The Effects of Self-care Practices on Perceived Stress of School Psychology Graduate Students
The Effects of Self-care Practices on Perceived Stress of School Psychology Graduate Students

Author: Nicole Zelhofer

Publisher:

Published: 2020

Total Pages: 0

ISBN-13:

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The perceived stress levels of psychology graduate students across the nation is greatly increasing. Stress can lead to many mental health disorders in students, along with a lack of enthusiasm and meaning in one's work, impairment in ethical decision making, lack of compassion for clients, burnout, and neglecting one's physical health. A majority of the research regarding perceived stress and psychology graduate students include clinical and counseling psychology, yet school psychology graduate students share the same responsibilities and roles. School psychology graduate students balance rigorous coursework, graduate assistantships, supervising meetings for their training, research, and additional service opportunities with life outside of graduate school. A stress reduction technique commonly researched with graduate students is self-care, the process of actively initiating a method to promote holistic well-being. According to the participant's responses, self-care practices do not have an effect on school psychology graduate students' levels of stress. However, the graduate students noted that program expectations, such as time limitations and an excessive workload, are their largest stressors and physical and emotional self-care practices are utilized the most amongst the participants.

A Handbook to Guide School Psychology Graduate Students in Developing a Self-care Plan
A Handbook to Guide School Psychology Graduate Students in Developing a Self-care Plan

Author: Burlinda Seals

Publisher:

Published: 2019

Total Pages: 100

ISBN-13:

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Both graduate school and the professional role of a school psychologist are demanding and extremely stressful. The rate of burnout for school psychologists at some point in their professional careers is nearly 90% (Randolph & Boan-Lonzo, 2017), while 70% of professional psychology graduate students report stress that is severe enough to interfere with their functioning (El-Ghoroury, Galper, Sawaqdeh, & Bufka, 2012). The best way to inoculate oneself against the effects of these stressors is to develop a strong self-care habit; 80% of those graduate students in professional psychology programs that reported habitually engaging in behaviors of self-care were more successful than those that did not (Colman et al., 2016). However, roughly 30% of graduate programs in psychology even mention self-care in their graduate handbooks, and the handbooks that did mention self-care did so only in the context of distressed students seeking support from a counselor (Zahniser, Rupert, and Dorociak, 2017). This project is a handbook designed to aid graduate students in building their self-care practice into one that will benefit them throughout their professional lives. Specifically, this project examines the physical areas of self-care: diet, exercise, and sleep. The National Association of School Psychologists identified physical self-care as one of three main areas of an effective self-care routine. The project was developed in consultation with a fellow graduate student, who is designing a conjoint project that focuses on the other two areas of self-care named by NASP, social care and emotional health. The project includes information and worksheets to guide students in building their self-care practices as well as useful resources.

Mediators of the Relationship Between Psychology Doctoral Students' Perceived Stress and Quality of Life During the Covd-19 Pandemic
Mediators of the Relationship Between Psychology Doctoral Students' Perceived Stress and Quality of Life During the Covd-19 Pandemic

Author: Allison Elisabeth Griesmer

Publisher:

Published: 2023

Total Pages: 0

ISBN-13:

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It 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.

A Handbook for School Psychology Graduate Students
A Handbook for School Psychology Graduate Students

Author: Kristen L'Heureux

Publisher:

Published: 2019

Total Pages: 104

ISBN-13:

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School psychologists, like many others in clinical or service providing professions, experience significant stressors in their day to day professional functioning. The literature demonstrates correlations between chronic occupational stressors and burnout and indicates consistent self-care practices can help mitigate symptoms of burnout (De Vibe, Solhaug, Rosenvinge, Tyssen, Hanley & Garland, 2018). Literature is lacking, however, in regard to graduate student stress for students enrolled in school psychology programs. Research conducted on psychology and medical graduate students indicate high degrees of stress and low levels of successful coping strategies; it is likely that similar trends would be found among school psychology graduate students given the similarities in program and training demands (Colman, Echon, Lemay, McDonald, Smith, Spencer & Swift, 2016; Goncher, Sherman, Barnett & Haskins, 2012; Shannon, Simmelink-McCleary, Becher & Crook-Lyon, 2014). The National Association of School Psychologists' ethical standards do not directly address self-care, though the ethical demand for such practices can be derived from the standard directing school psychologists to "take steps to protect all students from reasonably foreseeable risk of harm" (NASP, p.2). Emphasis of self-care during graduate training can provide the basis for a successful self-care system as students enter the profession of school psychology. This paper specifically addresses the emotional, cognitive and social aspects of self-care as they pertain to graduate students enrolled in school psychology programs. The information discussed in this paper supplies part of a handbook created for use by school psychology graduate students to assist in informing the creation of a personal self-care system. Information regarding the physical aspects of self-care, such as care of the body through exercise, sleep and nutrition, is supplied through the work completed by Burlinda Seals, a fellow CSUN graduate student enrolled in the school psychology program. The handbook is a cumulation of our collective review of the literature in the areas of burnout, stressors within graduate school as well as the profession of school psychology, and effective self-care practices.

Self-care Considerations for Graduate Students in Psychology
Self-care Considerations for Graduate Students in Psychology

Author: Jessica L. Hessler

Publisher:

Published: 2017

Total Pages: 93

ISBN-13:

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Applicable literature suggests that both mental health professionals (Guy, Poelstra, & Stark, 1989) and graduate psychology students (Carter & Barnett, 2014) experience distinct stressors, demands, and challenges that may impact wellness and professional competence. This highlights the importance of maintaining adequate self-care behaviors during graduate psychology training and throughout the career (Bamonti et al., 2014). Although graduate psychology programs are in a strategic position to support students in establishing healthy self-care behaviors early in their career; research indicates that graduate psychology programs may not sufficiently attend to this area (Bamonti et al., 2014) The current graduate psychology culture often does not foster an atmosphere of healthy self-care behaviors among graduate students (Munsey, 2006). Typically, self-care is viewed as the individual's responsibility (Pakenham & Stafford-Brown, 2012) and discussions about self-care and wellness are exclusively reactions to concerns of professional or academic competence (Elman & Forrest, 2004). Nevertheless, it is imperative to acknowledge the ethical relevance of maintaining adequate self-care within psychological training and work (Barnett, Baker, Elman, & Schoener, 2007). As graduate psychology students represent the future of the mental health profession, it is essential that academic programs and related trainings prepare them for ethical practices by adequately addressing self-care (Bamonti et al., 2014). In order to help shift the culture of self-care in graduate psychology programs recommendations are provided for individuals on various levels including students, faculty, supervisors, departments, and formal organizations which oversee graduate psychology activity. Comparable educational programs that have taken steps toward incorporating self-care and wellness practices into their curriculum will be explored to provide a model for potential applications in psychology graduate programs.

Counselor Self-Care
Counselor Self-Care

Author: Gerald Corey

Publisher: John Wiley & Sons

Published: 2017-12-08

Total Pages: 230

ISBN-13: 1119457408

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Self-care is critical for effective and ethical counseling practice and this inspirational book offers diverse, realistic perspectives on how to achieve work–life balance and personal wellness from graduate school through retirement. In addition to the authors’ unique perspectives as professionals at different stages of their careers, guest contributors—ranging from graduate students, to new professionals, to seasoned counselors—share their experiences and thoughts about self-care, including what challenges them most. Both personal and conversational in tone, this book will help you to create your own practical self-care action plan through reflection on important issues, such as managing stress, establishing personal and professional boundaries, enhancing relationships, and finding meaning in life. "Counselors face the obstacle of remembering to care for themselves while focusing on caring for others. In Counselor Self-Care, Drs. Gerald Corey, Michelle Muratori, Jude Austin, and Julius Austin lead 52 contributing authors in a book rich with living events and defining moments. Multiple stressors are described and met with multiple solutions. There is so much great content here that can be embraced by those who do the noble work of being present for others." —Tom Skovholt, PhD, LP, Professor, University of Minnesota; Author of The Resilient Practitioner: Burnout and Compassion Fatigue Prevention and Self-Care Strategies for the Helping Professions, 3rd Edition "Self-care is often discussed in counselor training and supervision, but not in its full scope. Counselor Self-Care provides breadth and depth by addressing the many facets of self-care. The authors combine personal narratives and anecdotes from experienced mental health professionals with self-assessment questions and self-care improvement strategies. The level of vulnerability and insight from the authors, and those who share their stories, is informative and rare to find. Assign this book as reading for yourself, your students, and your supervisees to motivate nurturing of the self." —Philip Clarke, PhD, Associate Professor, Wake Forest University *Requests for digital versions from ACA can be found on www.wiley.com *To request print copies, please visit the ACA https://imis.counseling.org/store/detail *Reproduction requests for material from books published by ACA should be directed to [email protected]

The Impact of Perceived Stress on the Health of MSW Graduate Students
The Impact of Perceived Stress on the Health of MSW Graduate Students

Author: Blanca Estela Quintana

Publisher:

Published: 2016

Total Pages: 41

ISBN-13:

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This graduate project focused on understanding what levels of stress social work graduate students are experiencing, explore if the social work graduate students' level of perceived stress is related to the development of somatic symptoms, and understand if the amount of hours worked relate to somatic symptoms. The researcher's current hypothesis is that students' perceived stress level will be related to emotional, psychological, and overall physical health and is displayed through somatic symptoms. To demonstrate the effect of the number of hours worked, perceived stress, and life event stressors on somatic symptoms, a multiple hierarchical regression model was used to analyze the relationship. The findings revealed that perceived stress is a stronger predictor of somatic symptoms. Is it not so much events of Masters of Social Work (MSW) students' lives that cause somatic symptoms but how MSW students perceived the life event stressors that is related to somatic symptoms. Limitations to the study included having a small and non-randomized sample size. Further research with a larger and randomized sample size is recommended to support the external validity of the study and apply the results to the general population of MSW graduate students. vi The findings could be helpful in supporting practices that could assist MSW graduate students in reducing their perceived stress and somatic symptoms. As a result this could improve MSW graduate students' emotional, psychological, and overall medical health and may prepare them to provide the best quality service to the community and society.

Self-care Behaviors, Perceived Stress, Burnout, and Affect Among Master's and Doctoral-level Mental Health Trainees
Self-care Behaviors, Perceived Stress, Burnout, and Affect Among Master's and Doctoral-level Mental Health Trainees

Author: Niki L. Keating

Publisher:

Published: 2013

Total Pages: 232

ISBN-13:

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The mental health field has recognized the importance of ongoing, preventative self-care for mental health practitioners. However, little is known about the self-care behaviors of mental health trainees. A longitudinal study was conducted to examine the relationship between self-care behaviors, burnout, perceived stress, and affect over the course of a semester among master's and doctoral level trainees in various mental health programs at a large northeastern university. Online self-report surveys were completed by 75 students at the beginning of a semester and 51 of these students completed part 2 of the study at the end of the semester. The majority of participants were female, Caucasian, and in their first or second year of training. Findings indicated that trainees engage in an average of 25 different self-care behaviors. The most frequently used behaviors are social support, problem solving, and training activity selections; the most effective behaviors were reported as social support, engaging in pleasurable activities, sleep, and expression of emotions. No differences were found between gender, age, or relationship status groups. First year students were found to use a significantly higher number of self-care strategies than advanced students and doctoral students reported a higher frequency of self-care behaviors than masters students. Frequency of self-care behaviors did not change over the course of the semester, but effectiveness ratings significantly increased from the beginning to the end of the semester. Personal accomplishment and positive affect predicted the majority of the variance in self-care frequency and effectiveness ratings above and beyond other burnout variables, negative affect, and perceived stress scores. Limitations of the study and implications for the mental health field and training programs are discussed.

Addressing Burnout Through Self-care: an Intervention for Psychology Graduate Students
Addressing Burnout Through Self-care: an Intervention for Psychology Graduate Students

Author: Mary C. Lewis

Publisher:

Published: 2021

Total Pages: 83

ISBN-13:

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Psychologists are prone to be exposed to factors during their careers that are linked to increased stress. Unattended to stress exacerbates and may result in burnout. Burnout is associated with harmful physical and emotional consequences that impair professional functioning. It is problematic for psychologists to practice under burnout because there is an increased risk of causing harm to clients. Self-care is an increasingly popular recommendation for offsetting stress and burnout. Self-care is acknowledged during psychology graduate training, but graduate programs lack formal, structured interventions to help students establish strong self-care practices. This dissertation proposed a self-care intervention for psychology graduate students as an attempt to decrease stress during their training, prevent burnout, and enhance resiliency throughout their training and beyond. Implementation of this intervention is beyond the scope of this dissertation. It is encouraged that empirical efficacy be explored through future research.