“…Strategies planned and implemented in order to reduce the risk for emotional impact in these dissertations arranged in order of frequency included: (1) journaling, audit trail or reflexivity ( n = 10) (Cooper, 2013; Dayal, 2018, Gagnier, 2014; Ion, 2010; Krahn, 2011; Lee, 2015; Martinek, 2015; Pucci, 2016; Puurveen, 2016); (2) supervisor/mentor support ( n = 7) (Bailey, 2013; Dayal, 2018; Gagnier, 2014; Ion, 2010; Lee, 2015; Puurveen, 2016; Vu, 2017); (3) self-care practices ( n = 5) such as meditation, running, study rest periods (Bailey, 2013; Ion, 2010; Martinek, 2015; Pucci, 2016; Puurveen, 2016); (4) debriefing ( n = 5) (Gagnier, 2014; Ion, 2010; Krahn, 2011; Lee, 2015; Pucci, 2016; Puurveen, 2016); (5) peer support ( n = 4) (Bailey, 2013; Ion, 2010; Puurveen, 2016; Vu, 2017); (6) training in counselling/coping ( n = 3) (Gagnier, 2014; Lee, 2015; Vu, 2017) and (7) professional support/counselling ( n = 1) (Bailey, 2013). Assessment strategies or tools to recognize and monitor levels of emotional impact or secondary distress were not reported within the included dissertations.…”