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Despite the lack of a universally accepted definition, the concept of self-care has been long recognized in the health care literature (e.g., nursing, behavioral medicine), and research findings have established a foundation to support the importance of self-care in optimizing health and well-being in patients. In recent decades, more attention has been paid to self-care in health service professionals (Wise, Hersh, & Gibson, 2012), and emerging evidence has supported the benefits of self-care in facilitating psychology graduate trainees' professional gains and well-being (Colman et al., 2016). To facilitate more empirical research in this area, the current systematic review was conducted to summarize the current availability of self-care measures among health care professionals and trainees (e.g., psychologists, social workers, and nurses) and assess their psychometric properties and clinical utilities. An electronic search was performed for self-care measures in 3 databases (i.e., PsycINFO, CINAHL, and PudMed). Eight articles published from 2013 to 2019 met the inclusion criteria, and 10 measures assessing self-care among mental health care professionals were identified. The key features of these measures are summarized. Although all the scales have some psychometric support, only a few had adequate support that was demonstrated through high-quality empirical studies. Recommendations are provided for future use of the self-care measures, especially for psychologists, psychology trainees, and social or child welfare workers. Research gaps and future directions of self-care measurement studies to promote self-care practice among mental/health care professionals and trainees are also discussed. Public Significance StatementThis review summarizes the self-care measures that can be used to assess self-care practices in health care professionals and trainees. The findings offer the guidelines for selection of self-care measures in research and/or training and practice, especially in mental health care fields, such as psychology and social work.

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Objective Ethnic identity is a crucial aspect of identity development during adolescence. This study aimed to examine the potential protective effect of ethnic identity in the relation between peer stress and global life satisfaction among adolescents. Method Data were collected via self-report measures from 417 adolescents (ages 14 to 18, 63.0% girls; 32.6% African American, 32.1% European American, 15.0% Asian American, 10.5% Hispanic or Latinx, 6.6% Biracial or Multiracial, and 0.7% Other) at one public, urban high school. Results The first model tested ethnic identity as the single moderator in the entire sample, and the moderation effect was not significant. The second model added ethnicity (African American vs. European American) as another moderator, and moderation effects were significant for both moderators. Furthermore, the negative effect of peer stress on life satisfaction was stronger for African American adolescents than European American counterparts. For both racial groups, the negative effect of peer stress on life satisfaction decreased as ethnic identity increased. The third model tested a three-way interaction across peer stress, ethnicity (African American vs. European American), and ethnic identity, which was not significant. Conclusions The results supported the buffering effect of ethnic identity in the context of peer stress for both African American and European American adolescents, and such effect appears to be more important for protecting African American adolescents’ life satisfaction, though these two moderators appear to work independently, rather than interact with each other and the peer stressor. Implications and future directions are discussed.