What is a Research Assistant for Psychology Students. With Leanne Al-Mrayat. A Psychology Podcast Episode.

Returning to The Psychology World Podcast this week is the brilliant Leanne Al-Mrayat. In this careers in psychology podcast episode, we talk about her experience as a psychology research assistant working in rare genetic disorders and behaviour. By the end of this psychology podcast episode, you’ll understand how to become a research assistant, what a typical day is like as a research assistant, tips for becoming one and so much more. If you have an interest in psychological research, careers in academia and becoming a researcher, you’ll love today’s episode.

Today’s psychology podcast episode has been sponsored by A Year In Psychology: A Psychology Student’s Guide to Placement Years, Working in Academia and More. Available from all major eBook retailers and you can order the paperback and hardback copies from Amazon, your local bookstore and local library, if you request it. Also available as an AI-narrated audiobook from selected audiobook platforms and library systems. For example, Kobo, Spotify, Barnes and Noble, Google Play, Overdrive, Baker and Taylor and Bibliotheca.

Who is Leanne Al-Mrayat?

Leanne Al-Mrayat is a research assistant at the University of Cambridge researching brain and behaviour in rare genetic conditions. Prior to starting her role at Cambridge, she completed her Masters in Applied Pediatric Neuropsychology at University College London and her Bachelor’s in Psychology at the University of Kent.  Her research interests are in neurogenetics, neurodevelopment and mental health within different clinical groups, as well as understanding the link between behavioural and neuroimaging findings. In her free time she enjoys reading, exploring new coffee shops, and journaling.

What Is It Like Being a Psychology Research Assistant?

Connor: Brilliant. So you're also a research assistant, which is something else that I want to talk to you about. That sounds really impressive. So could you please tell us about that?

Leanne: Yes. So I'm very fortunate. I am currently working as a research assistant, investigating neurodevelopment and the neuroscience behind rare genetic conditions. And I work at the University of Cambridge with a wonderful team here. And, basically, I get to meet a lot of wonderful individuals and just learn more about them and trying to better understand...because with rare genetic conditions, you really don't have a lot of understanding of what their behavioral abilities are going to be like, what their cognitive abilities are going to be like. So our project and our team is just basically trying to better understand and characterize all of these rare and not common genetic conditions.

What's A Typical Day Like As A Research Assistant?

Connor: Thank you. And what's a typical day for you as a research assistant?

Leanne: It varies day to day, and I think it keeps things exciting. So most days, I'm definitely working on my PC, on an Excel sheet of some sort. If we're working on literature review, I'd be kind of preparing materials and sorting out some of the materials for literature reviews. Some days it'll be a lot of very client-heavy instance, where I'd be interacting with a lot of the families that reach out to us, kind of explaining a bit more about our project, what ways they can be involved in.

And then days where we have data collection, I'd just be busy making sure that whatever neuroimaging method that we're using is prepared and ready, and that it's working, that basically the technology is working, and then just preparing to go, whether it's a home visit where I go visit the families or whether it's a visit at the unit. So I'd just be preparing for data collection sessions. So it really varies day after day. It depends on what project you have going on and what the schedule is looking like.

What Types Of Neuroimaging Do Research Assistants Use?

Connor: Okay, nice. So what sort of neuroimaging methods had you used? Because as you stated earlier, I did an EEG study, and I knew when something went wrong with that equipment, it was quite frustrating.

Leanne: Of course. I think it's kind of the case. I do use EEG. We use MRI, MEG. Those are the three main ones that we use.

Connor: Okay, wow. And, like, the MRI is something that I would love to use in the future. But I also know, though, that...so do you remember Andrew Martin from the university?

Leanne: I do remember Andrew, yes.

Connor: So recently, though, like, he bought some new...it's not quite fMRI, but it's like that sort of, like, technology. So it's sort of like an EEG sort of upper, but measures the amount of oxygenated activity in the brain, which is actually really exciting. And it does sound really cool.

Leanne: That's similar to fMRI. Wow.

Connor: Yeah. But it's a much smaller version. Smaller version. It's cheaper, but it does have a few more limitations, like you can't move around too much and data can actually be, like, interfered with similar to, like, EEG. But I think that it's really exciting about where this technology is actually going up because fMRI, it costs like half a million pounds. But as the technology gets smaller and easier, it makes more, like, affordable for universities and other researchers.

Leanne: Of course, I think it's so amazing that this is now being introduced. Is this for the University of Kent that's being introduced that?

Connor: Yes.

Leanne: How exciting. I think it will really open up avenues for research at the uni. That would be so exciting. So props to Andrew for sorting that out because I must imagine there was a lot of paperwork that comes around with setting up a new kind of or novel method of neuroimaging. Yeah, I think it's definitely not the easiest thing of trying to get these neuroimaging studies set up. I think it's a lot of work that goes and a lot of planning and prep. But I think the data that we get out of this is really, really valuable. And it really tells us a lot about the human brain, which is just such a fascinating topic, in my opinion.

Connor: Definitely. And so what's your favorite project at the moment? Because I know that you mentioned that you are quite a few at running.

Leanne: Yeah, I kind of work within different projects, not necessarily that...I love all of them. And I really do enjoy being involved in all of them. I can't really pinpoint one that I enjoy the most. I think I do like the planning beforehand. I like making sure that everything is checked off. Obviously, there's a bit of anxiety with that. But I like the planning and the kind of anticipation of we have a kind of data collection session going on. I think that's my most enjoyable part of all the projects I work on.

Connor: Definitely. And I do agree because the data analysis part, that can just be quite long, quite painful. And even while I'm writing the ethics proposal, writing ethics, I don't mind, which I know gives me quite a lot of weird looks whenever I say that, but planning the data collection is fun.

Leanne: I think it kind of gives you peace of mind for me. And it just feels like there's so many little different building blocks that I'm kind of adding together to make sure that everything runs smoothly, which I'm definitely one of the parts I enjoy the most. Yeah, I think each part of research is just enjoyable in its own way. I think data collection is enjoyable in its own way. Data analysis, when you get findings and trying to linking them to theories that are existing or trying to basically merge different theories is also as exciting just in different ways.

How Do You Become A Research Assistant?

Connor: True. So how did you become a research assistant? Because I know there's lots of university students who would love to become one.

Leanne: I think it was definitely a matter of kind of putting myself out there asking around. So I asked my personal supervisor if this was at UCL, if she had any opportunities that she knew coming up. We were very fortunate with UCL that we had a range of lectures coming from all across the UK. So they weren't all just based at UCL, which meant that, you know, if any opportunities kind of emerged anywhere else...my personal tutor, if she found anything that was kind of relevant to me, she was very happy to share that with me. So she kindly shared one. This is after months of job hunting. She shared one, and she's like, "I think this would be a good fit for you. You have the people skills for it." And I was like, "Let's go. Let's apply. Why not?"

Really didn't have any kind of expectations. Just went with the interview. The team is fantastic. And then I'm very fortunate that I did get the job. I think the things that I am happy that I did, and I think the things that I wish people... I think if I was younger, I kind of wish I told myself that maybe in the early stages of my uni life would be not to underestimate the value of the projects that you do at university. I think choosing the right project for your final year project, your master's thesis, or even for a module that is research more based, I think these definitely are stuff that you should be bringing and putting on your CV, especially if you're just graduating from university. I think I, at first, was very unsure whether this would be relevant experience, but it's actually some of my most meaningful experience and stuff that I talked about in my interviews.

So I had in addition to obviously the amazing project that I was working with on Amir, I also, my last year, did a project at the University of Kent. I did a project that looked at researching individuals with intellectual disability. And I had this opportunity of carrying out an interview with individuals that had intellectual disability. And that was something that I talked to about, and it really helped me develop my skills in interviewing and data collection. And, obviously, that was done as a university student.

I think also it's important to do things outside or extracurriculars outside of university that just show your passion towards the field that you're in, A, and B, kind of develop your skills, but not from an academic perspective, but more so just from other equally important skills to have in the work job. So I was working as a part-time an early years' practitioner. So I was working at a nursery part-time, and in that job, it just meant I'm having to kind of manage it in the midst of my master's commitments.

But also I was working with kids, interacting with kids all day. I, basically, kind of built that resilience of kind of still staying calm when things kind of go out of control, because, you know, you're working with kids, nothing's always going to be running very smoothly all the time. So I think these are all skills and things I added on my CV that really helped me kind of get to where I am and get the job that I have.

Connor: Well, thank you. That's really useful because I never thought about putting my research experience on my CV. But similar to you, I had an email last week from my master's supervisor, and she said, "Oh, well,  I've actually got this PhD opportunity through a friend of mine. If you send her your CV, she might want to like talk at you." So for the first time ever, I had to put my research experience on it. When I was going through like my five different studies, because I did a bunch of extra curriculum ones during my master's, I was like, "Oh, wow, I've actually learned quite a lot of skills." So I really am going to actually keep doing that in the future.

Leanne: Of course.

Connor: Because it does show other skills. That's brilliant and useful.

Leanne: Of course. And I think if anyone's interested in pursuing academia further, it's definitely the things you did. Just never underestimate the experience that you had at university because university, in its essence, is trying to get you ready for real life jobs and life outside of full-time academia. So it's very important to kind of really think wisely about the type of project that you want to do and what you want to get out of those in terms of skills, but also to make sure that you include that. So it could genuinely be just under your time at the University of Kent or whatever university, just kind of list out these are some of the projects I was involved in. I sometimes would do that. If it's not necessarily a very research intensive job, I would just kind of list it out briefly. But if it was a research intensive job, I tried to cater my CV a bit more for that. So I think that's another thing. Just catering your CV to the role that you're applying to makes a world of difference.

Connor: And that's something I can't do. I'm quite horrifically bad at times, though.

Leanne: It's okay. We live and we learn.

Connor: Yeah, because when you're applying to so many jobs... Because let's face it, getting a job after graduation is really hard though. But sometimes you just scattergun, even though I know it's a lot better to just take a moment, customize it a little more than you might normally do. And then you might be a bit more successful. But just to mention a bit more of a applied at clinical psychology aspect, but if you're going for either a assistant, like a quality role, that is still a research role. So even though we're mainly talking about academia here, it is important to actually always, always talk about your research experience.

Leanne: Of course, definitely. I think it still is as relevant and as important for assistant psychologist positions to have that experience of research and to mention it. And I think even if it's not necessarily talking about research skills, you're talking about your time management skills, being able to manage an intensive project alongside your other university commitments is also... I think you just want to show.... So it's very nice to list out the skills that you have, but showing how you've developed these skills is important, I think.

How Can You Get Involved In Rare Genetic Disorders Research?

Connor: True. And the question that just popped in to my head is that, so you're researching rare genetic disorders. In case a listener has a rare genetic disorder or actually has a family member or friend, is there any way that they can get involved in your study or not?

Leanne: It will depend because I think we kind of focus on different genetic groups every once in a while. Definitely worth checking out the Cognition and Brain Sciences Unit website. On there, we'd be listed as one of the projects, and they can just kind of reach out and we'll see if they are eligible or not. But, yes, we'd love to kind of have more people included. So please feel free to check out the website, and they can always contact me via LinkedIn if need be.

What Goals for the Future Do Research Assistants Have?

Connor: Okay, brilliant. So I will return to that in a moment. What are your goals for the future?

Leanne: I think, for now, just enjoying where I'm at with this role. It's a very wonderful job, and I'm very, very much enjoying it. I think in the future, I don't necessarily have a very set-in-stone idea of what I want to do, but I definitely want to improve or develop my clinical skills a bit more. Moving forward, I think I want to explore a bit of a clinical career, but I also still want to be involved in academia to some extent. I think I'm just kind of trying to figure out where I'm going to move forward. But I think academia and research is something I want to continue and pursue in the future.

Connor: Okay, nice. And that's something that I often say to people is that even if you want to become a clinical psychologist, which is a tough long road, and just make sure that you actually enjoy where you are at the moment. And just be mindful and just be present at the moment because it is fun, and I don't know what to say really, except take a moment and enjoy life because it's short, sadly.

Leanne: Yes, it is. And I think you'll get to that stage where you are a clinical psychologist one way or the other if that's the role destined for you. So might as well enjoy where you're at right now and make the most out of it because these are all experiences that you're building up, and they're shaping you to be the clinical psychologist that you're destined to be. I think that's another thing, or whatever it is that you're doing in the future, all the experiences that you are experiencing now are shaping you to that future you, whatever it is and whatever career it kind of goes to. I think that's another important thing to keep in mind, and I try to keep it in my mind as well.

Tips For Pursuing a Career in Pediatric Neuropsychology

Connor: Brilliantly said. So before we wrap up and end actually, have you got any final tips for someone who wants to pursue a career in a pediatric neuropsychology or research?

Leanne: In pediatric neuropsychology I think reading is something I highly recommend. Read up more on the topic, see if this is something that you find yourself passionate about, you find yourself that you can find an area that you'd want to be more involved in. I think this is a rapidly evolving field. There's a lot of new researches coming out, especially with the advancements that we see in neuroimaging. It's just it keeps getting more exciting. So I think it's definitely worth reading up and seeing where the field is at right now.

I think the masters, for me, was a very, very right choice. I think it really helped solidify and deepen my understanding of pediatric neuropsychology and neuropsychology in more broader terms. I think if you have the capacity or you are interested in pursuing another year of education, masters is definitely one that I recommend, whether it's in pediatric neuropsychology or whatever other course, just because if you are coming from a background of psychology, I tend to find that it's quite broad so it's really nice to further specialize in something a bit more.

Tips For Pursuing a Career in Psychological Research

And in terms of research, I think just being as involved as you can during your undergrad in research projects. I know there's research experience schemes. I was involved in that. So that's essentially when you kind of help out with a different project going on at the university whether it's in data collection or analyses, and it really doesn't matter the level of involvement as long as you are involved in some way. And I think just never underestimate the experiences that you're getting at university in terms of research. They are going to be very useful for you in the future.

Connor: Wonderfully said. So thank you for joining us today, Leanne, and if people will want to connect up with you and follow your work, then where could they come, find you online?

Leanne: I will be on LinkedIn. I think that's the best place. I'm quite active on there. So, yeah, feel free to just tag me on LinkedIn, and if you have any questions or anything, I'm always up to chat. And, yeah, that's where you'll find me.

Connor: Thank you, Leanne, and best of luck with your psychology journey for the future.

Leanne: Thank you so much. You too.

I really hope you enjoyed today’s clinical psychology podcast episode.

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Careers In Psychology Further Reading

Leong, F. T., & Austin, J. T. (Eds.). (2023). The psychology research handbook: A guide for graduate students and research assistants. SAGE publications.

Pawlow, L. A., & Meinz, E. J. (2017). Characteristics of psychology students who serve as research assistants. College Student Journal, 51(1), 77-80.

Blackford-Jones, B., & Adam, M. Becoming an Assistant Psychologist.

Childers, J. B., & Phillips, K. A. (2019). Conducting publishable research from special populations: Studying children and non-human primates with undergraduate research assistants. Frontiers in Psychology, 10, 1030.

Breakwell, G. M., Barnett, J., & Wright, D. B. (2020). Research methods in psychology.

Nguyen-Trung, K. (2025). ChatGPT in Thematic Analysis: Can AI become a research assistant in qualitative research?. Quality & Quantity, 1-34.

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