Transitioning to Graduate School After Working as a Mental Health Professional

Blog

10.27.2026

Authored by César Molina Codecido

_This blog is part of__ADAA’s Early Career Professionals and Students SIG__International Scholars Blog Series__which highlights the experiences of early-career international scholars._

### Deciding to return to graduate school after several years of professional experience has been both challenging and incredibly rewarding.

My name isCésar Molina Codecido, and I am from Chile. I am currently in my second year of the PhD Program in Developmental, Cognitive, and Behavioral Neurosciences (DCBN) at the University of Houston (UH).

After graduating in 2011 with a degree in psychology, I worked as a teaching assistant until 2016, maintaining an early connection to academia. During this period, I also completed a Master’s degree in Clinical Psychology, which allowed me to begin working in a public hospital in Chile in 2016. Since then, I have worked in that setting, later specializing in neuropsychology and conducting assessments for patients with possible dementia diagnoses.

My professional experience played a key role in shaping my research interests. While working with patients, I became aware of the difficulties involved in assessing bilingual individuals, which sparked my interest in this area and ultimately motivated me to pursue research.

This is not my first time being an international student. In 2019-2020, I pursued a Master’s degree in Neuropsychology in Spain, supported by my hospital through a study leave. After completing it, I returned to my clinical work in Chile. I am currently on a similar leave from my hospital position to pursue my PhD, which will allow me to return to the same institution and apply the knowledge I gain in neuropsychology and bilingual populations.

Before coming to the United States, I was in a stable professional environment. I regularly attended conferences as a presenter, sharing my work in neuropsychology and dementia, and had built a strong reputation among colleagues and supervisors. Transitioning from that context to a new academic environment has required significant adjustment. This transition to my PhD has been particularly demanding, as it involves not only returning to student life but also adapting to a different language and culture. Moving to a setting where I am not yet known, and where I must navigate language barriers, has required me to start over in many ways. Even everyday tasks can become unexpectedly complex procedures that might take minutes in my home country can take days as I learn how systems work and whom to contact. This shift has been both humbling and enriching.

Adapting to graduate school in a new country has also been challenging, especially in terms of language. Studying statistics, reading scientific articles, and participating in academic discussions in English represents a significant shift from doing so in Spanish. Cultural adaptation has also played an important role: small everyday interactions remind me that I am essentially starting over. At the same time, people have been welcoming and supportive, which has made the transition easier.

Another major change has been my daily routine. I have gone from evaluating patients and attending professional meetings to focusing on coursework, research training, and building new academic relationships. My PhD classmates have been a fundamental source of support during this transition, and interactions with professors and program staff have facilitated both integration and learning. University life has also allowed me to engage with diverse perspectives and cultures, enriching my experience in ways that would not have been possible in Chile.

Currently, I work as a Teaching Assistant (TA) while developing my research interests. I am in the process of defining my research focus, exploring different approaches to studying bilingualism and identifying questions that align with my background. At the same time, I have maintained contact with my hospital in Chile, which allows me to reflect on how the knowledge I am acquiring can be applied in my clinical context. When I return to Chile with a PhD, I will need to complete additional steps to validate my degree, such as translating my research and registering it with a university. Although this process requires effort, it is feasible and will allow me to continue practicing with the appropriate accreditation, unlike my degree from Spain, which had a direct recognition agreement.

Once this process is completed, I plan to return to my position in Chile while also developing an academic career as a researcher. I aim to contribute to the study of bilingualism in Latin America by building collaborative networks across the region. Teaching will remain an important part of my professional path, and I strongly believe that research should be closely connected to real-world contexts. In this sense, continuing my clinical work will help inform and strengthen my academic contributions.

In summary, being an international student in the United States has involved challenges different from those I experienced in Chile or Spain, particularly regarding language and cultural differences. It has been a demanding journey, but one filled with learning and experiences that have enriched me both professionally and personally. To those considering a PhD abroad, I would say: the challenges are real, but every effort brings rewards that go far beyond academic knowledge.

For me, this journey is not only about personal and professional growth, but also about preparing to contribute meaningfully to my field and to the community I hope to serve when I return home.

César Molina-Codecido

César Molina-Codecido

César Molina holds a bachelor’s degree in Psychology and is a licensed clinical psychologist in Chile, with a specialization in neuropsychology from Spain. He has experience in academic, governmental, and healthcare settings, including neuropsychological assessment of dementia and other neurodegenerative …

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