Current Students

For Current Students

This document was adapted and expanded upon from that of my graduate advisor, Dr. Jennifer J. Freyd. 

“Being overworked isn’t a virtue or work ethic to be admired.” –Sneha Krishnan


  • Introduction to JG 
  • Things I Strive to be as a Mentor & Advisor 
  • Things I Strive to do as a Mentor & Advisor 
  • What Are My Expectations for Students Who Are Working with Me? 
  • HOPE Lab Dynamics 
  • My Advice for Students 
  • Mandatory Reporting 
  • Resources

Introduction to JG

Curriculum Vitae

Twitter: @JenniferMGmez1

Following my CASBS Fellowship year at Stanford University (AY 2021-22) while affiliated with Wayne State University (Clinical Psychology and the Merrill Palmer Skillman Institute for Child & Family Development (MPSI)), I, Dr. Jennifer M. Gómez (JG), will begin as an Assistant Professor at Boston University (BU) School of Social Work, Clinical Practice Department, and Faculty Affiliate at BU’s Center for Innovation in Social Work & Health (July 2022).  

As faculty, my job responsibilities include:

  • Research (e.g., research design; grant writing; data collection and analysis; manuscript writing; giving talks in the U.S. and abroad; and engaging in public scholarship)
  • Teaching graduate courses
  • Advising and mentoring post-bacs, graduate students, and postdocs at multiple universities
  • Service (institute, departmental, and university committees, including students’ master’s and dissertation committees; field service, including serving on journal Editorial Boards)
  • Running my research laboratory
  • Developing professional relationships with community agencies and contributing to their respective missions
  • As new faculty, getting my office and lab set up (e.g., purchasing computers, chairs, etc. from my start up funds)
  • Generally, specifically, and consistently working towards social justice and equity for all 
  • Being a happy lady in all facets of my personal and professional life

I truly love all of the different responsibilities I have, though one of my favorite things to do is mentor and advise students because: 

Being available to my own graduate students, as well as students across the School, is a top priority for me. As advising and mentoring students is not my only responsibility, however, I have put together this page to share expectations. 

Things I Strive to be as a Mentor and Advisor

National Academies of Sciences, Engineering, & Medicine (NASEM) Consensus Study Report: The Science of Effective Mentorship in STEMM (2019).

  • Supportive
  • Responsive
  • Flexible (“every hand needs a different glove” approach; basics are the same throughout—e.g., communication is key—but I adapt based on the needs and wants of each student)
  • Open/curious 
  • Committed 
  • Safe (to bring up concerns and uncomfortable topics, including issues students are having with their course work, clinical work, research, myself, etc.)

Things I Strive to do as a Mentor and Advisor

  • Provide critical feedback
  • Be receptive to feedback
  • Have a forward gaze (paying attention to where you want to be and what you will need to get there)
  • Relay and provide opportunities for professional growth
  • Provide guidance

Follow Up: Why do I like to give critical feedback?

  • We are in service of the populations we serve, as researchers, teachers, and clinicians; therefore, our work should be the best it can be
  • I believe you can do your best
  • I believe your best will keep improving over time
  • I believe in you as a thinker, scholar, and person
  • I am invested in helping you develop and grow 

What Are My Expectations for Students Who Are Working with Me?

Being Responsible/Responsive

For my graduate students in particular—but also for any graduate students who have a working relationship with me (e.g., mentorship committee; letter of recommendation writer, etc.): it is very important for you to respond to a question, query, or message I send in a timely manner. 

For my graduate students, that means responding to me within 24 hours on business days (Monday – Friday, excluding holidays). If I ask you a question you do not know the answer to, respond that you do not know. If I send you resources or information, respond with a simple “Got it!” or “Thank you!”, etc. Please refrain from not responding at all. If you will be out of communication for any reason, it is your responsibility to let me know once you know, remind me just before you leave, and set up an automatic away message on your university email. 

Though the advisor/advisee and mentor/mentee relationships are asymmetric due to our differences in roles and power, it is still a two-way relationship. Your advisor/mentor (that is me, JG!) is not only here to serve your needs and yours alone. It is expected that you will actively engage in fostering a healthy, communicative relationship. This means being responsive as detailed above, being respectful, coming to meetings on time and prepared (more on that below), asking questions when you have them, and keeping me updated on your progress in your classes, your clinical work, your research, etc.

Why is open communication so important to me?

For us to foster a healthy mentorship/advising relationship. 

Important: If I don’t know, I can’t help! 

If you are having problems, confusion, etc., I cannot provide guidance if I do not know about it. It is always your choice as to what and how much to disclose to me (e.g., I will not demand that you tell me secrets you don’t want me to know!). However, an open, responsible, responsive, communicative relationship will mean that you are able to assert your needs, and I will be able to do my best to help guide and support you. 

Tip: If there’s something going on in your personal life that you do not feel comfortable sharing, you could say, “I am going through something right now personally. I don’t want or need to talk about the details of it. But I wanted to let you know that I may be a bit distracted and slower on doing work while I’m dealing with it.” 

Getting a Response from JG


Email is often the quickest way to get a hold of me, as I tend to answer emails quickly. For my graduate students, I aim to respond to emails within 24 hours on business days. If I am going to be out of communication for any reason, I will let my students know and will have an away message up on my university email. 

If you want a response or feedback on a document that is longer than about a page, please give me both a hard copy and an electronic version (more on this below). 

Individual Meetings

In addition to lab meetings, I will meet with my graduate students regularly. Other School graduate students are welcome to contact me to set up a time to meet for drop-in or more regular meetings. I will do my best to accommodate these requests as my schedule permits. Meetings can take place in my office, my lab, taking a walk, or virtually. All students are responsible for keeping track of what is discussed in our meetings—including deadlines, topics to follow up on, etc. 

Coming to Meetings On Time & Prepared

In preparation to meet with me (outside of office hours), students should: 

  • Email me the morning-of to confirm the meeting; without such confirmation, I will consider the meeting canceled (this is to avoid the time wasted waiting for no-shows)
  • Have a plan of what will be discussed
  • Be prepared (e.g., if a first meeting to discuss research, have reviewed my website: ; have prepared questions, points of discussion, topics, etc.)
  • Be on time; communicate if you will be running late

To have efficient meetings, it is incumbent on students to take ownership over their own knowledge and growth. Being prepared, having a plan, and having a clear sense of the goals of the meeting will make our time together: mutually beneficial; you will be more likely to get what you need from me and our meeting; and you will communicate respect of the time and expertise of your grad advisor/mentor (me!). 

What to Do After Meetings

It is your responsibility to keep track of what is discussed in our meetings, what your follow up steps are, getting any answers or clarifications you need from me, doing the tasks detailed in the meeting, and preparing for the next meeting.

Scheduling Committee Meetings

When you need to schedule an advising, mentorship, thesis, or dissertation committee meeting for a semester, begin planning at the beginning of the semester. (Wrangling a bunch of busy faculty members can be time-consuming!). Please follow these steps to schedule: 

  • Write to JG with your available times
  • JG writes back with overlapping available times
  • THEN write the rest of the committee, cc-ing JG, with just the times that you and I are both available. I recommend using Doodle or another scheduling software for the last step

Papers, Documents, Forms, and Other Written Things


  • GIVE ME BOTH a HARD COPY (not required during COVID-19 pandemic) and ELECTRONIC COPY of documents, presentations, etc. 
  • ALLOW ME 2 WEEKS to review whenever possible.

More detail: Providing me with both hard and electronic copies aids in me being able to provide feedback in a timely manner. As a general rule, do NOT wait until the last minute to send me something! It is quite possible that if you wait till the last minute, I will not be able to review the paper, write the letter of recommendation, approve the Abstract for submission, etc. I recommend giving me TWO WEEKS to review something. The reason is there will likely be times where multiple students need feedback from me simultaneously, in addition to my own deadlines. This is particularly true at crunch times (e.g., late Fall term, as Letter of Recommendation season).

Materials you send me to review should include contextual information so that I know what it is. For papers and manuscripts, this includes: 

  • A cover page with authorship, date, title/working title, word count, intended journal or outlet, any word limits, any deadlines
  • Both hard and electronic copies
  • Descriptive file name (e.g., instead of “master’s thesis”, “Last NameThesisVariablesDateInitials of last person to edit”, so “GómezManuCBTT hallucinations8.12.19JG”) 
  • Page numbers throughout
  • Double-spaced

Feedback on Papers, etc.

My goal is to get you feedback on manuscripts, presentations, etc., within 2 weeks of you giving it to me. (Note: potential university exceptions to theses and dissertations). 

Letters of Recommendation

For letters of recommendation, I usually will need:

  • 4 weeks notice (but: best to tell me as soon as you know)
  • Materials, such as copy of the application essay, description of the award 
  • How to submit (e.g., online system with link; email address, etc.).
  • *For many submissions (e.g., graduate school applications), create a Table with name of university, program, deadline, and instructions for submission
  • A document describing highlights of your fanciness and our relationship (e.g., been an RA for 1 year; this GPA; you saw me give this talk for X conference, etc.)
  • Your CV

Tight Timeline

If you discover that you are not going to be able to get me something to review 2 weeks of a deadline–or 4 week for letters of rec, let me know as soon as possible. Note: even for big events (a conference, a thesis, a dissertation, a manuscript for a special issue), you are responsible for keeping yourself and me accountable for deadlines. Meaning, do not assume that if I have not received a document that needs review that I am calculating the accelerated turn-around time—not for lack of caring, but for juggling my own + my students’ deadlines. 

HOPE Lab Dynamics

This is a Living Guide on Structure, Expectations, and Norms for Members of the HOPE Lab 
Current version created by PI Jennifer M. Gómez, Ph.D. (JG), 15 June 2020, and last updated 30 May 2021

JG PI: Tier System

  • Tier 1: All members help on Research Design (for sub-studies), IRB, Data Collection, and Open Science Framework when applicable
  • Tier 2: Sub-groups work on studies 
    (e.g., JG, Student A, & Student B for Study 1; JG, student C, student D for Study 2, etc.); official collaborators come from Tier 2

Apprentice Model

  1. Work time spent in lab, in research tasks, with JG, and with Senior/more research-experienced HOPEs in order to learn. Ballet Example: Level 4 ballet students would take ballet class with Level 5+ students to learn by example from the more advanced dancers
  2. HOPEs learn as much information as possible from every step of the research process (theorizing–>data collection preparation–>data analysis–>manuscripts/presentations). JG Example: in graduate school, I learned from Freyd’s betrayal trauma theory (e.g., Gómez, Kaehler, & Freyd, 2014), which provided my theoretical and methodological foundation for CBTT.
  3. As research team members, HOPEs develop the skills to lead their own research project (most likely in collaboration with JG).

Importantly, rarely are students able to begin with #3. As HOPEs, students–supported by JG and the lab–are working to bridge the gap between where they are as students and where they want to be as researchers. #’s 1-2 are not hazing or grunt work. But rather necessary skill-building in both process (e.g., how do I continue on when I’m overwhelmed, intimidated, and frustrated??) and outcome (e.g., beautiful data collection complete).

Tip: To make the most out of #’s 1-3 in the Apprentice Model to further HOPEs’ own professional development and fulfillment:

  1. familiarize yourself with current data collection(s), measures, research projects, etc.
  2. identify constructs from #1 that you may want to use (e.g., interested in dissociation? review current HOPE Lab research for what data sets we have with dissociation measures)
  3. conduct literature searches that result in an annotated bibliography about the constructs of interest (e.g., child sexual abuse-related dissociation in adulthood)
  4. develop working research questions and hypotheses from #1 and share with JG in 1on1 meetings

HOPE Lab Mindsets

Fail Early, Fail Often, Fail Forward“–Will Smith

NO: Fixed Mindset: Thought: “I’m good at X or not”–>”I have to prove I already know how to do X”–>”I won’t ask for help”–>”I will be defensive when receiving feedback”–>Challenge is a threat

YES: Growth Mindset: “I am not good at X….yet”–>”I can be good at X, so I will work hard”–>”I utilize feedback because it will help me become good at X”–>Challenge is an opportunity

Why does Mindset matter?

  • It affects how you psychologically and emotionally experience yourself and the work
  • It affects how you show up in the space, including how much or how little you’re able to contribute and gain AND how you treat other people

Take Away Message: “The fallacy of ‘Mastery’ is fool’s gold: irrelevant and uninteresting. Knowing how to continue to learn pays dividends for yourself, the work, and the impact of both on the world.” JG, 30 May 2021

Working Groups

  • Start of Year HOPE Planning Mtg, including yearly goals, semester goals, monthly goals, weekly goals
  • Start of Year 1on1 Research Program Mtg, including refining research trajectory, interests, etc.
  • HOPE student-led/student-only regular working group mtgs (~weekly)
  • HOPE parallel working group mtg (~monthly)


As HOPE student lab members, one of your greatest resources is each other. I encourage you to reach out to each other, regularly meet, become friends, co-create a shared support system, lean on each other, and be there for each other. You all are in this together. 


  • Includes information provided in the Current Students section of 
  • Attend and actively participate in all HOPE Lab mtgs
  • Schedule and attend Tier 2 Sub-Group Mtgs, as necessary
  • Present research at HOPE lab mtg(s)
  • Research Goal: Conference Presentations
  • Research Goal: Manuscript Publications
  • Provide Short Bio & Pic for website
  • Note: If you have safety or privacy concerns re your photo, affiliation, etc. being shared on website, please discuss with JG



  • Collaborative
  • Supportive
  • Humble
  • Hardworking
  • Intellectually Curious
  • Relationally Healthy
  • Dependable
  • Wants to contribute to a healthy, supportive, collegial, and collaborative lab environment


  • Operate with Scientific Integrity
  • Note: Up-to-date CITI training is the “floor”; we want scientific integrity to the “ceiling”
  • Responsive (see Being Responsible/Responsive section, under Current Students section of Includes information provided in the Current Students section of
  • Communicate concerns with PI, as necessary/relevant
  • Communicate concerns with other HOPE lab members, as necessary/relevant
  • Communicate with respect to all lab members
  • Be willing and excited to learn
  • Be responsive to feedback (e.g., avoid being defensive or punishing when receiving critical feedback)
  • Follow through with tasks that are assigned to you
  • Ask for help when you need it–from PI, from other HOPEs
  • Ask for clarification of purposes of tasks when you need it–from PI, from other HOPEs
  • Own up to mistakes
  • Correct mistakes
  • Talk early and as often as necessary on roles and authorship
  • Note: Authorship may change over the course of working on a project, but the goal is that nothing is a surprise, everyone is on the same page, and roles, responsibilities, and authorship is clear and fair
  • Frame research through inequality lens (e.g., gendered violence, racism, homophobia, Islamaphobia, etc.)
  • Be mindful of and grapple with issues of power 
  • Note: This includes JG to students, senior students to junior students, senior lab members to junior lab members, graduate students to post-bacs, and societal power (e.g., due to systemic inequality, which can complicate academic power structures)
  • Do not abuse power
  • Co-create healthy, supportive, collegial, collaborative lab environment

Lab Meetings

Lab meeting attendance is expected of my graduate students. These lab meetings are good times to get me to sign forms or ask me quick questions. When you are scheduled to make a presentation at the lab meeting, it is important for you to work with me in developing the presentation. This includes discussing the topic to present, sending me powerpoint slides and/or handouts to review, etc. For us to have time to review and revise content, such material should be to me at least 2 weeks before you are scheduled to present. 

On all presentations and handouts should be your name, as well as the name of all collaborators, acknowledgements to those who have provided help or feedback, the date, and usually a disclaimer that explains that the information is preliminary and should not be cited or shared beyond the lab meeting. 

One last tip: It is important to openly acknowledge collaborative work (as most research is collaborative). When discussing such research, always use the plural rather than singular (“our study” vs. “my study”, etc.). If in doubt, ask me and/or err on the side of sharing credit. 

How to Communicate Concerns and/or Address Conflict in the HOPE Lab

Concerns and conflicts are inevitable, and even healthy, on teams. Importantly, concerns and conflicts do not have to be toxic or unnecessarily hurtful, combative, or aggressive. 

Taken from JG’s colleague, developmental psychologist, data scientist, and data ethicist, Dr. Jacob Levernier, here are tips on what to do/not to do when addressing concerns and conflicts in the HOPE lab–including concerns and conflicts you have with JG. 

Avoid This 
Cure Notice: 
“I’m concerned that _____. Please cure your defective performance and fix this by doing _____. [Or corrective action will be taken].”

A Cure Notice is taken from construction. Boss tells construction workers that X building has a defect, so fix it now or I, as Boss, will take action against you. 

Why isn’t this ideal for communicating concerns and/or addressing conflict?

  • It lacks humility—aka, presumes the concerned party knows all information and full scope of the issue, while simultaneously being the only one who knows the solution 
  • It takes a power-over, as opposed to collaborative, approach to problem-solving
  • It increases the likelihood of defensiveness
  • It decreases the likelihood of the issue being amicably and collegially resolved
  • It can interfere with the healthy lab environment, even after the issue has been resolved

Do This Instead 
“I’m concerned that _____. Could we talk through that concern and try to find a way to address it?”

Why is this a better approach to communicating concerns and/or addressing conflict?

  • It communicates an understanding of the complexity of a given issue—including that there could be multiple facets that are unknown to the concerned party, as well as multiple ways to address it moving forward
  • It takes a power-with (collaborative) approach
  • It explicitly places everyone on the same side: Now, we all have the same goal of addressing the concern/conflict together
  • It decreases the likelihood of defensiveness and combativeness
  • It increases the likelihood of the issue being resolved without toxicity, unnecessary hurt feelings, etc. 
  • It’s a Team-Builder: We are each responsible for contributing to the culture and climate of the team, so relevant parties work together to resolve issues as they arise


Defining the Roles of Authors and Contributors (aka, authorship) is guided by the recommendations of the International Committee of Medical Journal Editors (2018): 

  • Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND
  • Drafting the work or revising it critically for important intellectual content; AND
  • Final approval of the version to be published; AND
  • Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

HOPE Conferences, Talks, Lab Members’ Presentations

HOPE lab members are expected to attend and be engaged for HOPE lab members’ talks and presentations, including at conferences, virtual locations, departmental requirements, across campus, and in the community when possible. 

  • Conferences: HOPE lab members should attend HOPE invited/plenary talks, paper presentations, symposia, and poster presentations at conferences they are participating in
  • Virtual Presentations: HOPE lab members should attend HOPE virtual plenary/invited talks, paper presentations, symposia, and poster presentations that are held virtually
  • Departmental Requirements: HOPE lab members should attend HOPE students’ thesis and dissertation defenses, departmental colloquia, etc. 
  • Across campus: HOPE lab members should attend HOPE talks given at WSU. 
  • Community: HOPE lab members should make efforts to attend HOPE talks given in the community when possible.
  • If you are unable to attend (e.g., sickness, out of town, conflict with class, clinical, or work schedule, parenting responsibilities, etc.), let JG and the presenter(s) know ahead of time
  • HOPE talks outside of regular business hours are optional
  • If you have a concern about attending a HOPE presentation (e.g., you are having a conflict with the presenter), let JG know.

My Advice for Students

“Perhaps the primary graduate school lesson: understanding how to be professionally good at being bad at things = gaining much patience and organization about being wrong…and learning.”–Dr. Jacob Levernier

  • Not getting stuck on “what I did wrong”, but “how do I take in the feedback, make changes, and do better”
  • Make it easy, and even rewarding, to give you feedback: Students who are defensive, attacking, and/or generally punishing when receiving critical feedback make it harder for PIs, advisors, mentors, etc. to provide such feedback. Remember, feedback, including critical feedback, is crucial for your development. Make it easy to give to you!
  • Advisor/Advisee & Mentor/Mentee relationships are two-way streets: Remember that you contribute substantially to the success, effectiveness, and learning you receive from advisors and mentors. Come prepared to meetings, follow up when needed, adhere to deadlines (and communicate when you will not be able to), be responsible/responsive (see above sub-section in Current Students), etc.
  • Be organized and efficient: The better you are at managing your time, the more cool stuff you get to do!
  • Have internal deadlines in advance of external deadlinesWhen you plan to have tasks, drafts, presentation practice, etc. done in advance, it provides you with wiggle room when life happens (e.g., family tragedy, sickness, etc.)–thus allowing you to still be ahead of the game (or at least on the game) and not behind
  • Writing is revising: Create an outline, flesh out the outline w/details, write, & revise ad nauseam = lots of pre-writing via outlining–>write poorly–>revise over & again = no pretty writing expected from the start = Enjoyment. No pressure. Just a process of sharing cool stuff via the written word
  • If you don’t know something, think and then ask, if needed
  • If you are scared that you’re bad at something, seek it out: E.g., If you’re scared of public speaking, don’t spend 5 years avoiding public speaking. Take the opportunity to practice, grow, and learn
  • Take ownership over your own learning, professional development, and advancement
  • Come prepared
  • Take notesTake notes and write questions down during meetings, talks, classes, etc. This helps you stay engaged and on track, be prepared to speak, and “have a conversation with yourself” even in situations where you aren’t able to share your thoughts (e.g., large plenary talk).
  • Behave as if you believe in yourself, even when you don’te.g., keep trying as if it’s possible that you could be successful
  • No one mentor or advisor can be everything you needGet a mentorship network
  • Admit to yourself when you have made a mistake or series of mistakes
  • When not relationally unsafe, admit to others when you make a mistake or series of mistakes: E.g., Tell me!
  • Prioritize your full self: You are more than a disembodied brain
  • Work in a way that develops good, sustainable habitsIf you don’t want to do all-nighters in your career, don’t do them now. Practice and learn how to work in a way that is sustainable for you + leads to success
  • Live in accordance with your values: If you want to be a socially-responsible, DEI, social justice-oriented professional, engage in such efforts now–through research, teaching, publications, and service
  • Avoid the perfectionism trapA great way to get nothing done is to be so afraid of doing it wrong that you either don’t start it or don’t finish it. Spoiler alert: you will make mistakes. Don’t let that fact sabotage you, your progress, and your goals
  • Engage in Camaraderie vs. Competition: It is a net positive to have brilliant colleagues. They, with their sheer presence, push you to do better. There is also a bidirectional exchange of knowledge–what one knows, everyone can know. This is different than competition, which can lead to toxic, unproductive comparisons (“They’re so much better than me…”; or “I’m so much better than them!”). Foster camaraderie and avoid competition, understanding that each of us has strengths, each of us gets to take turns giving and learning, and there is room enough for each of us to shine.
  • Say Thank You!: Faculty and staff do a LOT to help students. Often, we don’t know if our efforts are actually helpful. So: if faculty or staff (or a peer! Or anyone!) has done something that has been useful to you (e.g., brought in a great speaker; given great guidance in a meeting, etc.), a simple Thank You is not only appreciated, but also helps the person tailor their efforts to you, thus resulting in doing more of the things that are helpful for you.
  • Give credit where credit is due: In academia, women across races and people of Color across genders, on average, do an inordinate amount of mentorship, advising, and support for students; often, such work is unrecognized systemically. To combat this, formally recognize these faculty by asking them to be on formal committees, etc. Such formality matters for those faculty members’ tenure and promotion, etc.
  • Avoid unnecessarily burning bridges: Sometimes, burning a bridge is inevitable or even the best of all options when harm or toxicity is present. However, many times burning a bridge is not the best choice. When professional relationships end or change, behave with grace and respect, avoiding lashing out or, conversely, preemptive withdrawal.
  • Invest in fostering long-lasting professional relationships: Professional relationships and friendships in academia can be enduring, beneficial, supportive, and beautiful…even across time, changes in affiliations, etc. Behave in ways that foster, protect, and contribute to these relationships being long-lasting (e.g., decades).

Mandatory Reporting

The issue of mandated reporting of campus sexual violence has received considerable attention for the greater part of a decade. There are varying views on the appropriateness of blanket mandated reporting (see Dr. Freyd’s website with compiled resources, my speech to the U.S. Department of Education 2021, my collaborative piece with graduate student M. Colleen McDaniel, my collaborative piece with project coordinator, Rebecca L. Howard and graduate student, Allison Cipriano, and my own scholarly opinion piece that I wrote as a graduate student in 2016.). 

Universities also have various interpretations of what Title IX federal legislation actually requires regarding reporting–which is currently potentially in transition (2021).

University’s interpretation (TB updated).

Evidence-based resources on how to respond to disclosure of abuse and maltreatment on Freyd’s Disclosure Listening Skills Home Page


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