Preventing Distress and Impairment: The Importance of Self-Care Education and Utilization During Graduate Training in Clinical Psychology

2010 ◽  
Author(s):  
Ian Goncher
Keyword(s):  
Clinical Psychology ◽  
Graduate Training ◽  
Self Care ◽  
Care Education

scholarly journals Duoethnography as a dialogic and collaborative form of curriculum inquiry for resident professionalism and self-care education

2018 ◽  
Vol 9 (3) ◽  
pp. e76-82
Author(s):  
Susan Docherty-Skippen ◽  
Karen Beattie
Keyword(s):  
Identity Development ◽  
Transformative Learning ◽  
Graduate Training ◽  
Self Regulation ◽  
Self Care ◽  
Educational Strategies ◽  
Care Education ◽  
Curriculum Inquiry ◽  
Post Graduate Training ◽  
Important Time

Medical residency is an important time in the development of physician professionalism, as residents’ identities and medical responsibilities shift from student-learners to practitioner-leaders. During this transition time, many residents struggle with stress due to the unique pressures of their post-graduate training. This, in turn, can potentially hinder successful professional identity development. In response, the Royal College of Physicians and Surgeons of Canada (RCPSC) has incorporated physician health into its CanMEDS professional competency framework.Although this framework identifies enabling self-care professional competencies (e.g., capacity for self-regulation and resilience for sustainable practice), it does not specify the types of educational strategies best suited to teach and assess these competencies. To support the prevention and rehabilitation of resident health issues, residency training programs are faced with the complex challenge of developing socially accountable curricula that successfully foster self-care competencies. Duoethnography, a dialogic and collaborative form of curriculum inquiry, is presented as a pedagogical model for resident professionalism and self-care education. Merits of duoethnography centers on its: 1) capability to foster self-reflexive and transformative learning; 2) versatility to accommodate learner diversity; and 3) adaptability for use in different social, situational, and ethical contexts.

Self-care in clinical psychology graduate training.

2017 ◽  
Vol 11 (4) ◽  
pp. 283-289 ◽  
Author(s):  
Evan Zahniser ◽  
Patricia A. Rupert ◽  
Katherine E. Dorociak
Keyword(s):  
Clinical Psychology ◽  
Graduate Training ◽  
Self Care ◽  
Psychology Graduate Training

scholarly journals Effect of Self - Care Education on Quality of Life in Patients With Primary Hypertension: Comparing Lecture and Educational Package

2013 ◽  
Vol 2 (2) ◽  
pp. 71-76 ◽  
Author(s):  
Mohamad Aghajani ◽  
Neda Mirbagher Ajorpaz ◽  
Mahbube Kafaei Atrian ◽  
Zahra Raofi ◽  
Fatemeh Abedi ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Self Care ◽  
Primary Hypertension ◽  
Care Education ◽  
Educational Package

scholarly journals Mindfulness-based self-care education for healthcare professional students in Japan

2020 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Yusuke Takamiya ◽  
Shizuma Tsuchiya
Keyword(s):  
Healthcare Professional ◽  
Professional Training ◽  
Self Care ◽  
Care Program ◽  
The Body ◽  
University Education ◽  
High Rate ◽  
First Year ◽  
Professional Students ◽  
Care Education

[Background] Recent studies have consistently shown that medical students experience a high rate of psychological symptoms. In this situation, teaching mindfulness in medical school has the potential to prevent student burnout. However, there are few consistent educational programs in medical schools throughout Japan.[Method] Since 2015, Showa University (Tokyo) has practiced an intensive self-care program based on mindfulness for 600 first-year healthcare professional students in the schools of medicine, dentistry, pharmacy, nursing, and rehabilitation. The target objectives of this program were as follows: understand the needs of self-care, enhance self-awareness, evaluate evidence of mindfulness for mental diseases, and practice formal/informal mindfulness-based activities. This program consisted of a 90-minute lecture, followed by consecutive reflective activities, including completing personal journals and portfolios. The students were required to plan how to make use of what they learned in this course. The students were asked to complete a questionnaire upon completion of the course.[Results] The questionnaire indicated that more than 90% of the students were satisfied with the program, and about 25% started regular mindfulness-based practices such as meditation and breathing methods aimed to reduce test anxiety. Descriptions from the e-portfolio showed that the participants understood evitable stressors and the importance of the body-mind relationship.[Conclusion] Mindfulness-based self-care education can encourage healthcare students to understand the necessity of self-care during the early stages of their professional training. This program for the first year students will be followed by a course on Professionalism for healthcare professional students during their subsequent years of university education.  

A reexamination of the effectiveness of self-care education for persons with arthritis

1989 ◽  
Vol 32 (6) ◽  
pp. 706-716 ◽  
Author(s):  
Jean Goeppinger ◽  
Michael W. Arthur ◽  
Anthony J. Baglioni ◽  
Susan E. Brunk ◽  
Carolyn M. Brunner
Keyword(s):  
Self Care ◽  
Care Education

Evaluation of a self‐care education program for older adults in Iran using a lifestyle improvement model

2021 ◽  
Author(s):  
Mehrnaz Tavakkoli Oskuei ◽  
Shirin Barzanjeh Atri ◽  
Arefeh Davoodi ◽  
Catherine Van Son ◽  
Mohammad Asghari‐Jafarabadi ◽  
...  
Keyword(s):  
Older Adults ◽  
Education Program ◽  
Self Care ◽  
Care Education
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