1. Start with a clear research plan.
Before you begin the IRB application, it helps to have a well-developed research plan. The application asks you to summarize your research questions or hypotheses and clearly describe how you will collect your data. This may include interviews, surveys, questionnaires, or other assessments. Thinking through these details in advance will make completing the application much easier.

2. Gather all of your materials early.
One of the biggest time savers is preparing your materials before you submit the application. �������� requires that recruitment materials, informed consent forms, interview protocols, surveys, instruments (along with evidence of permissions to use them), and any screening tools be included as appendices with the application. Any materials participants will see must also include a statement indicating that the study has been approved by the �������� IRB, along with contact information for participant concerns. Having these documents ready from the start can prevent delays later in the process.

3. Be clear about who your participants are.
The IRB application asks you to describe how you will recruit participants and how many individuals you plan to include in your study. It is often helpful to request a participant range that accounts for incomplete or unusable data. You will also need to describe inclusion and exclusion criteria and explain any screening procedures you plan to use.

4. Think carefully about confidentiality and data security.
Protecting participant privacy is one of the central concerns of the IRB process. The application asks you to explain whether your data will be identifiable, coded, de-identified, or anonymous. You will also need to describe how data will be stored and protected. �������� requires that research data be securely stored for at least five years, so it is important to have a clear plan for how you will manage your data.

5. Address risks and safeguards.
Even studies that involve minimal risk still need to explain potential risks and how they will be minimized. The IRB application includes a section where you describe each research activity, who will conduct it, what participants will do, and what safeguards will be in place to protect participants. This section also includes procedures for responding if a participant becomes distressed or chooses to withdraw from the study.

6. Plan for consent and debriefing.
Participants must be clearly informed about the purpose of the study, what participation involves, and their right to withdraw at any time. Your application should describe how you will obtain consent and include the consent documents in your appendices. At the end of the study, participants should also be given an opportunity to ask questions and receive information about the study through a debriefing process.

7. Work closely with your faculty mentor.
At ��������, faculty oversight is required for research involving human participants, and faculty supervisors are responsible for ensuring that research procedures, data collection, and data storage meet ethical standards. Working closely with your faculty mentor can help you refine your application and address any questions before submission.

Ready to Submit? What to Expect Next…

Include “IRB Application” in the subject line of your email. After submitting your application, you will receive a confirmation email indicating that your documents have been received. Please allow up to two weeks for feedback or approval. If revisions are required, please send the updated materials directly to the individual who sent the confirmation email.

Final thoughts
The IRB process may feel complicated at first, but it becomes much more manageable once you understand what the application is asking for. Taking time to prepare your materials, think through your procedures, and plan for participant protections will make the process smoother. Over time, navigating IRB becomes just another part of developing your research skills.

Nosa Obaseki is a PsyD 3 student currently serving as ��������’s Research Graduate Assistant.

The post Navigating the IRB Process at ��������: 7 Tips for Getting Started appeared first on The �������� (��������).

Recent Publications:

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25): Brown, V. F., Cabell, C. D., & Belton, G. S. (2026). Women and humanistic psychology. In L. Hoffman, L. X. Vallejos, D. Hocoy, P. Tummala-Narra & E. M. DeRobertis (Eds.), APA handbook of humanistic and existential psychology: Clinical and social applications (Vol. 2) (pp. 261–280). American Psychological Association. []

Blake Kozlowksi (MA ’24, PsyD 2), Ashlyn Olson (PsyD 2), Alizay Naqvi (MA ’24, PsyD 2), Alexis Amos (PsyD 2), Dr. Andrew Franks (Core Faculty):��Kozlowski, B. A., Olson, A. S., Naqvi, A. R., Amos, A. S., & Franks, A. S. (2026). Authoritarian aggression: A unique predictor of attitudes to sex- and gender-based crime. Sexes, 7(1), 12. []

Dr. Derrick Sebree, Jr. (MA Program Director, MA ’12, PsyD ’16): Sebree, D., Jr., & Belton, G. S. (2026). Ecopsychology and humanistic psychology: Critical praxis for justice orientations. In L. Hoffman, L. X. Vallejos, D. Hocoy, P. Tummala-Narra & E. M. DeRobertis (Eds.), APA handbook of humanistic and existential psychology: Clinical and social applications (Vol. 2) (pp. 571–585). American Psychological Association. []

Vincent Mangiapane (MA ’21, PsyD 4): Thielman, K., Caccitore, J., & Mangiapane, V. (2026). “I would feel misunderstood and diminished:” Perceived helpfulness of a grief diagnosis among grievers. Death Studies. Advance online publication. []

We celebrate the continued impact of this work and the ways it contributes to meaningful, socially responsive scholarship.

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This year’s Midwestern Psychological Association Conference is taking place from April 16-18, 2026 at the Palmer House in Chicago, IL. This marks the 98th meeting of the Midwestern Psychological Association and will feature some of the highest-quality work in psychological sciences across the region. �������� will once again be well represented at this conference, so if you’ll be in attendance, make sure you stop by and check out their work. We are incredibly proud of all the research being done outside of the classroom by our students, faculty, and staff, often in collaboration with alumni.

Professional Development Sessions

Devon Kardel (PsyD 4) & Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25): Liberatory Movement: Dance as a Pathway to Transformative Healing

Renelle Lamey (MA ’24, PsyD 2) & Kalani Banks (MA ’24, PsyD 2): Ethical Considerations in Couple’s Therapy��

Reba Meagher (MA ’23, PsyD 3), Emily Ehrlich (PsyD 3), Jennifer Medrano Delacruz (MA ’23, PsyD 3), Lauren Dushane (MA ’21, PsyD 3), Caddisy Girard-Nocifora (PsyD 3): Affirming Practice with LGBTQIA+ Clients Amid Political Polarization��

Renelle Lamey (MA ’24, PsyD 2) & Kalani Banks (MA ’24, PsyD 2): Cell Phones and Marriage: Connection or Disruption?��

Dr. River Farrell (Core Faculty):��Guiding Growth: Integrating Trauma Informed and Developmental Supervision Practices

Ella Samhat (MA ’23, PsyD 2) & Aya Aldhalimi (MA with ABA ’24, PsyD 2): Cultural Competence and Psychological Assessment: A Training for Emerging Clinicians��

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25) & Jennifer Medrano Delacruz (MA ’23, PsyD 3): Graduate Student Well-Being Across Cultural Contexts

Nicholas Semaan (MA ’21, PsyD 4), Dr. Dustin Shepler (Director of Clinical Training), Kevin Johnson (MA ’14, PsyD ’18),��Julia Aharonov: The Effect of Music on Intravenous Ketamine for PTSD Treatment

Dalia Boussi (MA ’25, PsyD 1):��Balancing Accessibility and Confidentiality: Ethical Considerations in Adolescent Teletherapy��

Poster Sessions

Dr. Dustin Shepler (Director of Clinical Training), Dr. Matthew Kadrich (PsyD Program Director, PsyD ’16), Dr. Doug Callan (Core Faculty), Mackenzie Mercer (PsyD 2), Tessa Passarelli (PsyD 1), Matt Greiner (PsyD 1), Jasmine Dhuga, Briana Foster (MA ’23):��ADHD in High IQ Men: Evidence of Masking on CPT-3

Dr. Doug Callan (Core Faculty), Dr. Dustin Shepler (Director of Clinical Training), Dr. Matthew Kardich (PsyD Program Director, PsyD ’16), Mackenzie Mercer (PsyD 2), Jasmine Dhuga, Tessa Passarelli (PsyD 1), Matt Greiner (PsyD 1), Briana Foster (MA ’23): “Unmasking” ADHD and CPT-3 performance in high IQ boys��

Jamal Ghazi (MA ’21, PsyD ’25) & Dr. Dustin Shepler (Director of Clinical Training): Acculturation Strategies and Psychological Functioning Among Arab American Muslims

Marwa Attia (PsyD 2), Alexis Amos (PsyD 2), Renelle Lamey (MA ’24, PsyD 2), Zeinab Karout (PsyD 2), Isam Maaz (MA ’24, PsyD 2), Blake Kozlowski (MA ’24, PsyD 2), Ashlyn Olson (PsyD 2), Alizay Naqvi (MA ’24, PsyD 2), Jifune Hermiz (MA ’24, PsyD 2), Aya Aldhalimi(MA with ABA ’24, PsyD 2), Kalani Banks (MA ’24, PsyD 2),Francesca Belisario (PsyD 2), Dorothy Brown, Rebecca Cenusa (MA ’24, PsyD 2), Mackenzie Mercer (PsyD 2), Ella Samhat (MA ’23, PsyD 2), MyEssia Taylor (PsyD 2), Dr. Andrew Franks (Core Faculty): Authoritarian Aggression and Support for Immigrant Surveillance and Deportation

Zeina Laham (MA ’25):��Navigating Identity and Mental Health: Culturally Sensitive Approaches for Arab Americans

Dalia Boussi (MA ’25, PsyD 1):��Culturally Responsive Mental Health Practice with Arab American Communities��

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Have you presented your research at another conference or had it published? Make sure you’ve filled out the��Research & Presentation Form to be included in our annual Research Report.

The post Find �������� at MPA appeared first on The �������� (��������).

How did you get involved��in doing research?

I first became heavily involved in research during my first semester in the doctoral program at ��������. I joined an already established team that was researching the term that we coined,��Cultural Responsibility, in mental health providers. Through that process, I found a love for conducting psychological research and began engulfing myself in any and every project that aligned with my interests.

What are your current research��interests? And how did you narrow your research��focus?

My research interests include culture, identity, and trauma, with a particular emphasis on culturally grounded, community-centered approaches, racial trauma, and movement-based interventions. I narrowed my focus through a continuous process of self-reflection and rediscovery. The “w���” in everything that I do is bridging the gap between social justice and mental health. My work is deeply rooted in Humanistic, Black Feminist, Liberation, and Embodiment frameworks, with aims to foster the empowerment and liberation of individuals and communities experiencing marginalization and oppression.

What type of research do you do?

Currently, my four research teams are studying: 1) the efficacy and effectiveness of movement-based therapies, 2) the psychological pain of loss or lack in relationships, human respect, and social privilege, 3) the intergenerational transmission of vicarious racial trauma, and 4) disparities in Black maternal health.

Are you accepting students for your research��team? If so, what qualities do you look for in a research team member?

Although I am not currently accepting new team members, in the future, I may be looking to add students who are driven, reliable, and passionate about culturally- and trauma-informed care.

The post Faculty Research Spotlight: Dr. Courtney Cabell, Core Faculty, MA Faculty appeared first on The �������� (��������).

This year’s APA Division 32: The Society for Humanistic Psychology Conference is taking place from March 26-29, 2026 at the Red Bluff Community Center in Red Bluff, CA. The theme of this year’s conference is If you’ll be in attendance, make sure you check out some of the awesome work being done by the �������� community. �������� will be well represented at the conference, and we are incredibly proud of all the hard work being done outside of the classroom by our students, faculty, and staff, often in collaboration with alumni.

Additionally, �������� is well represented on the Division 32 Executive Board: Dr. Derrick Sebree, Jr. (MA Program Director, MA ’12, PsyD ’16) is the current division President and Membership Chair; Dr. Roxanne Christensen (PsyD ’17) is the past President; Dr. Michael Valenti (MA ’14, PsyD ’23) is Treasurer; Jennifer Medrano Delacruz�� (MA ’23, PsyD 3) is a Student Representative; Dr. Betz King (MA ’98, PsyD ’06) is a Member-at-Large; and Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25) is Conference Chair.��

Speakers

Dr. Derrick Sebree, Jr. (MA Program Director, MA ’12, PsyD ’16):“Generational Equity – Honoring the Past, Shaping the Future”��Division 32 President’s opening and closing speeches

Panels & Presentations

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25), Dr. Adam Lotfi (Core Faculty), Dennis Brown (MA with ABA ’23, PsyD 3), Jennifer Medrano Delacruz (MA ’23, PsyD 3): Existential Witnessing Circles (EWC): A Humanistic-Black Existential Psychotherapy Intervention��

Nosa Obaseki (MA ’21, PsyD 3) & Jennifer Medrano Delacruz (MA ’23, PsyD 3):��To Feel Free: Existential Struggle for Self-Actualization in Racialized Bodies

Jifune Hermiz (MA ’24, PsyD 2):��Healing Wounds I Didn’t Create: A Daughter’s Journey to Forgiveness��

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25), Maia Miller (MA ’25, PsyD 1), Kierra Poydras (MA ’25, PsyD 1), Darryl Dugans (PsyD 1):��Intergenerational Trauma, Grief, and Black Existential Healing

Dennis Brown (MA with ABA ’23, PsyD 3):��Music as Dialogue: An Experiential Exploration of Intersectionality in Psychotherapy

Jasmine Ionie Hobson (MA ’24, PsyD 1) & Haley Gilbert (MA ’25): Recentering Myth: The Value of Mythology in Liberation from Oppression

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25) & Devon Kardel (PsyD 4):��Body as Revolution: Embodiment as a Pathway of Social Change��

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25), Devon Kardel (PsyD 4), Lauren Dushane (MA ’21, PsyD 3), Desirae Peel (MA), Kendra Oja-Kiser (MA), Jadyn Iseler (MA), Muzammil Khan (MA), Serenity Littrell (MA), Madalyn Bailey (MA), Vrinda Mot (MA), Zunaira Tirmizi (PsyD 1): Embodied Liberation: Movin’ Through Depression in Parkinson’s Disease

Dr. Johanna Buzolits (Adjunct Faculty), Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25), Jasmine Ionie Hobson (MA ’24, PsyD 1):��Becoming Together: The Experience of Humanistic Group Supervision��

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25) & Sampada Fotedar (PsyD 1): Denaturalizing Racialized Trauma: Intergenerational Vicarious Harm and Resilience in Non-WEIRD Communities

Posters

Whitley Blake (MA ’25, PsyD 1) & Tessa Passarelli (PsyD 1):��Reproductive Choice as an Existential Crossroads

Marwa Attia (PsyD 2) & Alizay Naqvi (MA ’24, PsyD 2):��The Role of Early Experiences in Shaping Adult Anxiety & Relationships��

Events

��������:��Friday Morning Coffee Break and Conversation

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25), Dr. Adam Lotfi (Core Faculty), Dr. Johanna Buzolits (Adjunct Faculty):��Student Mentorship Lunch��

Dr. Derrick Sebree, Jr. (MA Program Director, MA ’12, PsyD ’16): Humanistic Townhall

Have you presented your research at another conference or had it published? Make sure you’ve filled out the Research & Presentation Form to be included in our annual Research Report.

��

The post Find �������� at Division 32 appeared first on The �������� (��������).

How did you get involved��in doing research?

I became involved in conducting research during my last year of undergrad at the University of Michigan Dearborn. I participated in a qualitative research project, utilizing phenomenological methods, alongside my partner, Dr. Vanessa Brown, and presented the findings as a poster at the 2011 Third Annual Division 32 Conference.

What type of research do you do?

��I am passionate about both quantitative and qualitative research.��

What are your current research��interests? And how did you narrow your research��focus?

My current research interests include episomologies of reparative justice for American Descendants of Slavery, and in conjunction with this research, on ecopsychology, climate psychology, and social justice work.

Are you accepting students for your research��team? If so, what qualities do you look for in a research team member?

I am currently accepting students. Our current study examines the perceived scarcity mindset and its relationship to empathy in relation to engagement in climate action. I look for team members who are motivated, able to organize their time, and are self-directed.

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The post Research Retrospective: �������� Scholarly Activity and Impact, 2015-2025 appeared first on The �������� (��������).

Getting started with research can feel intimidating, especially if you have never done it before. I remember feeling the same way at the beginning of my own journey. It is easy to assume you need a fully developed idea or some big, groundbreaking plan, but research rarely starts like that. More often, it begins with something much smaller: a spark of curiosity, a question that keeps tugging at you, or even a paper you wrote for class that you wish you could take further. Here are five tips for getting started in research:

Tip 1: Review your Existing Papers and Projects – One of the best ways to start is by looking at the work you have already done. Most of us have written papers or completed assignments that point toward themes we care about. Go back through your past classes, look at the topics that drew you in, and make a list of the ideas that still feel meaningful. You might find that you already have the beginnings of a project without realizing it.

Tip 2: Talk to People About Research Interests – Talking to others about your research interests and hearing about their research journeys can be incredibly helpful. Research is not something we are meant to do alone. Conversations with professors, librarians, or fellow students can help you refine your interests or discover opportunities you did not know existed. Faculty often have research teams or ongoing projects that align with student interests, and more advanced students can offer insight into how they got involved themselves. Sometimes one conversation can shift everything.

Tip 3: Explore Research Opportunities at �������� – It also helps to explore the research happening around you. Reviewing the Faculty Research and Research Teams page can show you where your curiosity overlaps with ongoing work at ��������. Even if there isn’t a current opening on a team, meeting with faculty to talk about shared research interests and get their recommendations is still a starting place. If you are thinking about turning a class paper into a conference proposal, the recording of the is a great place to start. It walks you through the entire process and makes it feel a lot more doable.��

Tip 4: Explore Conference Opportunities – As you continue exploring, take a look at the current list of . This is updated regularly with new opportunities and deadlines, so check back weekly in the Friday Opportunities emails. Reading through themes and calls for proposals can spark new ideas and help you see where your interests might fit in the broader field. Sometimes seeing the range of topics others are presenting helps you imagine yourself in those spaces too. Also, you can review past �������� Research and Scholarship Reports to see where others have presented previously and where you might present.��

Tip 5: Join Professional Associations – Another valuable step is joining professional organizations. Groups like the , the , one or more of APA’s , the , and the often share information about research opportunities, grants, webinars, and conference submissions. Even as a student, being connected to these communities helps you stay informed and inspired, and student membership rates are usually reasonable

Finally, and most importantly, give yourself permission to be curious and start small. You do not need to be an expert. Research grows as you do, and every step you take teaches you something. What matters most is your willingness to explore, ask questions, and follow the ideas that feel meaningful to you. Over time, that is exactly how you find your research voice.

Nosa Obaseki is a PsyD 3 student currently serving as ��������’s Research Graduate Assistant.

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Nosa Obaseki (MA ‘ 21, PsyD 3)

Position: Research Graduate Assistant

Tell us a little bit about your role.

My primary role is to help make research more accessible to students at �������� by creating pathways for them to engage with scholarship in ways that feel approachable, empowering, and meaningful. This includes offering guidance on research design, helping students connect their interests to viable projects, and breaking down the research process into clear, manageable steps. I aim to demystify research and show students that they don’t need to have everything figured out to begin—they just need curiosity, support, and a community to grow within.

What are you most excited for in the role this year?

I am most excited about the expansion of my role and being able to shine a spotlight on all the research that is being done at ��������.

How did you first get interested in conducting research?

I first became interested in research when I took the research methods class in the master’s program. For my final project, I wrote a proposal on how racial battle fatigue might influence anxiety symptoms in African American males. The process of turning a personal curiosity into a structured research question was eye-opening for me. My professor saw potential in the project and encouraged me to submit it as a poster presentation at a conference. That moment, realizing that my ideas could contribute to larger conversations in the field, was a turning point and sparked my ongoing passion for research.

Do you have a favorite research experience you’ve been a part of ?

One of my favorite experiences has been developing my dissertation, which explores how the lived experience of racial battle fatigue shapes the racial identity development of African Adult Third Culture Kids. I am excited to conduct qualitative interviews, engaging deeply with participants’ narratives, and witnessing the complexity of their meaning-making.

What advice would you give to another student who wants to get involved in research?

Start with curiosity. Identify the questions that genuinely matter to you and seek out faculty or peers whose interests overlap. Do not be afraid to begin small. Your skills and confidence will grow with each project. Most importantly, remember that research is relational. Join communities, talk with mentors, collaborate with others, and treat the process as a conversation rather than a solo endeavor. The more connected you feel to the work, the more meaningful and sustainable your research journey will be.

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In our Research blog series, which highlights a section of the Research @ �������� Newsletter (), our goal is to provide you with a comprehensive understanding of the fascinating world of psychological research. By exploring the various methodologies used in psychology, we aim to deepen your appreciation of how science uncovers the complexities of human behavior. In this blog, we’re diving into two vital areas of psychological research: the mixed methods approach and ethical considerations in research. As the field of psychology continues to evolve, these topics serve as essential pillars in designing responsible, inclusive, and impactful studies.

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Mixed Methods Research: Bridging Numbers and Narratives

Mixed methods research is a powerful approach that integrates both quantitative and qualitative data collection and analysis within a single study or research program. This combination allows researchers to take advantage of the strengths of each method, offering a more comprehensive, nuanced, and context-rich understanding of complex psychological phenomena.

Mixed methods research involves systematically combining

• Quantitative methods (e.g., surveys, experiments, statistical analyses) that generate numerical data to measure variables and test hypotheses.
• Qualitative methods (e.g., interviews, focus groups, open-ended surveys) that capture meaning, context, and lived experience through narrative and thematic analysis.

By blending these approaches, researchers can explore both the “w�󲹳�” and the “w���” of human behavior and mental processes.

Mixed methods research offers psychologists a fuller understanding of complex issues by combining numerical data with personal experiences. It allows for triangulation, validating findings through multiple sources, and complementarity, where one method enriches the other. Researchers can use one method to shape the next (development) or explore contradictions (initiation) for deeper insight. Mixed methods also expand the scope of research, balancing broad trends with individual stories. This approach helps psychologists answer not just what is happening, but also why and how.

Common Mixed Methods Designs

• Convergent Parallel Design: Quantitative and qualitative data are collected simultaneously but analyzed separately. The results are then merged to see where findings align or diverge.
  • Example: A researcher surveys clients’ satisfaction with therapy services while conducting focus groups to explore client perceptions in more detail.
• Explanatory Sequential Design: Begins with quantitative data collection and analysis, followed by qualitative methods to explain or elaborate on the numerical results.
  • Example: If survey data shows high levels of test anxiety in students, follow-up interviews could explore what specific stressors students face and how they cope.
• Exploratory Sequential Design: Starts with qualitative exploration, which informs the development of a quantitative instrument.
  • Example: Researchers might interview parents about their child’s screen time habits, then design a questionnaire based on emerging themes.
• Embedded Design: One method is embedded within another larger study.
  • Example: In a primarily quantitative intervention study, a qualitative component (e.g., interviews) is added to understand participants’ experiences of the intervention.

Ethics in Psychology Research: Doing the Right Thing

Every research study must prioritize ethical responsibility to protect participants and preserve the integrity of the field.

Core Ethical Principles

• Informed Consent: Participants must be fully aware of the study’s nature, risks, and benefits.
• Confidentiality: Protecting participant data is non-negotiable.
• Beneficence: Maximize benefits while minimizing harm.
• Justice: Ensure fair treatment and equitable access to participation.

Spotlight on Sensitive Topics

When researching vulnerable populations (e.g., individuals with trauma histories or marginalized communities), additional safeguards may include:

• Trauma-informed interview techniques
• Debriefing and support referrals
• IRB (Institutional Review Board) oversight and continuous ethics checks

Understanding the IRB: Protecting Participants and��Upholding Standards

Before any psychological research involving human participants can begin, it must be reviewed and approved by an Institutional Review Board (IRB). The IRB plays a critical role in ensuring that research is conducted ethically, safely, and in accordance with federal regulations and professional standards.

The IRB evaluates proposed studies to assess potential risks to participants, ensuring that those risks are minimized and justified by potential benefits. It carefully reviews key aspects such as informed consent procedures, confidentiality protections, and whether vulnerable populations (like children, individuals with mental illness, or economically disadvantaged groups) are involved. Special attention is given to studies that include deception, sensitive topics, or data collection methods that may impact participant well-being.

Author: Research Graduate Assistant Nosa Obaseki (MA ’21, PsyD 2)��

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