Research Opportunity: Study of antipsychotic medication adherence in schizophrenia

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Qualifications: 

Students with an interest in schizophrenia and psychopathology research are encouraged to apply. This position is particularly appropriate for undergraduates with a minimum overall GPA of 3.5. First and second year students are preferred so that they have longer to serve the position. Must be extremely reliable and dependable (excessive tardiness and absences are NOT acceptable). Must be able to balance competing demands and must be competent in multitasking and adapting to fluctuating priorities. Candidate must be detail-oriented, organized, accurate, and efficient with minimal supervision. Candidate must have excellent oral and written English communication skills. Ability to understand issues of patient confidentiality and safety is required. Proficiency in the use of standard PC office equipment and standard PC software (i.e. MS Office, Word, Excel, Internet searching) is also required. Must have excellent interpersonal skills and demonstrate appropriate interpersonal boundaries with patients and staff and be able to work in a shared workspace with a diverse team of mental health professionals. Some experience in library literature reviews, use of Pubmed on UCLA library website, some experience in reading and summarizing psychology research articles. Experience in the use of SPSS is preferred.

Approximate hours per week: 8 hours

Document to submit: Resume, Cover Letter, Unofficial Transcript, Writing Sample

Applications accepted until: Oct 01 2026

Send materials to: ksubotnik@mednet.ucla.edu

Company/department website: https://www.semel.ucla.edu/aftercare

Document Submission Notes: Please name each file with the following format (in the following example, the applicant’s name is “Jane Doe”, the content is “Resume” and date (e.g., Jane Doe Resume 9-1-2017). Other documents should use a similar file naming format. Writing sample can be a term paper for college level class, preferably one with a literature review included.

Job Description:

The UCLA Aftercare Research Program has been on the UCLA campus for over two decades, and provides free psychiatric treatment for patients with a recent onset of schizophrenia who participate in the research study. Our longitudinal research program examines whether we can accentuate our effort to get first break patients back to work to precent the onset of chronic disability. For this SRP position, the student will help maintain our extensive database on medication adherence among our schizophrenia patients. In addition, the student will assist in the review of the literature on medication adherence in schizophrenia and summarize articles related to medication adherence.

Approved for credit: SRP-99 credit only

 

Dr. Monica Gonzalez Ramirez

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FACULTY SPOTLIGHT

Dr. Monica Gonzalez Ramirez is the newest Assistant Director at the Undergraduate Research Center – Sciences and plays a vital role in running many of our department’s programs, including PEERS, TREP, and more. We had the opportunity to speak with Dr. Gonzalez Ramirez to ask about her experiences with undergraduate research at UCLA and how she supports students through their various career trajectories in science, among many other topics. Read Dr. Gonzalez Ramirez’s full interview below.

1. How would you describe your experiences with undergraduate research at UCLA?

Being a part of the Undergraduate Research Center – Sciences has provided me with the opportunity to interact with and mentor several students during my time at UCLA. Each experience is unique, as the students come from diverse backgrounds, possess varying levels of exposure to research, and have distinct career aspirations. My aim is to understand their overarching life goals so that I can effectively support them in overcoming both academic and personal challenges. Having a research background myself enhances these conversations, allowing me to share insights about the research experience and how to navigate the obstacles that often accompany it. These interactions are incredibly rewarding, as I witness the growth of undergraduate students in their academic capabilities, the confidence they gain in pursuing research opportunities, and their success in reaching their objectives.

2. What are your most effective approaches to promote undergraduate research success?

I believe that the most effective strategies for promoting undergraduate research success are transparency, networking, and support. It is essential for students to understand what it takes to become a researcher. This includes selecting a laboratory with a supportive research mentor, fostering a healthy work culture, being aware of the competitive nature of the field, and recognizing the significant amount of troubleshooting involved in obtaining data. Collaborating on laboratory projects or other initiatives with peers is an excellent way to advance both science and society. One of the rewarding aspects of engaging in research is the multitude of opportunities to connect with other researchers within your field and beyond. Just like in any profession, there will be days when things don’t go as planned, and it is during these times that researchers need a robust support system. The encouragement of mentors, peers, friends, and family can help make challenges, setbacks, and failures more manageable. This support reminds you of your strengths, acknowledges the limitations beyond your control, and offers fresh perspectives to navigate these obstacles.

3. What should undergraduates consider before they begin their research journey?

As undergraduates begin to envision their research journey, it is essential to consider their capacity to confront adversity. While pursuing a research career can be incredibly fulfilling, it is not without its challenges. In addition to possessing the academic intelligence to grasp complex topics, researchers must demonstrate exceptional problem-solving skills and creativity to develop innovative tools. Equally important is the resilience needed to navigate rejections and failures. Not every email sent in the hopes of joining a research lab will receive a response, and those that do may not yield a positive outcome. Once in the laboratory, it is important to recognize that not every experiment will succeed or provide conclusive evidence to support a hypothesis. Similarly, journals may not accept your manuscript on the first attempt, and securing grant funding can be a challenging process. In these instances, researchers must persevere, remain focused, and acknowledge that the research process is inherently time-consuming. Throughout this journey, we cultivate resilience and adaptability, which ultimately equip us for success despite the myriad challenges we may encounter.

4. How do you support students as they navigate different career trajectories in science?

I encourage students to pursue their happiness, trust their intuition, and recognize that as human beings, we are in a constant state of change and evolution. While change can be intimidating, it is ultimately beneficial and essential for our growth. Higher education provides us with the knowledge and tools necessary to make well-informed decisions that align with our skills, talents, and values. Transitioning between career paths within the field of science is not only acceptable but also encouraged. What is essential is having a plan, along with a contingency plan, to navigate any challenges that may arise. I want students to chase their dream careers without the fear of disappointing their mentors, professors, or family. By choosing a path that fosters fulfillment and joy, they will become better resources and role models for those around them. Teaching students that they have the autonomy to shape their life and career choices empowers them to trust themselves and emerge as leaders.

5. What is one of your most memorable or rewarding moments in mentoring undergraduate students?

There isn’t a single moment that stands out above the rest in my experience mentoring students. Each student brings a unique story, set of needs, and challenges, resulting in numerous rewarding experiences for me as their mentor. I take great joy in guiding them through complex situations, witnessing their confidence and resilience grow, watching their frowns transform into smiles, and celebrating their journey toward self-fulfillment and happiness in their life choices. The ultimate reward, however, lies in the trust my students place in me, knowing that I am always here to support them.