Doctoral students’ access to non-academic support for mental health

Waight, Emma; Giordano, Aline

doi:10.1080/1360080x.2018.1478613

Cited by 83 publications

(94 citation statements)

References 48 publications

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“…Improvements could be achieved in several ways. Waight and Giordano (2018) recommend clear signposting in buildings as well as online promoting mental health services, online self-help resources, proactive workshops designed to build resilience and sustain mental health (e.g., mindfulness training), institutional support groups for those at a higher risk of low support such as international students, and training supervisors about the role of nonacademic support for doctoral students.…”

Section: Discussionmentioning

confidence: 99%

An Empirical Investigation of Mental Illness, Impostor Syndrome, and Social Support in Management Doctoral Programs

Pervez

Brady

Mullane

et al. 2020

Journal of Management Education

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Scholars in multiple cross-disciplinary studies have found rates of mental illness among graduate students exceed the reported averages. Yet mental illness among management doctoral students remains largely unexplored. In this study, we surveyed 113 management doctoral students to ascertain the prevalence of symptoms for two common mental illnesses, depression and anxiety, as well as experiences of impostor syndrome and perceived sources of social support. Empirical findings from the first phase of our research suggest that management doctoral students are at greater risk than the general population of experiencing symptoms of depression, anxiety, and feelings of being an impostor. However, social support from a supervisor and from friends was negatively related to symptoms of depression and anxiety, indicating that these sources can be helpful. In phase two of our research, a thematic analysis of data from structured interviews with nine management doctoral students revealed themes linking impostor syndrome with social support, highlighting that the type of social support may be as beneficial as the source of social support. Recommendations for future research, as well as for students, supervisors, and administrators, are provided.

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Section: Discussionmentioning

confidence: 99%

An Empirical Investigation of Mental Illness, Impostor Syndrome, and Social Support in Management Doctoral Programs

Pervez

Brady

Mullane

et al. 2020

Journal of Management Education

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show abstract

“…For example, a recent study of Evans, Bira, Gastelum, Weiss and Vanderford (2018) shows that this trend is found in the 26 countries of the study. It should be added that different comparisons reveal that PhD students are more depressed than other students or quali ed workers 2,3 .…”

Section: Theoretical Approachmentioning

confidence: 99%

“…To answer this issue, recent research suggests that their high levels of stress could be caused in part or exacerbated by aspects of the doctoral education environment ( eld of research, type of supervision, grant… for a complete review of these aspects, see Waight & Giordano, 2018). However, the particularity of this environment has not been explored in consistent enough ways to provide a clear way forward for universities and health services to respond to this issue.…”

Section: Theoretical Approachmentioning

confidence: 99%

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How can we help PhD students cope with mental health issues and drop-out? An extensive analysis of discourse.

Lemée¹,

Pierre²,

Jeanne³

et al. 2020

Preprint

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There is a growing concern regarding the increase of the mental health problems among PhD students worldwide. This problem is worrying, and it remains a major issue for research teams and labs. However, the particularity of this environment has not been explored in consistent enough ways to provide a clear way forward for universities and health services to answer this problem. Therefore, we carried out a large online survey and collected 480 testimonies on health issues and work conditions from doctoral students and young doctors. Our aim was to identify levers and key factors for intervention. A lexicometric analysis of the discourse was carried out, using the Iramuteq package for R. Results highlight a need to intervene at different levels, in terms of instruction, prevention, care and follow-up to reduce mental health problems among PhD students. It also highlights the perceived importance of the university and feeling of belonging to a community as possible factors to reduce these problems and reduce drop out probability. More than anything, the study reveals that there are no differences in the discourse of doctoral students according to their field, which reveals the generality of these processes.

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“…Current understanding of the discrepancy between the increase in enrolments and completions within Australia is poor, as most research on student success in higher education has focused on domestic students at the undergraduate level [2]. However, research from North America, Canada and the UK identify several factors that may lead to study drop-out, such as high workload, funding pressures and supervisory relationships [3][4][5][6]. Such research has also highlighted that two critical factors are isolation and poor social support, which might have particularly strong effects for students who are relocating either internationally or across state lines and have added pressures of having to cope with new physical and cultural environments [7].…”

mentioning

confidence: 99%

Peer mentoring: A move towards addressing inequality between PhD students

Fam

Lee

2019

Neuroanatomy and Behaviour

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The number of students enrolling in postgraduate by research degrees has seen a large increase in recent years, a trend which is evident globally as well as within Australia. However, the rate at which PhD students are dropping out has also increased, indicating that students are not receiving adequate resources to support them throughout their candidature. We highlight that mentoring programs are effective in addressing inequality between PhD students, and describe a program that we have recently launched at UNSW Sydney.

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Doctoral students’ access to non-academic support for mental health

Abstract: This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

Cited by 83 publications

References 48 publications

An Empirical Investigation of Mental Illness, Impostor Syndrome, and Social Support in Management Doctoral Programs

An Empirical Investigation of Mental Illness, Impostor Syndrome, and Social Support in Management Doctoral Programs

How can we help PhD students cope with mental health issues and drop-out? An extensive analysis of discourse.

Peer mentoring: A move towards addressing inequality between PhD students

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