Stress, Wellness, and Self-Care During Graduate Training: How Do Psychology Students Adapt?

2011 ◽  
Author(s):  
Nabil El-Ghoroury ◽  
Daniel I. Galper ◽  
Abere J. Sawaqdeh
Keyword(s):  
Graduate Training ◽  
Self Care ◽  
Psychology Students

Students' Views of Mentors in Psychology Graduate Training

1986 ◽  
Vol 13 (3) ◽  
pp. 123-127 ◽  
Author(s):  
Terry Cronan-Hillix ◽  
Leah K. Gensheimer ◽  
W. A. Cronan-Hillix ◽  
William S. Davidson
Keyword(s):  
Graduate Training ◽  
Psychology Students ◽  
Professional Activity ◽  
Social Lives ◽  
Research Involvement ◽  
Graduate Psychology Students ◽  
Midwestern University ◽  
Psychology Graduate Training ◽  
Conference Papers

This study examined the prevalence and role of mentors in graduate training from the viewpoint of students. Ninety graduate psychology students from a large midwestern university responded to a survey about the characteristics of mentors, the roles mentors play in their professional and social lives, and why some students do not have a mentor. Over 50% of the respondents had mentors. Inability to find a satisfactory mentor was the predominant reason for not having one. Findings suggest that mentors serve supportive functions and promote professional productivity as indicated by research involvement, publications, and conference papers. Personality characteristics distinguish good from poor mentors much more frequently than do intellectual competence or professional activity.

A Follow-Up Note on Graduate Training in the Teaching of Introductory Psychology

1994 ◽  
Vol 21 (2) ◽  
pp. 111-112 ◽  
Author(s):  
Steven Prentice-Dunn ◽  
Henry C. Rickard
Keyword(s):  
Doctoral Students ◽  
Graduate Training ◽  
Teaching Experience ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Graduate Course

This note extends a previous report (Rickard, Prentice-Dunn, Rogers, Scogin, & Lyman, 1991) on a graduate course in the teaching of introductoy psychology. Students who had completed the supervised-teaching experience performed better on a test of psychology content than did comparable students who had not. Data supported the informal observations of faculty, doctoral students, and PhD graduates about the value of teh supervised-teaching experience.

Co-Teaching a Joint Graduate Practicum in Community and Applied Developmental Psychology

1993 ◽  
Vol 20 (3) ◽  
pp. 141-143 ◽  
Author(s):  
David S. Glenwick ◽  
Nancy A. Busch-Rossnagel
Keyword(s):  
Primary Prevention ◽  
Life Span ◽  
Community Psychology ◽  
Developmental Psychology ◽  
Graduate Training ◽  
Psychology Students ◽  
Knowledge Bases ◽  
Conceptual Frameworks ◽  
Evaluation Data ◽  
Clinical Community

A graduate practicum combining community psychology and applied developmental psychology perspectives is described. Through classroom and practicum components, we attempted to provide clinical/ community and developmental psychology students with an appreciation of the importance of incorporating and integrating community constructs (e.g., primary prevention and competence building) and developmental constructs (e.g., life-span orientation and developmental processes), as well as constructs common to both (e.g., systems-based analyses), in designing applied interventions. Evaluation data indicated the course was generally successful in increasing the value of conceptual frameworks, knowledge bases, and professional skills of community and applied developmental psychology for both clinical/community and developmental psychology students. Implications for graduate training and the promotion of integrationism in psychology are considered.

Promoting ethical behavior by cultivating a culture of self-care during graduate training: A call to action.

2014 ◽  
Vol 8 (4) ◽  
pp. 253-260 ◽  
Author(s):  
Patricia M. Bamonti ◽  
Colleen M. Keelan ◽  
Nicholas Larson ◽  
Janelle M. Mentrikoski ◽  
Cameron L. Randall ◽  
...  
Keyword(s):  
Ethical Behavior ◽  
Graduate Training ◽  
Self Care ◽  
Call To Action

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.

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