We developed our research after helpful mentors and in spite of derailment and barriers.
Even so, every speaker acknowledged specific barriers based on her gender. We described what it was like to be the only woman in the room. We heard about the thrill and the disadvantage of being alone, of being the first, of experiencing validation; invalidation, and noticing disparities; being different and (repeatedly) underrepresented where power sits; being bullied at work before it was an Internet topic, and of experiencing discrimination and its consequences, sexual harassment, and other, now illegal, processes. So how did we “just do it”? Most acknowledged a firm foundation and/or the importance of creating the “right” environment. We know, particularly as scholars, we are all standing on someone else's shoulders. We appreciate that our predecessors’ gifts inspired our work and our collaborators made it possible. While the statements below take liberties with and do not do justice to the teaching, these implicit or literal lessons inspire my work: • You are only limited by how hard you can work or what you don't learn. (Richard and Barbara Jarrett) • Suffering is frequent. Activated compassion is essential. (Richard and Barbara Jarrett) • Psychology is an important science. An undergraduate scholar can become an investigator. (Judith Flaxman, Ph.D., and David Eckerman, Ph.D.) • Work hard and often. (every teacher, including Rosemery O. Nelson, Ph.D.) • Write clearly and often. (every teacher, including Rosemery O. Nelson, Ph.D.) • Know the rules and the currency; avoid confusion about what really matters. (Ronald Drabman, Ph.D.) • Don't expect that anyone will do it for you. (Paula Clayton, M.D., as I understood her after reading a trade news article) • Hang up a sign and print yourself some stationery. (Aaron T. Beck, M.D.) • Keep going down the road. Don't run over anybody, but keep going down the road. (Richard Jarrett) • Some people record history; others make it. (A. John Rush, M.D.) • Learning is transformative. (Richard Jarrett) Each Trailblazer speaker conveyed something that supported her in her research. Supported by the gifts of a solid education and others’ inspiration resulted in a strong sense of “self-definition” for me. It is the importance of knowing who you are and not allowing anyone to change what you call yourself.
advice for the future
703
I call myself an independent clinical scientist and clinical psychologist. Over the years, I have treated a number of very competitive biomedical scientists. Each scientist struggles with “How much is enough? What is good enough? When do I go home, even though the ‘answer’ eludes me, the sun has set, I am the only one here, and I am spent?” Witnessing their struggles, and in my own, I developed an assurance that I needed to decide what allows me to do my best and remain healthy. It is my answer that matters. Yet, the question recurs daily, against the backdrop of lessons comprising my foundation. I remind my laboratory members and students that we are all standing on someone else's shoulders; ours have to be broad enough for the next group. So I close, with the final concept of solidarity.
the future Early on I was taught the rules and the currency of our field. I expect that you have questions about the rules and the currency of behavioral science and practice. I hope you will work together to envision and improve the approaches and processes within our field. If the work force and our field are to be dominated by women in the coming years, then there are many important questions to address. For example:
solidarity Solidarity is the realization that you don't have to remain alone in the world, even in the midst of complexity or during attempts to silence your voice or to clip your wings. It is important for groups of people who want to make a difference (e.g., women) to organize. Women often state, “We don't have time to organize because of all the other demands upon us.” I assert that we can only afford to organize. There is nothing in our discipline that supports disorganization. We know better. Each environment has nuances that affect which model of organization works best. I work in an academic medical center, and I have benefited from women who have organized at both the local and national levels. I encourage you to look for models that promote the type of environment that helps you to be your best and to develop solidarity with people who share your principles and goals, as well as your vision for the future. For helpful resources study:
What nurtures children and families, when their adult(s) must earn a living? What care and work environments promote the best for all?
• ABCT's Women's Issues in Behavior Therapy Special Interest Group (http://sites.google. com/site/abctwsig/) • Women in Science and Medicine Advisory Committee (WISMAC; www.utsouthwestern. edu/utsw/home/research/WISMAC/) • Women in Science and Engineering Leadership Institute at the University of Wisconsin-Madison (WISELI; http://wiseli.engr.wisc.edu/pubtype. php) • Executive Leadership in Academic Medicine (ELAM; www.drexelmed.edu/Home/Other Programs/ExecutiveLeadershipinAcademic Medicine.aspx).
I hope to collaborate with you on these and other important questions ahead. In the meantime, as I close this “letter” to you, I wish you compassion and shoulders broad enough to support others. For you, I hope your future will be filled with the delight of crystal clocks, collaborators who find back stairways, wisdom accumulated from insight, and connection grounded in solidarity . . . regardless of your gender, color, culture, or any other demographic. I trust that when I and my fellow panelists no longer turn on the lights in our laboratories, you will turn them on the next morning. Best wishes, Robin B. Jarrett, Ph.D.
What gets and/or keeps people healthy? To what extent will people struggle to dichotomize work and life/play? Is it possible to create an environment and culture of integration? Are there better, more efficient, and effective models for developing expertise and collaboration?
How will people organize their labor and incentives, through hierarchies built on competition, domination, unequal power, and submission, or through service, collaboration, and consensus on common principles and goals? Will our field follow the biological and physical sciences by educating women with doctorates but failing to develop them as professors in our top universities (Handelsman et al., 2005)? What is the legacy or heritage we will leave for those coming after us? To what extent will our field use the principles, scientific results, and technology it builds on itself? Can we model positive practices for other disciplines and the world at large?
704
jarrett
References Carnes, M., Morrissey, C., & Geller, S. E. (2008). Women's health and women's leadership in academic medicine: Hitting the same glass ceiling? Journal of Women's Health, 17(9), 1453–1462. Handelsman, J., Cantor, N., Carnes, M., Denton, D., Fine, E., Grosz, B., … Sheridan, J. (2005). More women in science. Science, 309, 1190–1191. Institute for Social and Economic Research and Policy. (2006). The growing female advantage in college completion. In G. Hong (Ed.), ISERP Newsletter. New York: Columbia University. Isaac, C., Lee, B. H., & Carnes, M. (2009). Interventions that affect gender bias in hiring: A systematic review. Academic Medicine, 84(10), 1440–1446. Leadley, J. (2009). Women in U.S. academic medicine: Statistics and benchmarking report. Washington, DC: Association of American Medical Colleges. Sheridan, J., Fine, E., Pribbenow, C. M., Handelsman, J., & Carnes, M. (2010). Searching for excellence and diversity: Increasing the hiring of women faculty at one academic medical center. Academic Medicine, 85(6), 999–1007. Smith Bailey, D. (2004). Number of psychology PhDs declining: Survey shows institutions are awarding fewer psychology PhDs and that the discipline continues to attract more women than men. Monitor, 35, 18. U.S. Bureau of Labor Statistics. (2009). Women in the labor force: A databook (2009 Edition). In U.S. Department of
Labor (Ed.), Labor force statistics from the Current Population Survey. Washington, DC: Author. Robin B. Jarrett, Ph.D., is Professor of Psychiatry and holds the Elizabeth H. Penn Professorship in Clinical Psychology at The University of Texas Southwestern Medical Center. She received her doctorate from the University of North Carolina at Greensboro and has been a member of the Association for Behavioral and Cognitive Therapies since graduate school. Dr. Jarrett's team is internationally known for research on psychosocial factors affecting mood and related disorders and is appreciative of continuous funding by the National Institute of Mental Health (NIMH) since 1989. Dr. Jarrett is the recipient of two NIMH career awards, a Founding Fellow and Diplomate in the Academy of Cognitive Therapy, and a Beck Institute Fellow. She graduated as a Fellow within Executive Leadership in Academic Medicine. At The University of Texas Southwestern Medical Center, Dr. Jarrett directs the Psychosocial Research and Depression Clinic, treats patients, and has mentored more than 100 students and faculty. She has directed the Conflict of Interest Office, and chaired the Conflict of Interest Committee since 1995. She currently serves on an NIMH study section (Interventions Committee for Adult Disorders), is on the editorial board for the Journal of Consulting and Clinical Psychology, and is the Treasurer of the American Psychological Association Division 12 (Society of Clinical Psychology).
R E C E I V E D : March 5, 2012 A C C E P T E D : March 6, 2012 Available online 14 March 2012