Facilitating Speech-Language Pathology Graduate Students' Ability To Manage Stress: A Pilot Study

Beck, Ann R.; Verticchio, Heidi

doi:10.1044/cicsd_41_s_24

Cited by 24 publications

(12 citation statements)

References 10 publications

(28 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Breathing technique and meditation were the most common interventions. The delivery of the intervention occurred in universities located in the United States and ranged from 6 to 18 days, with the majority of the interventions being held 1 day per week (Abel et al, 2012;Beck & Verticchio, 2014a;Bond et al, 2013;Chambers, Phillips, Burr, & Xiao, 2016;Cohen & Miller, 2009;Erogul et al, 2014;Shapiro et al, 2007). Only one study reported meeting 5 days per week for 3 weeks (Beck & Verticchio, 2014b).…”

Section: Synthesis Of the Interventions And Outcomes Similaritiesmentioning

confidence: 99%

Interventions to Reduce Perceived Stress Among Graduate Students: A Systematic Review With Implications for Evidence‐Based Practice

Stillwell

Vermeesch

Scott

2017

Worldviews Ev Based Nurs

View full text Add to dashboard Cite

show abstract

Section: Synthesis Of the Interventions And Outcomes Similaritiesmentioning

confidence: 99%

Interventions to Reduce Perceived Stress Among Graduate Students: A Systematic Review With Implications for Evidence‐Based Practice

Stillwell

Vermeesch

Scott

2017

Worldviews Ev Based Nurs

View full text Add to dashboard Cite

show abstract

“…Aeon and Aguinis (2017) indicated that time management skills have been found to improve overall wellness and reduce stress. Engaging in mindfulness practices has also been documented to reduce CSD students' stress (Beck, Seeman et al, 2015;Beck & Verticchio, 2014;Beck et al, 2017). Both of these stress management techniques could be thought of as approach-oriented coping strategies that facilitate a person's ability to manage stressful situations appropriately and are strategies instructors could assist students in developing.…”

Section: Relationship Between Negativementioning

confidence: 99%

“…The stress levels of students who major in Communication Sciences and Disorders (CSD) have been the topic of several recent investigations (Beck, Seeman, Verticchio, & Rice, 2015;Beck & Verticchio, 2014;Beck, Verticchio, & Schaab, 2015;Beck, Verticchio, Seeman, Milliken, & Schaab, 2017;Lieberman et al, 2018). A consistent finding has been that CSD students demonstrate elevated levels of stress.…”

mentioning

confidence: 99%

Levels of Stress and Characteristics of Perfectionism in CSD Students

Beck¹,

Verticchio²

2020

TLCSD

Self Cite

View full text Add to dashboard Cite

An electronic survey was sent to the Midwest Clinic Directors’ Listserv requesting they distribute it to students in their CSD programs. The survey collected information about demographics, and students’ top three stressors and stress management practices. Students were also asked to complete the 10-item Perceived Stress Scale (PSS; Cohen, 1994) and the Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001). A total of 278 CSD undergraduate and graduate students from 15 Midwest institutions responded to the survey. No differences were found between undergraduate and graduate responses to the PSS and the APS-R. Twenty-six percent of the respondents were classified as nonperfectionists, 33% as adaptive perfectionists, and 41% as maladaptive perfectionists. A relationship was found between perceived stress and perfectionism such that respondents with higher levels of perceived stress tended to be classified as maladaptive perfectionists and those with lower levels of perceived stress tended to be classified as adaptive perfectionists. Similarities and differences were found between undergraduates and graduate students in terms of stressors; close to 45% engaged in a stress management practice. Importance of such practices is discussed.

show abstract

“…Whereas the prevalence and severity of mental illness is increased in the United States (Substance Abuse and Mental Health Services Administration, 2018) and appears to impact the helping professions-namely speech-language pathology (Beck & Verticchio, 2014;Jennings, 2008;Lloyd, King, & Chenoweth, 2002;Rees & Cooper, 1992;Sowa, May, & Niles, 1994), it is necessary that training programs consider ways to assist students in ameliorating anxiety. Evidenced-based techniques include but are not limited to: mindfulness meditation (Shearer, Hunt, Chowdhury, & Nicol, 2016), resource appraisals (Jamieson, Peters, Greenwood, & Altose, 2016), and involvement in extracurricular activities, mentorship, career counseling, and life coaching (Fares, Al Tabosh, Saadeddin, El Mouhayyar, & Aridi, 2016).…”

Section: Results Of the Hierarchical Regression Modelmentioning

confidence: 99%

“…Graduate students preparing to work in the helping professions (e.g., nursing, medicine, counseling, social work, and speech-language pathology) are noted to have elevated stress and anxiety levels (Beck & Verticchio, 2014;Jennings, 2008;Lloyd, King, & Chenoweth, 2002;Rees & Cooper, 1992;Sowa, May, & Niles, 1994). One study surveyed the stress levels and types of stress in 238 graduate students studying speechlanguage pathology in the United States (Lieberman, Raisor-Becker, Sotto, & Redle, 2018).…”

Section: Mental Health Among Slp Graduate Studentsmentioning

confidence: 99%

Investigating predictive relationships between speech-language pathology graduate students' sense of classroom community, perceived learning, and perceived anxiety.

Schantz¹

View full text Add to dashboard Cite

Mental health is an all-encompassing term that focuses on a person's ability to achieve work-life balance inclusive of positive mental health and mental ill-health. Current trends suggest an overall increase in mental ill-health for undergraduate and graduate students. McMillan and Chavis' sense of community theory provided the theoretical framework for this study. This study aimed to examine whether speechlanguage pathology graduate students' sense of classroom community and perceived learning predict anxiety levels while controlling for demographic variables. Threehundred-sixteen master's level speech-language pathology students completed an online survey containing the Generalized Anxiety Disorder Questionnaire, Perceived Learning Scale, and Classroom Community Scale. Hierarchical multiple regression was used to analyze predictive relationships between the criterion and predictor variables. In the final vi model, social community and learning community (i.e., classroom connectedness), as well as affective aspects of perceived learning, each made a statistically significant individual contribution to the model. In sum, the final model explained approximately 15.5% of the variance among participants. vii

show abstract

Facilitating Speech-Language Pathology Graduate Students' Ability To Manage Stress: A Pilot Study

Cited by 24 publications

References 10 publications

Interventions to Reduce Perceived Stress Among Graduate Students: A Systematic Review With Implications for Evidence‐Based Practice

Interventions to Reduce Perceived Stress Among Graduate Students: A Systematic Review With Implications for Evidence‐Based Practice

Levels of Stress and Characteristics of Perfectionism in CSD Students

Investigating predictive relationships between speech-language pathology graduate students' sense of classroom community, perceived learning, and perceived anxiety.

Contact Info

Product

Resources

About