The Road to Becoming a Psychologist: Indicators of Success and Hardship during the University Years

Rokach, Ami; Boulazreg, Samir

doi:10.1080/00223980.2020.1771538

Cited by 7 publications

(5 citation statements)

References 124 publications

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“…In psychology students, intellectual ability and achievement motivation were correlated with academic success [45]. Barriers can be loneliness, the impostor phenomenon [46], a lack of confidence [47], perceived intelligence [48], or other factors [46]. Sociodemographic characteristics were associated with the success of sociology students, e.g., being a first-generation student [49].…”

Section: Psychology and Sociology Studiesmentioning

confidence: 99%

Multiple Enrollment Policy: Clustering Dropout and Graduation Constellations in Psychology and Sociology Bachelor’s Programs

Loder

2024

Trends in Higher Education

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In Austria, it is possible to enroll in an unlimited number of programs simultaneously and consecutively. Study duration and student performance are important performance indicators of the university system. The disciplines of psychology and sociology share similarities in their curriculum structures but are different in selectiveness due to their admission rules. They show differences in their motivations to enroll and their trajectories through higher education, leading to different constellations of “dropout” and “graduation.” The aim was to identify and compare groups of students’ outcomes in bachelor’s programs of psychology and sociology along the dimensions of workload and duration, incorporating the possibility of enrolling in multiple programs. The sample consisted of 6498 students between the academic years of 2010/11 and 2022/23 who either graduated or dropped out of one or more programs. Cluster analyses using four algorithms per individual outcome constellation, categorization, and aggregation of the results suggest a longer overall study duration for students with more than one program. In graduation–graduation and graduation–dropout clusters, groups with less overall workload could be identified. The transferability of passed exams may be an important component for students in multiple programs. Implications for policy and practice are discussed.

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Section: Psychology and Sociology Studiesmentioning

confidence: 99%

Multiple Enrollment Policy: Clustering Dropout and Graduation Constellations in Psychology and Sociology Bachelor’s Programs

Loder

2024

Trends in Higher Education

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“…A final, but no less important, consideration is the impact of loneliness on mental health clinicians themselves. Recent evidence has highlighted high rates of loneliness in both practicing and trainee healthcare professionals, a challenge that is likely to rise with the increasing demands on the mental health system arising from the COVID-19 pandemic (Katzman et al, 2016;Rokach & Boulazreg, 2020). Factors such as professional isolation (e.g., private practice work), increasing use of virtual service deliveries (i.e., telehealth), and insufficient social connections to colleagues or non-work relationships have all been shown to contribute to clinician loneliness (Kulkarni, 2019;Lim et al, 2020).…”

Section: Implications For Workforce Training and Practicementioning

confidence: 99%

Why Loneliness Matters in Clinical Practice: A Primer for Clinical- and Neuro-Psychologists.

Badcock

Preece

Badcock

2023

JEmotionPsychopathol

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Aims: Loneliness has an adverse impact on mental health, yet it is often overlooked in psychological services. To inform clinical practice, we provide an overview of research hotspots on loneliness and mental health, the ‘state of the art’ in assessment and treatment, and workforce implications. Methods: Narrative synthesis. Results: Loneliness occurs in all age groups, with peaks in younger and older adults. It is a well-established risk factor for mental ill-health, neurodevelopmental and neurodegenerative disorders, and other problems prompting people to seek psychological care. A variety of psychometrically sound self-report measures are available for assessment purposes, though some lack structural or cross-cultural validity. The most promising interventions use cognitive-behavioural therapy to change maladaptive social cognitions. Recent studies are focused on identifying mechanisms of change, the role of social networks, and the use of digital technologies to augment treatment. The stigma of loneliness can prevent clients and healthcare professionals from talking openly about it, but the best strategies for combating loneliness stigma are unclear. Conclusion: Loneliness and mental ill-health are mutually reinforcing; hence, loneliness should be routinely considered in clinical practice. Psychological interventions are moderately effective at alleviating loneliness but further research and practice-based evaluation of solutions for loneliness is needed.

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“…Lifelong learning and the science it is based on require psychologists to continuously challenge their expertise. Before becoming experts, psychologists often experience impostor phenomenon during education and training (Rokach & Boulazreg, 2020). Embracing the self-doubt that comes with feeling like an impostor can motivate lifelong learning, even for areas in which one feels like an expert.…”

Section: The Value Of Embracing a “Beginner’s Mind”mentioning

confidence: 99%

The Central Role of Lifelong Learning and Humility in Clinical Psychology

Washburn¹,

Teachman

Gaudiano

et al. 2022

Clinical Psychological Science

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Lifelong learning plays a central role in the lives of clinical psychologists. As psychological science advances and evidence-based practices develop, it is critical for clinical psychologists to not only maintain their competencies but to also evolve them. In this article, we discuss lifelong learning as a clinical, ethical, and scientific imperative in the myriad dimensions of the clinical psychologist’s professional life, arguing that experience alone is not sufficient. Attitude is also important in lifelong learning, and we call for clinical psychologists to adopt an intellectually humble stance and embrace “a beginner’s mind” when approaching new knowledge and skills. We further argue that clinical psychologists must maintain and refresh their critical-thinking skills and seek to minimize their biases, especially as they approach the challenges and opportunities of lifelong learning. We intend for this article to encourage psychologists to think differently about how they approach lifelong learning.

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The Road to Becoming a Psychologist: Indicators of Success and Hardship during the University Years

Cited by 7 publications

References 124 publications

Multiple Enrollment Policy: Clustering Dropout and Graduation Constellations in Psychology and Sociology Bachelor’s Programs

Multiple Enrollment Policy: Clustering Dropout and Graduation Constellations in Psychology and Sociology Bachelor’s Programs

Why Loneliness Matters in Clinical Practice: A Primer for Clinical- and Neuro-Psychologists.

The Central Role of Lifelong Learning and Humility in Clinical Psychology

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