Integrating Self-Care at the Programmatic Level in APA-Accredited Clinical Psychology Doctoral Programs
Author: Neil J. Rigney
Publisher:
Published: 2019
Total Pages: 0
ISBN-13:
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Author: Neil J. Rigney
Publisher:
Published: 2019
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKAuthor: Neil J. Rigney
Publisher:
Published: 2003
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAuthor: Leigh A. Carter
Publisher:
Published: 2014
Total Pages: 257
ISBN-13: 0199335354
DOWNLOAD EBOOK"Self-care for Clinicians in Training assists readers in recognizing challenges and stressors and instructs them in maintaining a career-long lifestyle of self-care"--
Author: Alexandria Hotmer
Publisher:
Published: 2016
Total Pages: 164
ISBN-13:
DOWNLOAD EBOOKA doctoral student in a clinical psychology training program encounters a range of unique academic, personal, and professional experiences, which can be attributed to high stress (El-Ghoroury, Galper, Sawqdeh, & Bufka, 2012). Although literature acknowledges this experience, little research on how a student is to manage these stressors has been executed (Myers et al., 2012). The American Psychological Association emphasizes the value of self-care throughout the APA ethical guidelines, associating its significance with the competency of the clinician (APA, 2012), and yet limited research on self-care and the doctoral student persists. Self-care continues to be described as an "individual responsibility" within training, with virtually no direction or support from the program (Pakenham, 2014). Instead, research found self-care to be primarily discussed and/or reinforced when problems in professional competency occur and intervention is needed (Elman & Forrest, 2007). The available literature suggests that the incorporation of preventative measures, within training, is warranted for the foundation of health and wellbeing of the student, and also for the longevity of his/her career (Sussman, 1995). This dissertation proposes a program on self-care that might be implemented in the curriculum of a doctoral clinical psychology training program. It should be noted that the present literature on self-care uses the terms, doctoral, graduate, and psychology trainee to describe this student population, sometimes utilizing both doctoral and master-level students; specification of student population will be provided when available.
Author: David L. Downing
Publisher: Rowman & Littlefield
Published: 2017-10-11
Total Pages: 219
ISBN-13: 1442244976
DOWNLOAD EBOOKTeaching, Training, and Administration in Graduate Psychology Programs offers a unique contribution to the literature by presenting psychoanalytic perspectives on the challenges of educating future psychologists. By integrating psychoanalytic theory with engaging cases and practical applications, the authors explore how psychoanalysis can foster a deeper understanding of the questions and decisions that graduate psychology faculty and administrators must face every day. Teaching, Training, and Administration in Graduate Psychology Programs is an accessible and valuable resource for instructors, administrators, and graduate students.
Author: Carmella R. Tress
Publisher:
Published: 2014
Total Pages: 218
ISBN-13:
DOWNLOAD EBOOKAuthor: Emily J. Graesser
Publisher:
Published: 2014
Total Pages: 0
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DOWNLOAD EBOOKAuthor: Christine M. DiBello
Publisher:
Published: 2021
Total Pages: 87
ISBN-13:
DOWNLOAD EBOOKThere is a great need for increased mental health services across the United States (Christidis et al., 2018). Given its potential to provide immediate, effective, and highly specialized care to vulnerable populations that may otherwise have difficulty accessing mental health services, telepsychology may be the key to meeting this need. However, despite increased use, telepsychology training appears to be lacking. While other healthcare fields, such as nursing, have required education on distance services (Glueckauf et al., 2018), telepsychology training is more likely to occur in the field than in the classroom (Luxton et al., 2016). This lack of training calls into question APA's ability to fulfill their ethical duty in training future clinicians to ensure competent, high-quality care (McCord et al., 2015). This study investigates current training on telepsychology as seen during APA-accredited, graduate level education. Publicly accessible documents of counseling and clinical psychology programs were examined for keyword phrases related to telepsychology in order to assess the baseline of current training. Ninety hit words with explicit references to telepsychology were found across 27 programs. Hits words were found across 8% of all programs, consistant across degree type (Ph.D. and Psy.D.) and program type (counseling and clinical psychology). Hit words referring to the telepsychology training were low. Vague references to telepsychology were seen across 127 programs, indicating the continuous integration of technology and psychology without an increase in telepsychology training. No trends across location were seen.
Author: Joanne E. Callan
Publisher:
Published: 1986
Total Pages: 208
ISBN-13:
DOWNLOAD EBOOKAuthor: Allison Elisabeth Griesmer
Publisher:
Published: 2023
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKIt has been well established that psychology doctoral students experience an inordinate amount of stress. Extant literature has proposed that engaging in self-care and feeling socially supported by peers and faculty has resulted in decreased stress levels and an improved quality of life (e.g., E. Ayala et al., 2017; Bamonti et al., 2014; Colman et al., 2016; Rummell, 2015). This study explored the relationship between perceived stress due to COVID-19 and perceived quality of life and via two mediators: self-care practices and perceived social support. Limited research has investigated psychology doctoral students' perceived quality of life during wave one of the COVID-19 pandemic. Data was collected using a quantitative online survey that also included two open-response items focused on quality of life and perceived social support. The sample included 350 health service psychology doctoral students aged 18 years and older. A parallel multiple mediator analysis revealed: (a) perceived stress was negatively related to quality of life; (b) a direct effect of stress due to COVID-19 on quality of life when controlling for self-care practices and perceived social support; (c) perceived stress was inversely related to self-care practices and perceived social support; (d) self-care practices and perceived social support were significantly and positively related to perceived quality of life; and (e) self-care practice and perceived social support significantly mediated the effects of perceived stress due to COVID-19. Results supported the importance of psychology doctoral students engaging in self-care practices and being provided ongoing social support from their doctoral programs and faculty to mitigate the deleterious effects of stress on quality of life. This research has advanced the field of education and training in applied psychology doctoral programs by elucidating the importance of professional and personal social support for trainees' quality-of-life.