Perceptions of climate in clinical psychology doctoral programs: Development and initial validation of the Graduate Program Climate Scale.

Veilleux, Jennifer C.; January, Alicia M.; VanderVeen, Joseph W.; Reddy, L. Felice; Klonoff, Elizabeth A.

doi:10.1037/a0030303

Cited by 21 publications

(30 citation statements)

References 48 publications

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“…To measure participants’ perceptions of the climate in their graduate programs, we used a modified version of the Graduate Program Climate Scale (GPCS), which was originally developed by Veilleux et al. (2012), to address issues relevant to graduate programs.…”

Section: Methodsmentioning

confidence: 99%

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Burnout and Mental Health Problems in Biomedical Doctoral Students

Nagy

Fang

Hish

et al. 2019

LSE

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Although burnout and mental health problems may adversely impact quality of scientific research, academic productivity, and attrition in biomedical doctoral training programs, very little research has been done on this topic. Recent studies have used brief survey methods to begin to explore burnout and mental health problems in biomedical doctoral students. In this pilot study, biomedical doctoral students ( N = 69; 12% of enrolled biomedical doctoral students at a large research institution’s school of medicine in the United States) were administered standardized psychiatric interviews and self-report questionnaires focused on dimensions of burnout, mental health symptoms, and academic outcomes. We discovered high levels of burnout, depression, and anxiety. Additionally, we identified that burnout was significantly associated with thoughts related to dropping out, subjective appraisal of employment opportunities, functional impairment due to a mental health problem, and having at least one current psychiatric disorder. These findings extend prior research indicating the presence of significant emotional health challenges doctoral students in biomedical graduate programs face involving high burnout and difficulties with the training environment. We outline several recommendations and next steps to programmatically understand and address these emerging emotional wellness concerns in biomedical doctoral students.

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Section: Methodsmentioning

confidence: 99%

“…Cronbach’s α for the current study was 0.95, corresponding to excellent internal consistency. Prior studies have indicated this measure has acceptable internal consistency and concurrent validity (Veilleux et al. , 2012).…”

Section: Methodsmentioning

confidence: 99%

Burnout and Mental Health Problems in Biomedical Doctoral Students

Nagy

Fang

Hish

et al. 2019

LSE

View full text Add to dashboard Cite

show abstract

“…Doctoral students may experience several sources of social support, from their faculty advisors to their peers to their friends and family (Clark et al. , 2009; Tompkins et al. , 2016).…”

Section: Introductionmentioning

confidence: 99%

Applying the Stress Process Model to Stress–Burnout and Stress–Depression Relationships in Biomedical Doctoral Students: A Cross-Sectional Pilot Study

Hish

Nagy

Fang

et al. 2019

LSE

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Although doctoral students in the biomedical sciences have been recognized as a population at particular risk for mental health problems such as burnout and depression, little research has been conducted to identify candidate targets for intervention. To this end, we used the stress process model to evaluate potential mediators of stress–burnout and stress–depression relationships in biomedical doctoral students. A cross-sectional sample (n = 69) completed validated self-report measures of stress; symptoms of burnout and depression; and perceptions of mastery, social support, and advisor support. In linear regression models, we found that academic stressors were most predictive of burnout, whereas family/monetary stressors were most predictive of depression. In mediation models, we found that the relationship between stress and burnout was partially mediated by mastery and advisor support, while the stress–depression relationship was partially mediated by mastery. These findings represent a first step in identifying interventional targets to improve mental health in this at-risk population. Whereas certain stressors are inherent to the doctoral training environment, psychosocial interventions to enhance one’s sense of mastery and/or to improve advisor relationships may mitigate the influence of such stressors on burnout and depression.

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“…Department climate, including environmental safety, and developing a culture of caring and respect, has been linked to doctoral student satisfaction (Anderson & Swazey, 1998;Brus, 2006;Protivnak & Foss, 2009;Veilleux, January, Vanderveen, Reddy, & Klonoff, 2012). It is possible that master's students' reduced time spent within a department could shield them from broader aspects of the department that can be problematic.…”

Section: Discussionmentioning

confidence: 99%