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Live Webinar

Strong Developmental Networks and Mentorship: Early and Mid Career Considerations

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Date & Time

Description

This webinar synthesizes prior research on the importance of creating and sustaining strong developmental networks (that include mentors and other "career cheerleaders") to optimize personal and professional growth and well-being during early career through mid-career for mental health professionals and researchers. We offer a rich synthesis of this literature and engage the audience in applying its "pearls" to their current professional context. We pay special attention to how developmental relationships may sustain psychologists working in complex public service systems such as healthcare, government, and community mental health, where professional roles, opportunities, and contexts often evolve across the course of a career. Skill building, in the form of network based self-assessment, is emphasized in the latter portion of this interactive webinar.

Learning Objectives

Participants will be able to:

  • Characterize, with significant nuance, developmental network theory and its application to professional development in public sector psychology.

  • Identify key components (and gaps) of their own developmental networks.

Educational Goal

The educational goal is to familiarize learners with the literature on the importance of developmental networks , so that they can easily characterize the pearls of this literature and apply it in their own professional development journey as a critical professional development tool in early-mid-career. Participants will consider how developmental networks function as a practical framework for navigating career transitions and identifying opportunities for leadership and service. Secondarily, we aim to deepen the understanding of how the developmental network framework may be particularly useful in helping navigate professional development/career growth among public service psychologists and related mental health professionals during difficult professional periods (e.g., current political climate) using an iterative and rigorous self-assessment/network assessment process. We also invite participants to take a longer and more expansive view of the arc of a professional life, examining how intentional professional relationships can support a resilient career and sustained participation in public service psychology.

Target Audience

  • Psychologist

Presenters

Dr. Julie Weitlauf is a Clinical Professor of Psychiatry and Behavioral Sciences, and by courtesy, of Obstetrics and Gynecology, at Stanford University School of Medicine. She completed her undergraduate work at the University of Washington, her doctoral training in clinical psychology from the University of Illinois at Chicago, and her clinical internship at the VA Palo Alto Health Care System. Dr. Weitlauf completed a two-year post-doctoral training fellowship at the Sierra Pacific Mental Illness, Research, Education and Clinical Center and Stanford University School of Medicine, and brief, post-graduate training in clinical sexology at Leiden University Medical Center in the Netherlands. Dr. Weitlauf currently serves as the director of the Sexual Dysfunction Clinic within the Division of Women’s Wellness (Adult Psychiatry). Dr. Weitlauf is a founding member of the Stanford Menopause Consortium, serves as a course director for Women’s Sexual Dysfunction Case Conference, and frequently lectures at the Stanford / Pacific Graduate School of Psychology Consortium program. Dr. Weitlauf, a clinical psychologist, also serves as the director of the Women’s Mental Health and Aging Core of the Sierra Pacific Mental Illness, Research, Education and Clinical Center (MIRECC) at the VA Palo Alto Health Care System. In this role, she oversees efforts to facilitate high quality research, clinical education (for both patients and providers), and evidence-based mental health care pertinent to the unique needs of women veterans. Specifically, in this role, Dr. Weitlauf directs ongoing research on sex differences in all-cause, and cause-specific (hypertension related cardiovascular disease, suicide) mortality among Vietnam veterans, facilitates a national training conference (Updates on Mental Health and Menopause) and a monthly continuing education webinar series (via her role as an education chair with Division 18, Psychologists in Public Service, of the American Psychological Association) for the national VA mental health workforce, mentors early career VA researchers in women’s mental / physical health, and serves as a member of the Programmatic Scientific Review Board for the VA SHIELD studies and as Reviewer for the Women’s Health Research Panel for VA Health Services/Systems Research. Dr. Weitlauf is currently training a cadre of VA clinicians on basics of implementing CBT for menopause. Finally, Dr. Weitlauf directs the Women’s Interpersonal Abuse, Sexual Assault and Health (WISH) laboratory which is focused on research examining the intersection of women’s physical and mental health across the lifespan with particular emphasis on the role of interpersonal abuse (including sexual violence) exposure on women’s health, well-being, and quality of life.
Mark J. Hager, PhD, is a psychological and educational consultant specializing in mentoring relationships, curriculum design, and educational assessment. His work bridges research, practice, and institutional change, with a longstanding focus on professional socialization, cultural sensitivity, and developmental networks. He has served as a consultant to the U.S. Department of Veterans Affairs for many years, most recently helping guide coping and adjustment strategies for early career clinician scientists during the COVID-19 pandemic. A frequent speaker at national and international venues—including the U.S. Department of Veterans Affairs, the American Educational Research Association, the UNM Mentoring Institute, Oxford University, and the UK Council for Graduate Education—Dr. Hager advises on leadership, mentoring, cultural competence, and systemic approaches to student well-being and success. He earned graduate degrees from Harvard University and the University of Michigan, where he co-authored the widely used Rackham Graduate School Handbooks on mentoring relationships in a diverse university. His research examines social-psychological influences on professional development, with a focus on mentoring and identity across higher and post-graduate education. Dr. Hager is a faculty member in the MS in Clinical Psychology program at Notre Dame de Namur University. He is Professor Emeritus and former director of Psychology at Menlo College where he taught for many years.

Financially Sponsored By

  • APA Division 18: Psychologists in Public Service