Clinical Psychology Students in Lockdown (Malaysia Edition)

Clinical Psychos

Malaysia has been in lockdown since 18th March 2020 to effectively curb the spread of the COVID-19; we have had a Movement Control Order (MCO aka total lockdown), a Conditional Movement Control Order (CMCO aka the Raya sprint for freedom), a Recovery Movement Control Order (RMCO aka almost back to the norm), and clusters of Enhanced Movement Control Order (EMCO aka the 14-day killjoy). In the midst of a third wave of the virus, Selangor is presently placed under a 14-day Conditional Movement Control Order (CMCO) where schooling, religious activities, and recreation happenings are prohibited.

The stress and worry about the existence of jobs, money, or even homes have been gargantuan. Like many other fields, clinical psychology students have had their share of the ripple effect from the various MCOs shooting across the nation. Previous concerns listed notwithstanding, there were massive adjustments to be made about classes, clinical placements, and research. Most professionals in the field were also warned about the potential skyrocketing of mental health issues, and as a result, a higher number of people seeking help. But I wonder, who are the ones in need of psychological services, truly?

Us students were pushed to attend online classes when the main medium of learning the administration of psychological assessments could only have taken place face-to-face (sadly tools are too expensive to be posted to individual students), clinical placements were placed on hold (indefinitely, it seemed, for a moment there) whereas the 1500 hours to clock-in remained solidly so, and research in the mode of interventions or interviewing of individuals could not be conducted at all. We all had to be patient, or so we were told.

Classes

How were clinical psychology students taught anything at all during the lockdown? Well you see, ingenious professors and eager students makes an exclusive combo as both parties are willing to compromise for education’s sake.

The bulk of education centered on learning assessment tools as well as their administrations were delivered in the form of PowerPoint notes via online platforms. Instead of being physically able to read the administration manuals, students received snippets and were informed of alternative measures that did not require extensive testing. In layman terms, we used questionnaires and surveys instead of the full testing equipment only available on campus. Being unable to practice using assessment tools and compare each delivery method, professors taught us to search for information regarding several tools online and debate the use of each tool. Prohibitions from traveling meant that the sourcing and interviewing of potential clients for psychological assessments were done online instead.

Take for example a class on psychometrics (study of psychological measurements). In order to learn and apply the validation and testing of reliability on survey tools, students were instructed to translate, collect data, and present data findings almost completely online. Anyone doing research remotely from their supervisors would understand the complexity and difficulty of doing the above…and I hope nobody else joins these ranks.

In essence, learning took on a new meaning, flexibility got tested to its limits, and students learned how to appreciate the “luxury” and convenience of skills that could only be delivered in person. We all had to adapt, or so we were told.

Clinical placements

1500 hours. That is the total hours required for accumulation before a membership with the Malaysian Society of Clinical Psychology, which is uncoincidentally the number of hours generally required for accumulation before the graduation from a Master in Clinical Psychology program.

During the MCO, it would be foreseen that students in their clinical placements would be in a frenzy thinking about how they will not be able to fulfill their hours in the midst of a lockdown. Tensions were high and emotions rocketed when even professors could not say for sure what students could do in the meantime. Most hospitals placed clinical programs on hold and patients in need of psychological services were routed to the many available hotline services instead.

For a period of time, there were some news saying that the number of hours would be reduced or a more lenient method of accumulating hours allowed for students in their clinical placement. To my knowledge, no official announcements were made.

In this round of CMCO, students in clinical psychology placements were once again affected. Hospitals halted programs, special needs’ schools were closed, and those stationed in a different state could not return home. Certain placements required a 14-day self-quarantine period before any patients could be seen, while others, once again lapsed into a silence that may be determined by the number of positive COVID cases portrayed every evening. We all had to hope, or so we were told.

Finances

Unfortunately, there are little to no grants or scholarships available for Master in Clinical Psychology students. Those fortunate enough to enroll into government universities have the option for PTPTN* to cover all or a partial amount of school fees, but private universities offering the same program have even limited options (read: none) offered for students.

I come firmly from the opinion that universities offering a clinical psychology program have an assumption that students are well-endowed financially, and sadly do not apply or configure any financial resources they have for them. Subsidies not existing in the first place, the lack of financial resources available is downright perturbing. To add salt to the wound, clinical psychology placements do not offer a single cent to the student who is required to comply with regular working hours and do similar work as would an employee at the same organization. I’ve personally thought that it was unethical for an external organization to receive fees from the university for the student’s placement-related expenses, at the same time charging clients another fee for sessions conducted by said student.

I’ve heard testimonies about how the lockdown periods delayed graduation and incurred additional costs for clinical psychology students regardless of their current progress into clinical placements. An additional month would mean extra costs for both the student and their families, delayed career plans that may mitigate any other financial burdens, and the inability to plan for the future purely because university authorities themselves are hard up to determine when any lockdown would be relaxed. Professors tentatively asked how students were doing (emotionally/psychologically) on online platforms, but the topic of finances is usually forcefully neglected.

As a growing profession, we need to advocate for the students and their rights. Campaign for placement allowances. Create opportunities for financial grants by research projects or a pool of odd jobs best filled in by clinical psychology students. Let students who are trainees at clinical placements receive a small amount of fees from clients seen at these settings. Allow for educational awards with incentives. And perhaps, we’ll all see students who are motivated to enhance their capabilities beyond academic regions, which will be beneficial in their subsequent careers.

But at the moment, we all had to be loaded, or so we were told.

Available support

In the spirit of #KitaJagaKita, various groups have stepped up to ensure that clinical psychology students (or those from other helping professions) maintain their wellbeing. One that I am currently involved in, “Malaysia Counselling & Psychology Peer Group” (on Facebook) have tight-knit supportive members giving advice and resources for mental wellbeing. Upon hearing that students were part of those stricken by the adverse effects of the lockdown, support groups were mobilized for all who either needed/were interested in the services. An administrative and facilitative member participates in each group.

Another available support that is not emphasized enough is other students or course mates. Going through similar experiences, no one else would understand students better than the students themselves! I’ve witnessed and seen how relationships among clinical psychology students improved and subsequent morale increased following timely and strategic efforts to solve academic problems or improve productivity in a period that could result in procrastination. It appears that occasionally clinical psychology students are indoctrinated with the idea that other course mates are the competition, but that could not be further from the truth.

Keep in touch with each other. Lend a listening ear to your clinical psychology course mates. Solve problems together. Plan for a better future. Advocate, stand up for, and ultimately, inspire each other.

We are the best resources available, and so I say.

PTPTN: the Malaysian National Higher Education Fund currently swamped by loan repayment defaulters