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In recent years, there has been increasing pressure on graduate and medical students, postdoctoral fellows, and even research assistants and lab technicians to write or co-author scientific publications. Some of this pressure has extended to undergraduates (e.g., Trammell, 2014), often before they have had the opportunity to take a statistics course. The number of publication credits is frequently a key criterion for students’ acceptance into advanced study, postdoctoral opportunities, and internship placements as well as for the receipt of scholarships, fellowships, grants, and employment. For novice academics, publication numbers and authorship order are often at the top of considerations for tenure-track advancement. More competitive universities that value high publication numbers might urge students and junior faculty to compose theoretical papers and review articles or to write reports based on publically sourced unpublished data (e.g., www.apa. org/research/responsible/data-links.aspx) instead of running original studies, which take time and do not always yield publishable results. In some countries, students are advised to publish articles in addition to producing a monographstyle dissertation; in others, they are expected to focus solely on the production of a “compilation thesis” or article-based dissertation that might lead to

Getting Started: Publication Issues for Graduate Students, Postdoctoral Fellows, and Other Aspiring Addiction Scientists