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Chandler, Cynthia K.; Bodenhamer-Davis, Eugenia; Holden, Janice Miner; Evenson, Thomas; Bratton, Sue

doi:10.1023/a:1009548719340

Cited by 13 publications

(3 citation statements)

References 11 publications

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“…Moreover, wellness behaviors can be learned. Once internalized by the individual, holistic wellness can reduce issues related to somatization, psychoticism, and interpersonal sensitivity ( Chandler et al, 2001 ).…”

mentioning

confidence: 99%

An examination of college student wellness: A research and liberal arts perspective

Baldwin

Towler²,

Oliver

et al. 2017

Health Psychology Open

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Promoting wellness within academia reduces disease frequency and enhances overall health. This study examined wellness factors among undergraduate students attending a research university (n = 85) or a small liberal arts college (n = 126). Participants were administered surveys which measured physical, emotional, social, intellectual, and occupational wellness. Significant institutional differences emerged on measures of physical and social wellness. When collapsed across academic institutions, students who were gainfully employed reported greater self-efficacy compared with unemployed students. Gender differences emerged on measures of physical and social well-being. Our findings support the need for targeted interventions that facilitate enhanced college student development and well-being.

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confidence: 99%

An examination of college student wellness: A research and liberal arts perspective

Baldwin

Towler²,

Oliver

et al. 2017

Health Psychology Open

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“…The development of this control can allow them to become more aware of the mental processes reflected by the feedback, thus facilitating the associated mechanisms, such as emotional regulation, which may in turn play key roles in the clinical process. For example, Chandler et al ( 2001 ) found that biofeedback-assisted relaxation training could effectively reduce stress-related symptoms and enhance personal well-being in a group of counseling students enrolled in a basic counseling skills course. Similarly, implementing biofeedback sessions for psychotherapy students could improve the students’ awareness of their own physiological responses to different stressors.…”

Section: The Importance Of Embodiment In Clinical Training Programsmentioning

confidence: 99%

Training in psychotherapy: a call for embodied and psychophysiological approaches

Gennaro

Kleinbub

Mannarini

et al. 2019

ResPsy

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Psychotherapy research studies are increasingly focused on the clinical process, which has allowed for the definition of general models about clinical functioning and the role of the therapist. Embodiment-based research has shown that interpersonal processes, such as synchrony and attunement, are critical for the development of crucial therapist skills and that these mechanisms are mediated by physiological processes. Although the connection between these embodied processes and clinical practice is currently a topic of investigation in psychotherapy research, its implications for clinical training are potentially broad, but they remain unexplored. The present contribution proposes the idea of embodied trainings for psychotherapy trainees, which could support their acquisition of clinical skills through implicit, embodied, and affective learning. We present detailed potential mechanisms, study designs, and psychological variables that could be used to develop such an in vivo training and suggest some possible applications, ranging from biofeedback sessions to experimental settings and roleplaying. Additional research in this field can help bridge the gap between psychotherapy research and psychotherapy training, by overcoming some of the limitations of post-session and external evaluations, by enriching psychotherapy training programs, and by facilitating the implicit and automatic attunement of the attitudes of the students who will become tomorrow’s therapists.

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“…Despite the stress of postgraduate education, students in various mental health and medical disciplines are aware of the need for personal wellness and engaged in activities to enhance their optimal development. Graduate students reported developing relaxation skills through biofeedback (Chandler, Bodenhamer-Davis, Holden, Evenson, & Bratton, 2001), seeking out support from friends, family, and peers and engaging in exercise, yoga, and hobbies (El-Ghoroury, Galper, Sawaqdeh, & Bufka, 2012;Lee & Graham, 2001), taking breaks from academic work, and using stress reduction techniques such as meditation and participation in faith-based activities (Lee & Graham, 2001). In addition, practicing counselors identified important career-sustaining behaviors to help enhance their personal wellness, such as maintaining a sense of humor, balance between personal and professional life, control over work, self-awareness, and being mindful of spending time with family (Lawson, 2007).…”

mentioning

confidence: 99%