Self-care practices and perceived stress levels among psychology graduate students.

Abstract

It is well known that stress among psychology graduate students can negatively impact academic performance, clinical skills, and personal well-being. However, less is known about factors related to stress management among psychology graduate students. The current study examined self-care practices and perceived stress among psychology graduate students Four hundred eighty-eight psychology graduate students from across the United States completed an anonymous survey of self-care practices and stress. Multiple regression analyses indicated that sleep hygiene, social support, emotion regulation, and acceptance within a mindfulness framework were significantly related to perceived stress. Results suggest that educating students about self-care practices can be an integral part of helping students manage stress associated with clinical training.

Mindfulness as a way of addressing the deficits in clinical psychology training programmes: A review

“…Some studies have found that self-care practices are associated with lower perceived stress levels among trainees (McKinzie, Altamura, Burgoon, & Bishop, 2006;Myers et al, 2012;Chrisman, Christopher, & Lichtenstein, 2009). Despite these positive findings, training programmes usually do not have a structured component for self-care in the core curriculum (Christopher, Christopher, Dunnagan, & Schure, 2006).…”

“…To support the rationale of using shorter formats, Carmody and Baer (2009) found that shortened versions of MBSR were no less effective than the standard format in decreasing psychological distress. In line with recommendations for shorter interventions, suggested intervention designs have included shorter versions of MBSR or MBCT (Carmody & Baer, 2009) and brief experiential exercises as a group during clinical training (Moore, 2008), and a student-led mindfulness group (Myers et al, 2012). The content in these intervention designs can be typical of those used in mindfulness-based programmes such as MBSR or MBCT, but with a shorter duration (Moore, 2008).…”

“…Trainee psychologists report many stressors, including personal stressors (e.g., finances), academic and evaluative aspects of training (e.g., being evaluated by supervisors), work-practice stressors (e.g., time constraints, caseload), and challenges in clinical work (e.g., ambiguity, ethical dilemmas; Nelson, Dell'Oliver, Koch, & Buckler, 2001;. Existing studies show significant levels of stress among clinical psychology trainees (Cushway, 1992;Myers et al, 2012). Trainees are also vulnerable to difficulties such as burnout and vicarious traumatisation, particularly when they are new to practicing (Gockel, 2010;Adams & Riggs, 2008).…”

“…Research has suggested a lack of a structured approach within programmes to develop trainees' intrapersonal skills and foster trainees' self-care, resulting in a lack of adequately meeting these needs (Lambert & Simon, 2008;Myers et al, 2012). This review explores these gaps between research and training in the professional development of intrapersonal and self-care skills, and discusses the use of mindfulness to bridge these gaps.…”

Therapeutic Education and Health Promotion in Individuals with Neuropsychological Overload Syndrome

“…The students' integration into the university life is a multidirectional process influenced by external aspects related to the academic or socioeconomic environment, but also by individual's internal factors and his/her ability to cope with new situations (Facundes & Ludermir, 2005;Myers et al, 2012).…”